[Congressional Record Volume 147, Number 108 (Monday, July 30, 2001)]
[House]
[Pages H4792-H4802]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




           NATIONAL MATHEMATICS AND SCIENCE PARTNERSHIPS ACT

  Mr. BOEHLERT. Mr. Speaker, I move to suspend the rules and pass the 
bill (H.R. 1858) to make improvements in mathematics and science 
education, and for other purposes, as amended.
  The Clerk read as follows:

                               H.R. 1858

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``National Mathematics and 
     Science Partnerships Act''.

     SEC. 2. FINDINGS.

       The Congress finds the following:
       (1) 12 years ago the President of the United States 
     convened the Nation's Governors to establish common goals for 
     the improvement of elementary and secondary education.
       (2) Among the National Education Goals established was the 
     goal that by the year 2000 United States students would be 
     first in the world in mathematics and science achievement.
       (3) Despite these goals, 8th graders in the United States 
     showed just average performance in mathematics and science in 
     the Third International Mathematics and Science Study-Repeat 
     and demonstrated lower relative performance than the cohort 
     of 4th graders 4 years earlier.
       (4) The United States must redouble its efforts to provide 
     all of its students with a world-class education in 
     mathematics, science, engineering, and technology.
       (5) The American economy has become the most robust in the 
     world, not through state planning and government 
     intervention, but through the hard work and innovation of its 
     citizens. This success is founded in our constitutional 
     tradition of respect for individual liberty to pursue 
     personal career objectives.

     SEC. 3. DEFINITIONS.

       In this Act--
       (1) the term ``Director'' means the Director of the 
     National Science Foundation;
       (2) the term ``institution of higher education'' has the 
     meaning given such term by section 101 of the Higher 
     Education Act of 1965 (20 U.S.C. 1001);
       (3) the term ``eligible nonprofit organization'' means a 
     nonprofit research institute or a nonprofit professional 
     association with demonstrated experience delivering 
     mathematics or science education as determined by the 
     Director;
       (4) the term ``local educational agency'' has the meaning 
     given such term by section 14101(19) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801(19));
       (5) the term ``State educational agency'' has the meaning 
     given such term by section 14101(29) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801(29));
       (6) the term ``elementary school'' has the meaning given 
     that term by section 14101(14) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801(14)); and
       (7) the term ``secondary school'' has the meaning given 
     that term by section 14101(26) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 8801(26)).

     SEC. 4. DUPLICATION OF PROGRAMS.

       (a) In General.--The Director of the National Science 
     Foundation shall review the education programs of the 
     National Science Foundation that are in operation as of the 
     date of enactment of this Act to determine whether any of 
     such programs duplicate the programs authorized in this Act.
       (b) Implementation.--(1) As programs authorized in this Act 
     are implemented, the Director shall terminate any existing 
     duplicative program or merge the duplicative program into a 
     program authorized in this Act.
       (2) The Director shall not establish any new program that 
     duplicates a program that has been implemented pursuant to 
     this Act.
       (c) Report.--(1) The Director of the Office of Science and 
     Technology Policy shall review the education programs of the 
     National Science Foundation to ensure compliance with the 
     provisions of this section.
       (2) Not later than one year after the date of the enactment 
     of this Act, the Director of the Office of Science and 
     Technology Policy shall complete a report on the review 
     carried out under this subsection and shall submit the report 
     to the Committee on Science, the Committee on Education and 
     the Workforce, and the Committee on Appropriations of the 
     House of Representatives.
       (3) Beginning one year after the date of enactment of this 
     Act, the Director of the Office of Science and Technology 
     Policy, shall, as part of the annual budget submission to 
     Congress, submit an updated version of the report required by 
     paragraph (2).

     SEC. 5. MATCHING REQUIREMENTS.

       The Director may establish matching fund requirements for 
     any programs authorized by this Act except those established 
     in title IV.

     SEC. 6. COORDINATION.

       In carrying out the activities authorized by this Act, the 
     Director of the National Science Foundation shall consult and 
     coordinate with the Secretary of Education to ensure close 
     cooperation with programs authorized under the Elementary and 
     Secondary Education Act of 1965 (Public Law 89-10).

        TITLE I--MATHEMATICS AND SCIENCE EDUCATION PARTNERSHIPS

       Subtitle A--Mathematics and Science Education Partnerships

     SEC. 101. PROGRAM AUTHORIZED.

       (a) In General.--(1) The Director shall establish a program 
     to award grants to institutions of higher education or 
     eligible nonprofit organizations (or consortia thereof) to 
     establish mathematics and science education partnership 
     programs to improve the instruction of elementary and 
     secondary science education.
       (2) Grants shall be awarded under this section on a merit-
     reviewed competitive basis.
       (b) Partnerships.--(1) In order to be eligible to receive a 
     grant under this section, an institution of higher education 
     or eligible nonprofit organization (or consortium thereof) 
     shall enter into a partnership with one or more local 
     educational agencies that may also include a State 
     educational agency or one or more businesses, or both.
       (2) A participating institution of higher education shall 
     include mathematics, science, or engineering departments in 
     the programs carried out through a partnership under this 
     subsection.
       (c) Uses of Funds.--Grants awarded under this section shall 
     be used for activities that draw upon the expertise of the 
     partners to improve elementary or secondary education, or 
     both, in mathematics or science, or both. Such activities may 
     include--
       (1) recruiting and preparing students for careers in 
     elementary or secondary mathematics or science education;
       (2) offering professional development programs, including 
     summer or academic year institutes or workshops, designed to 
     strengthen the capabilities of existing mathematics and 
     science teachers;
       (3) offering innovative programs that instruct teachers on 
     using technology more effectively in teaching mathematics and 
     science, including programs that recruit and train 
     undergraduate and graduate students to provide technical 
     support to teachers;
       (4) developing distance learning programs for teachers or 
     students, including developing courses, curricular materials 
     and other resources for the in-service professional 
     development of teachers that are made available to teachers 
     through the Internet;
       (5) offering teacher preparation and certification programs 
     for professional mathematicians, scientists, and engineers 
     who wish to begin a career in teaching;
       (6) developing assessment tools to measure student mastery 
     of content and cognitive skills;
       (7) developing or adapting elementary and secondary school 
     curricular materials, aligned to State standards, that 
     incorporate contemporary research on the science of learning;
       (8) developing undergraduate mathematics and science 
     courses for education majors;
       (9) using mathematicians, scientists, and engineers 
     employed by private businesses to help recruit and train 
     mathematics and science teachers;
       (10) developing a cadre of master teachers who will promote 
     reform and improvement in schools;
       (11) developing and offering mathematics or science 
     enrichment programs for students, including after-school and 
     summer programs;
       (12) providing research opportunities in business or 
     academia for students and teachers;
       (13) bringing mathematicians, scientists, and engineers 
     from business and academia into elementary and secondary 
     school classrooms; and
       (14) any other activities the Director determines will 
     accomplish the goals of this section.
       (d) Science Enrichment Programs for Girls.--Activities 
     carried out in accordance with subsections (c)(11) and (12) 
     shall include elementary and secondary school programs to 
     encourage the ongoing interest of girls in science, 
     mathematics, engineering, and technology and to prepare girls 
     to pursue undergraduate and graduate degrees and careers in 
     science, mathematics, engineering, or technology. Funds made 
     available through awards to partnerships for the purposes of 
     this subsection may support programs for--
       (1) encouraging girls to pursue studies in science, 
     mathematics, engineering, and technology and to major in such 
     fields in postsecondary education;
       (2) tutoring girls in science, mathematics, engineering, 
     and technology;
       (3) providing mentors for girls in person and through the 
     Internet to support such girls in pursuing studies in 
     science, mathematics, engineering, and technology;

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       (4) educating the parents of girls about the difficulties 
     faced by girls to maintain an interest and desire to achieve 
     in science, mathematics, engineering, and technology, and 
     enlisting the help of parents in overcoming these 
     difficulties; and
       (5) acquainting girls with careers in science, mathematics, 
     engineering, and technology and encouraging girls to plan for 
     careers in such fields.
       (e) Research in Secondary Schools.--Activities carried out 
     in accordance with subsection (c)(11) may include support for 
     research projects performed by students at secondary schools. 
     Uses of funds made available through awards to partnerships 
     for purposes of this subsection may include--
       (1) training secondary school mathematics and science 
     teachers in the design of research projects for students;
       (2) establishing a system for students and teachers 
     involved in research projects funded under this section to 
     exchange information about their projects and research 
     results; and
       (3) assessing the educational value of the student research 
     projects by such means as tracking the academic performance 
     and choice of academic majors of students conducting 
     research.
       (f) Stipends.--Grants awarded under this section may be 
     used to provide stipends for teachers or students 
     participating in training or research activities that would 
     not be part of their typical classroom activities.

     SEC. 102. SELECTION PROCESS.

       (a) Application.--An institution of higher education or an 
     eligible nonprofit organization (or a consortium thereof) 
     seeking funding under section 101 shall submit an application 
     to the Director at such time, in such manner, and containing 
     such information as the Director may require. The application 
     shall include, at a minimum--
       (1) a description of the partnership and the role that each 
     member will play in implementing the proposal;
       (2) a description of each of the activities to be carried 
     out, including--
       (A) how such activities will be aligned with State and 
     local standards and with other activities that promote 
     student achievement in mathematics and science;
       (B) how such activities will be based on a review of 
     relevant research;
       (C) why such activities are expected to improve student 
     performance and strengthen the quality of mathematics and 
     science instruction; and
       (D) in the case of activities carried out in accordance 
     with section 101(d), how such activities will encourage the 
     interest of women and minorities in mathematics, science, 
     engineering, and technology and will help prepare women and 
     minorities to pursue postsecondary studies in these fields;
       (3) a description of the number, size, and nature of any 
     stipends that will be provided to students or teachers and 
     the reasons such stipends are needed;
       (4) how the partnership will serve as a catalyst for reform 
     of mathematics and science education programs; and
       (5) how the partnership will assess its success.
       (b) Review of Applications.--In evaluating the applications 
     submitted under subsection (a), the Director shall consider, 
     at a minimum--
       (1) the ability of the partnership to effectively carry out 
     the proposed programs;
       (2) the extent to which the members of the partnership are 
     committed to making the partnership a central organizational 
     focus;
       (3) the degree to which activities carried out by the 
     partnership are based on relevant research and are likely to 
     result in increased student achievement;
       (4) the degree to which such activities are aligned with 
     State or local standards; and
       (5) the likelihood that the partnership will demonstrate 
     activities that can be widely implemented as part of larger 
     scale reform efforts.
       (c) Awards.--(1) The Director shall ensure, to the extent 
     practicable, that partnership grants be awarded under section 
     101 in a wide range of geographic areas and that the 
     partnership program include rural, suburban, and urban local 
     educational agencies.
       (2) Not less than 50 percent of the partnerships funded 
     under section 101 shall include businesses.
       (3) The Director shall award grants under this subtitle for 
     a period not to exceed 5 years.

     SEC. 103. ACCOUNTABILITY AND DISSEMINATION.

       (a) Assessment Required.--The Director shall evaluate the 
     partnerships program established under section 101. At a 
     minimum, such evaluations shall--
       (1) use a common set of benchmarks and assessment tools to 
     identify best practices and materials developed and 
     demonstrated by the partnerships; and
       (2) to the extent practicable, compare the effectiveness of 
     practices and materials developed and demonstrated by the 
     partnerships authorized under this subtitle with those of 
     partnerships funded by other State or Federal agencies.
       (b) Dissemination of Results.--(1) The results of the 
     evaluations required under subsection (a) shall be made 
     available to the public, including through the National 
     Science, Mathematics, Engineering, and Technology Education 
     Digital Library, and shall be provided to the Committee on 
     Science of the House of Representatives and the Committee on 
     Health, Education, Labor, and Pensions and the Committee on 
     Commerce, Science, and Transportation of the Senate.
       (2) Materials developed under the program established under 
     section 101 that are demonstrated to be effective shall be 
     made available through the National Science, Mathematics, 
     Engineering, and Technology Education Digital Library.
       (c) Annual Meeting.--The Director shall convene an annual 
     meeting of the partnerships participating under this subtitle 
     to foster greater national collaboration.

     SEC. 104. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to the National 
     Science Foundation to carry out this subtitle $200,000,000 
     for each of fiscal years 2002 through 2006.

            Subtitle B--Teacher Research Scholarship Program

     SEC. 111. PROGRAM AUTHORIZED.

       (a) In General.--(1) The Director shall establish a program 
     to award grants to institutions of higher education or 
     eligible nonprofit organizations (or consortia thereof) to 
     provide research opportunities in mathematics, science, and 
     engineering for elementary or secondary school teachers of 
     mathematics or science. Such institutions of higher education 
     or eligible nonprofit organizations may include one or more 
     businesses or Federal or State laboratories as partners under 
     the program.
       (2) Grants shall be awarded under this section on a merit-
     reviewed competitive basis.
       (b) Program Components.--Grant recipients under this 
     section--
       (1) shall recruit and select teachers and provide such 
     teachers with opportunities to conduct research in academic, 
     business, or government laboratories;
       (2) shall ensure that the teachers have mentors and other 
     programming support to ensure that their research experience 
     will contribute to their understanding of mathematics, 
     science, and engineering and improve their performance in the 
     classroom;
       (3) shall provide teachers with a scholarship stipend; and
       (4) may provide room and board for residential programs.
       (c) Use of Funds.--(1) Not more than 25 percent of the 
     funds provided under a grant under this section may be used 
     for programming support for teachers.
       (2) The Director shall issue guidelines specifying the 
     minimum and maximum amounts of stipends recipients may 
     provide to teachers under this section.
       (d) Duration.--A teacher may participate in research under 
     the program under this section for up to 1 calendar year or 2 
     sequential summers.

     SEC. 112. SELECTION PROCESS.

       (a) Application.--An institution of higher education or an 
     eligible nonprofit organization (or a consortium thereof) 
     seeking funding under section 111 shall submit an application 
     to the Director at such time, in such manner, and containing 
     such information as the Director may require. The application 
     shall include, at a minimum--
       (1) a description of the research opportunities that will 
     be made available to elementary or secondary school teachers, 
     or both, by the applicant;
       (2) a description of how the applicant will recruit 
     teachers to participate in the program and the criteria that 
     will be used to select the participants;
       (3) a description of the number, types, and amounts of the 
     scholarships that the applicant intends to offer to 
     participating teachers; and
       (4) a description of the programming support that will be 
     provided to participating teachers.
       (b) Review of Applications.--In evaluating the applications 
     submitted under subsection (a), the Director shall consider, 
     at a minimum--
       (1) the ability of the applicant to effectively carry out 
     the proposed program;
       (2) the extent to which the applicant is committed to 
     making the program a central organizational focus; and
       (3) the likelihood that the research experiences and 
     programming to be offered by the applicant will improve 
     elementary and secondary education.
       (c) Awards.--(1) The Director shall ensure, to the extent 
     practicable, that grants be awarded under this subtitle in a 
     wide range of geographic areas and to assist teachers from 
     rural, suburban, and urban local educational agencies.
       (2) The Director shall award grants under this subtitle for 
     a period not to exceed 5 years.

     SEC. 113. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated for the National 
     Science Foundation to carry out this subtitle $15,000,000 for 
     each of fiscal years 2002 through 2006.

 TITLE II--NATIONAL SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
                       EDUCATION DIGITAL LIBRARY

     SEC. 201. IN GENERAL.

       The Director shall establish a program to expand the 
     National Science, Mathematics, Engineering, and Technology 
     Education Digital Library (hereinafter in this Act referred 
     to as the ``Digital Library'') program to enable timely and 
     continuous dissemination of elementary and secondary science, 
     mathematics, engineering, and technology educational 
     resources, materials, practices, and policies through the 
     Internet and other digital technologies. The expanded Digital 
     Library shall--
       (1) contain an Internet-based repository of curricular 
     materials, practices, and teaching modules;

[[Page H4794]]

       (2) contain, to the extent practicable, an Internet-based 
     repository of information about national and regional 
     conferences related to the improvement of elementary and 
     secondary mathematics, science, engineering, and technology 
     education, including, if appropriate, links to materials 
     generated by those conferences.
       (3) provide users of the Digital Library with access to all 
     materials in the Digital Library through a single entry 
     point;
       (4) contain only materials that have been peer-reviewed and 
     tested to ensure factual accuracy and effectiveness and that 
     are aligned with recognized State and other widely recognized 
     professional and technical mathematics and science standards;
       (5) present materials in a format that is consistent, 
     facilitates ease of comparison and use by classroom teachers, 
     and contains appropriate links to other Federal educational 
     clearinghouses; and
       (6) provide materials related to mathematics and science 
     partnership programs, including--
       (A) links to all of the programs developed through the 
     mathematics and science partnerships established under 
     subtitle A of title I;
       (B) data related to assessment and evaluation and final 
     program reports developed under subtitle A of title I, 
     including both positive and negative outcomes of the program;
       (C) materials developed by the partnerships under subtitle 
     A of title I that have been demonstrated to be effective; and
       (D) a mechanism for users to make comments or suggestions 
     regarding the use and effectiveness of posted materials.

     SEC. 202. GRANTS AND CONTRACT.

       (a) Grants.--The Director may award grants to institutions 
     of higher education or other qualified entities--
       (1) to design all or parts of the Digital Library;
       (2) to provide assistance to schools in the selection and 
     adaptation of curricular materials, practices, and teaching 
     methods made available through the Digital Library; or
       (3) to carry out the activities described in both 
     paragraphs (1) and (2).
     Grants awarded under this subsection may cover the costs of 
     acquiring and reviewing educational materials for 
     dissemination through the Digital Library.
       (b) Operation.--The Director may contract out the operation 
     and management of the Digital Library.
       (c) Competitive Awards.--Grants and contracts shall be 
     awarded under this section on a competitive basis.

     SEC. 203. CONSTRUCTION.

       Nothing in this Act shall affect the rights, remedies, 
     limitations, or defenses under title 17, United States Code.

     SEC. 204. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated for the National 
     Science Foundation to carry out this title $20,000,000 for 
     each of fiscal years 2002 through 2006.

            TITLE III--STRATEGIC EDUCATION RESEARCH PROGRAM

                          Subtitle A--Centers

     SEC. 301. ESTABLISHMENT OF CENTERS FOR RESEARCH ON LEARNING 
                   AND EDUCATION IMPROVEMENT.

       (a) In General.--(1) The Director shall award grants to 
     institutions of higher education (or consortia thereof) to 
     establish 4 multidisciplinary Centers for Research on 
     Learning and Education Improvement.
       (2) Grants shall be awarded under this subsection on a 
     merit-reviewed competitive basis.
       (b) Purpose.--The purpose of the Centers shall be to 
     conduct and evaluate research in cognitive science, education 
     and related fields and to develop ways in which the results 
     of such research can be applied in elementary and secondary 
     classrooms to improve the teaching of mathematics and 
     science.
       (c) Focus.--(1) Each Center shall be focused on a different 
     challenge faced by elementary or secondary school teachers of 
     mathematics and science. In determining the research focus of 
     the Centers, the Director shall consult with the National 
     Academy of Sciences and take into account the extent to which 
     other Federal programs support research on similar questions.
       (2) The proposal solicitation issued by the Director shall 
     state the focus of each Center and applicants shall apply for 
     designation as a specific Center.

     SEC. 302. SELECTION PROCESS.

       (a) Application.--An institution of higher education (or a 
     consortium of such institutions) seeking funding under this 
     title shall submit an application to the Director at such 
     time, in such manner, and containing such information as the 
     Director may require. The application shall include, at a 
     minimum, a description of--
       (1) the initial research projects that will be undertaken 
     by the Center and the process by which new projects will be 
     identified;
       (2) how the Center will work with other research 
     institutions and schools to broaden the national research 
     agenda on learning and teaching;
       (3) how the Center will promote active collaboration among 
     physical, biological, and social science researchers;
       (4) how the Center will promote active participation by 
     elementary and secondary mathematics and science teachers and 
     administrators; and
       (5) how the Center will reduce the results of its research 
     to educational practice and assess the success of new 
     practices.
       (b) Review of Applications.--In evaluating the applications 
     submitted under subsection (a), the Director shall consider, 
     at a minimum--
       (1) the ability of the applicant to effectively carry out 
     the research program and reduce its results to effective 
     educational practice;
       (2) the experience of the applicant in conducting research 
     on the science of teaching and learning and the capacity of 
     the applicant to foster new multidisciplinary collaborations;
       (3) the capacity of the applicant to attract precollege 
     educators from a diverse array of schools and professional 
     experiences for participation in Center activities; and
       (4) the capacity of the applicant to attract and provide 
     adequate support for graduate students to pursue research at 
     the intersection of educational practice and basic research 
     on human cognition and learning.
       (c) Awards.--The Director shall ensure, to the extent 
     practicable, that the Centers funded under this section 
     conduct research and develop educational practices designed 
     to improve the educational performance of a broad range of 
     students, including those from groups underrepresented in 
     mathematics, science, and engineering.

     SEC. 303. ANNUAL CONFERENCE.

       The Director shall convene an annual meeting of the Centers 
     to foster collaboration among the Centers and to further 
     disseminate the results of the Centers' activities.

     SEC. 304. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated for the National 
     Science Foundation to carry out this title $12,000,000 for 
     each of fiscal years 2002 through 2006.

                        Subtitle B--Fellowships

     SEC. 311. EDUCATION RESEARCH TEACHER FELLOWSHIPS.

       (a) Establishment.--(1) The Director shall establish a 
     program to award grants to institutions of higher education 
     or eligible nonprofit entities (or consortia thereof) to 
     provide research opportunities related to the science of 
     learning to elementary and secondary school teachers of 
     science and mathematics.
       (2) Grants shall be awarded under this section on a merit-
     reviewed competitive basis.
       (b) Program Components.--Grant recipients under this 
     section--
       (1) shall recruit and select teachers and provide such 
     teachers with opportunities to conduct research in the fields 
     of--
       (A) brain research as a foundation for research on human 
     learning;
       (B) behavioral, cognitive, affective, and social aspects of 
     human learning;
       (C) science and mathematics learning in formal and informal 
     educational settings; or
       (D) learning in complex educational systems;
       (2) shall ensure that participating teachers have mentors 
     and other programming support to ensure that their research 
     experience will contribute to their understanding of the 
     science of learning;
       (3) shall provide programming, guidance, and support to 
     ensure that participating teachers disseminate information 
     about the current state of education research and its 
     implications for classroom practice to other elementary and 
     secondary educators and can use that information to improve 
     their performance in the classroom;
       (4) shall provide participating teachers with a scholarship 
     stipend; and
       (5) may provide room and board for residential programs.
       (c) Use of Funds.--(1) Not more than 25 percent of the 
     funds provided under a grant under this section may be used 
     for programming support for participating teachers.
       (2) The Director shall issue guidelines specifying the 
     minimum or maximum amounts of stipends grant recipients may 
     provide to teachers under this section.
       (d) Duration.--A teacher may participate in research under 
     the program under this section for up to 1 calendar year or 2 
     sequential summers.
       (e) Application.--An institution of higher education or 
     eligible nonprofit entity (or a consortium thereof) seeking 
     funding under this section shall submit an application to the 
     Director at such time, in such manner, and containing such 
     information as the Director may require. The application 
     shall include, at a minimum--
       (1) a description of the research opportunities that will 
     be made available to elementary or secondary school teachers, 
     or both, by the applicant;
       (2) a description of how the applicant will recruit 
     teachers to participate in the program, and the criteria that 
     will be used to select the participants;
       (3) a description of the number, types, and amounts of the 
     scholarships that the applicant intends to offer to 
     participating teachers; and
       (4) a description of the programming support that will be 
     provided to participating teachers to enhance their research 
     experience and to enable them to educate their peers about 
     the value, findings, and implications of education research.
       (f) Review of Applicants.--In evaluating the applications 
     submitted under subsection (e), the Director shall consider, 
     at a minimum--
       (1) the ability of the applicant to effectively carry out 
     the proposed program;

[[Page H4795]]

       (2) the extent to which the applicant is committed to 
     making the program a central organizational focus; and
       (3) the likelihood that the research experiences and 
     programming to be offered by the applicant will improve 
     elementary and secondary education.
       (g) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation for 
     carrying out this section $5,000,000 for each of fiscal years 
     2002 through 2004.

               TITLE IV--ROBERT NOYCE SCHOLARSHIP PROGRAM

     SEC. 401. DEFINITIONS.

       In this title--
       (1) the term ``mathematics and science teacher'' means a 
     mathematics, science, or technology teacher at the elementary 
     or secondary school level;
       (2) the term ``mathematics, science, or engineering 
     professional'' means a person who holds a baccalaureate, 
     masters, or doctoral degree in science, mathematics, or 
     engineering and is working in that field or a related area;
       (3) the term ``scholarship'' means an award under section 
     405; and
       (4) the term ``scholarship recipient'' means a student 
     receiving a scholarship;
       (5) the term ``stipend'' means an award under section 406;
       (6) the term ``stipend recipient'' means a science, 
     mathematics, or engineering professional receiving a stipend; 
     and
       (7) the term ``cost of attendance'' has the meaning given 
     such term in section 472 of the Higher Education Act of 1965 
     (20 U.S.C. 1087ll).

     SEC. 402. SCHOLARSHIP PROGRAM.

       (a) In General.--(1) The Director shall establish a program 
     to award grants to institutions of higher education (or 
     consortia of such institutions) to provide scholarships and 
     programming designed to recruit and train mathematics and 
     science teachers. Such program shall be known as the ``Robert 
     Noyce Scholarship Program''.
       (2) Grants shall be provided under this section on a merit-
     reviewed competitive basis.
       (b) Use of Grants.--Grants provided under this title shall 
     be used by institutions of higher education--
       (1) to develop and implement a program to encourage top 
     college juniors and seniors majoring in mathematics, science, 
     and engineering at the grantee's institution to become 
     mathematics and science teachers, through--
       (A) administering scholarships in accordance with section 
     405;
       (B) offering programs to help scholarship recipients to 
     teach in elementary and secondary schools, including programs 
     that will result in teacher certification; and
       (C) offering programs to scholarship recipients, both 
     before and after they receive their baccalaureate degree, to 
     enable the recipients to become better mathematics and 
     science teachers, and to exchange ideas with others in their 
     fields; or
       (2) to develop and implement a program to encourage 
     science, mathematics, or engineering professionals to become 
     mathematics and science teachers, through--
       (A) administering stipends in accordance with section 406;
       (B) offering programs to help stipend recipients obtain 
     teacher certification; and
       (C) offering programs to stipend recipients, both during 
     and after matriculation, to enable recipients to become 
     better mathematics and science teachers and exchange ideas 
     with others in their fields; or
       (3) for both of the purposes described in paragraphs (1) 
     and (2).

     SEC. 403. SELECTION PROCESS.

       (a) Application.--An institution of higher education (or a 
     consortium of such institutions) seeking funding under this 
     title shall submit an application to the Director at such 
     time, in such manner, and containing such information as the 
     Director may require. The application shall include, at a 
     minimum--
       (1) a description of the scholarship or stipend program, or 
     both, that the applicant intends to operate, including the 
     number of scholarships or the size and number of stipends the 
     applicant intends to award, and the selection process that 
     will be used in awarding the scholarships or stipends;
       (2) evidence that the applicant has the capability to 
     administer the scholarship or stipend program in accordance 
     with the provisions of this title; and
       (3) a description of the programming that will be offered 
     to scholarship or stipend recipients during and after their 
     matriculation.
       (b) Review of Applications.--In evaluating the applications 
     submitted under subsection (a), the Director shall consider, 
     at a minimum--
       (1) the ability of the applicant to effectively carry out 
     the program;
       (2) the extent to which the applicant is committed to 
     making the program a central organizational focus;
       (3) the ability of the proposed programming to enable 
     scholarship or stipend recipients to become successful 
     mathematics and science teachers;
       (4) the number and quality of the students that will be 
     served by the program; and
       (5) the ability of the applicant to recruit students who 
     would otherwise not pursue a career in teaching.

     SEC. 404. AWARDS.

       (a) Designation.--The Director shall designate institutions 
     awarded grants under this title as ``National Teacher 
     Scholarship Centers''.
       (b) Distribution.--The Director shall ensure, to the extent 
     practicable, that grants be awarded under this title in a 
     wide range of geographic areas and to prepare students for 
     jobs in rural, suburban, and urban local educational 
     agencies.
       (c) Duration.--Grants awarded under this title shall be for 
     a period of 10 years.

     SEC. 405. SCHOLARSHIP REQUIREMENTS.

       (a) In General.--Scholarships under this title shall be 
     available only to students who are--
       (1) majoring in science, mathematics, or engineering; and
       (2) in the last 2 years of a baccalaureate degree program.
       (b) Selection.--Individuals shall be selected to receive 
     scholarships primarily on the basis of academic merit, with 
     consideration given to financial need and to the goal of 
     promoting the participation of minorities, women, and people 
     with disabilities.
       (c) Amount.--Scholarships under this title shall be in the 
     amount of $7,500 per year, or the cost of attendance, 
     whichever is less. Individuals may receive a maximum of 2 
     years of scholarship support.
       (d) Service Obligation.--If an individual receives a 
     scholarship, that individual shall be required to complete, 
     within 6 years after graduation from the baccalaureate degree 
     program for which the scholarship was awarded, 2 years of 
     service as a mathematics or science teacher for each year a 
     scholarship was received. Service required under this 
     subsection shall be performed at a school receiving 
     assistance under chapter 1 of title I of the Elementary and 
     Secondary Education Act of 1965 (Public Law 89-10).

     SEC. 406. STIPENDS.

       (a) In General.--Stipends under this title shall be 
     available only to mathematics, science, and engineering 
     professionals who, while receiving the stipend, are enrolled 
     in a program to receive certification to teach.
       (b) Selection.--Individuals shall be selected to receive 
     stipends under this title primarily on the basis of academic 
     merit, with consideration given to financial need and to the 
     goal of promoting the participation of minorities, women, and 
     people with disabilities.
       (c) Amount.--Stipends under this title shall be for an 
     amount of up to $7,500 per year, but in no event more than 
     the cost of attendance. Individuals may receive a maximum of 
     1 year of stipend support.
       (d) Service Obligation.--If an individual receives a 
     stipend under this title, that individual shall be required 
     to complete, within 6 years after graduation from the program 
     for which the stipend was awarded, 2 years of service as a 
     mathematics or science teacher for each year a stipend was 
     received. Service required under this subsection shall be 
     performed at a school receiving assistance under chapter 1 of 
     title I of the Elementary and Secondary Education Act of 1965 
     (Public Law 89-10).

     SEC. 407. CONDITIONS OF SUPPORT.

       As a condition of acceptance of a scholarship or stipend 
     under this title, a recipient shall enter into an agreement 
     with the institution of higher education--
       (1) accepting the terms of the scholarship or stipend 
     pursuant to sections 405 and 409 or section 406;
       (2) agreeing to provide the awarding institution of higher 
     education with annual certification of employment and current 
     contact information and to participate in surveys provided by 
     the institution of higher education as part of an ongoing 
     assessment program; and
       (3) establishing that any scholarship recipient shall be 
     liable to the United States for any amount that is required 
     to be repaid in accordance with the provisions of section 
     409.

     SEC. 408. COLLECTION FOR NONCOMPLIANCE.

       (a) Monitoring Compliance.--An institution of higher 
     education (or consortium thereof) receiving a grant under 
     this title shall, as a condition of participating in the 
     program, enter into an agreement with the Director to monitor 
     the compliance of scholarship and stipend recipients with 
     their respective service requirements.
       (b) Collection of Repayment.--(1) In the event that a 
     scholarship recipient is required to repay the scholarship 
     under section 409, the institution shall be responsible for 
     collecting the repayment amounts.
       (2) Except as provided in paragraph (3), any repayment 
     shall be returned to the Treasury of the United States.
       (3) A grantee may retain a percentage of any repayment it 
     collects to defray administrative costs associated with the 
     collection. The Director shall establish a single, fixed 
     percentage that will apply to all grantees.

     SEC. 409. FAILURE TO COMPLETE SERVICE OBLIGATION.

       (a) General Rule.--If an individual who has received a 
     scholarship under this title--
       (1) fails to maintain an acceptable level of academic 
     standing in the educational institution in which the 
     individual is enrolled, as determined by the National Science 
     Foundation;
       (2) is dismissed from such educational institution for 
     disciplinary reasons;
       (3) withdraws from the baccalaureate degree program for 
     which the award was made before the completion of such 
     program;
       (4) declares that the individual does not intend to fulfill 
     his service obligation under this title; or
       (5) fails to fulfill the service obligation of the 
     individual under this title,

[[Page H4796]]

     such individual shall be liable to the United States as 
     provided in subsection (b).
       (b) Amount of Repayment.--(1) If a circumstance described 
     in subsection (a) occurs before the completion of one year of 
     a service obligation under this title, the United States 
     shall be entitled to recover from the individual, within one 
     year after the date of the occurrence of such circumstance, 
     an amount equal to--
       (A) the total amount of awards received by such individual 
     under this title; plus
       (B) the interest on such amounts which would be payable if 
     at the time the amounts were received they were loans bearing 
     interest at the maximum legal prevailing rate, as determined 
     by the Treasurer of the United States,
     multiplied by 2.
       (2) If a circumstance described in subsection (a)(4) or 
     (a)(5) occurs after the completion of one year of a service 
     obligation under this title, the United States shall be 
     entitled to recover from the individual, within one year 
     after the date of the occurrence of such circumstance, an 
     amount equal to--
       (A) the total amount of awards received by such individual 
     under this title minus $3,750 for each full year of service 
     completed; plus
       (B) the interest on such amounts which would be payable if 
     at the time the amounts were received they were loans bearing 
     interest at the maximum legal prevailing rate, as determined 
     by the Treasurer of the United States.
       (c) Exceptions.--(1) The National Science Foundation may 
     provide for the partial or total waiver or suspension of any 
     service obligation or payment by an individual under this 
     title whenever compliance by the individual is impossible or 
     would involve extreme hardship to the individual, or if 
     enforcement of such obligation with respect to the individual 
     would be unconscionable.
       (2) Any obligation of an individual under this title for 
     payment under subsection (b) may be released by a discharge 
     in bankruptcy under title 11, United States Code, only if 
     such discharge is granted after the expiration of the 5-year 
     period beginning on the first date that such payment is 
     required.

     SEC. 410. REPORT.

       (a) Data Collection.--Institutions receiving grants under 
     this title shall supply to the Director any relevant 
     statistical and demographic data on scholarship recipients 
     and stipend recipients the Director may request, including 
     information on employment required by section 407.
       (b) Assessment.--Not later than 7 years after the date of 
     the enactment of this Act, the Director shall submit to 
     Congress a report assessing the impact of the implementation 
     of this title on drawing into teaching top mathematics and 
     science students, including students from groups 
     underrepresented in mathematics, science, and engineering.

     SEC. 411. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated to 
     the National Science Foundation to carry out this title 
     $20,000,000 for each of fiscal years 2002 through 2005.
       (b) Specific Appropriations.--There are authorized to be 
     appropriated to the National Science Foundation to support 
     the activities described in subsections (b)(1)(A) and (C) and 
     (b)(2)(A) and (C) of section 402, such sums as may be 
     necessary for each of fiscal years 2006 through 2011.

               TITLE V--REQUIREMENTS FOR RESEARCH CENTERS

     SEC. 501. REQUIREMENTS FOR RESEARCH CENTERS.

       The Director shall ensure that any National Science 
     Foundation program that awards grants for the establishment 
     of research centers at institutions of higher education after 
     the date of the enactment of this Act--
       (1) requires that every center offer programs for 
     elementary and secondary mathematics and science teachers and 
     students to increase their understanding of the field in 
     which the center specializes; and
       (2) uses the quality of a center's proposed precollege 
     education programs as a criterion in determining grant 
     awards.

                   TITLE VI--EDUCATIONAL TECHNOLOGIES

                      Subtitle A--Research Centers

     SEC. 601. EDUCATIONAL TECHNOLOGY RESEARCH CENTERS.

       (a) In General.--(1) The Director shall establish a program 
     to award grants to institutions of higher education (or 
     consortia thereof) to establish centers to evaluate and 
     improve the effectiveness of information technologies in 
     elementary and secondary mathematics and science education.
       (2) Grants shall be awarded under this subtitle on a merit-
     reviewed competitive basis.
       (b) Activities.--Centers established under this subtitle 
     shall, at a minimum--
       (1) identify educational approaches and techniques that are 
     based on the use of information technology and that have the 
     potential for being effective in classroom settings;
       (2) develop methods to measure the effectiveness of various 
     applications of information technology in mathematics and 
     science education, including methods to measure student 
     performance;
       (3) evaluate the effectiveness of the use of technology in 
     elementary and secondary mathematics and science education in 
     a variety of classroom settings; and
       (4) identify the key variables that influence educational 
     effectiveness and the conditions necessary to implement 
     successfully an approach or technique determined to be 
     educationally effective for a particular educational setting;
       (5) ensure that the results of such evaluations are widely 
     disseminated; and
       (6) develop a program to work with local educational 
     agencies to help them apply the results of the research 
     conducted under this section.

     SEC. 602. SELECTION PROCESS.

       (a) Application.--An institution of higher education (or a 
     consortium of such institutions) seeking funding under this 
     subtitle shall submit an application to the Director at such 
     time, in such manner, and containing such information as the 
     Director may require. The application shall include, at a 
     minimum, a description of--
       (1) the approaches to the use of information technology 
     that the center will initially evaluate, how it chose those 
     approaches, how it will seek out any additional approaches, 
     and how assessment procedures would be developed and applied;
       (2) how the center will work with local educational 
     agencies to evaluate the approaches in classrooms;
       (3) how the center will disseminate the results of its 
     work; and
       (4) how the center will develop an outreach program to work 
     with local educational agencies to help them apply the 
     results of its research.
       (b) Review of Applications.--In evaluating the applications 
     submitted under subsection (a), the Director shall consider, 
     at a minimum, the ability of the applicant to effectively 
     evaluate information technology approaches and to help local 
     educational agencies apply the results of those evaluations.
       (c) Awards.--The Director shall ensure, to the extent 
     practicable, that the program established under this subtitle 
     evaluates information technology--
       (1) in a wide range of grade levels and geographic areas;
       (2) in rural, suburban, and urban schools; and
       (3) with a wide variety of students in terms of race, 
     ethnicity, and income.

     SEC. 603. DOCUMENTATION AND DISSEMINATION OF RESULTS.

       (a) In General.--The results of the research and 
     evaluations conducted in accordance with section 601 shall be 
     documented and widely disseminated, including through 
     publication in peer-reviewed scholarly journals.
       (b) Workshops, Conferences, and Web Sites.--The Director is 
     authorized to sponsor and support workshops, conferences, and 
     dedicated web sites to disseminate information about the 
     activities of the educational technology research centers 
     established under section 601.
       (c) Deposit in Library.--Information about effective 
     approaches and techniques, including information and 
     materials necessary for their implementation, shall be 
     deposited in the Digital Library.

     SEC. 604. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to the National 
     Science Foundation to carry out the program established under 
     section 601--
       (1) $25,000,000 for each of fiscal years 2002 through 2004; 
     and
       (2) $30,000,000 for each of fiscal years 2005 and 2006.

                         Subtitle B--Assistance

     SEC. 611. EDUCATIONAL TECHNOLOGY ASSISTANCE.

       Section 3 of the Scientific and Advanced Technology Act of 
     1992 (Public Law 102-476; 42 U.S.C. 1862i) is amended by 
     redesignating subsections (d), (e), (f), and (g) as 
     subsections (e), (f), (g), and (h), respectively, and by 
     inserting after subsection (c) the following new subsection:
       ``(d) Educational Technology Assistance.--
       ``(1) In general.--The Director may make awards on a 
     competitive, merit-reviewed basis to associate-degree 
     granting colleges, bachelor-degree granting institutions, or 
     education service agencies (or consortia thereof) to 
     establish centers to assist elementary and secondary schools 
     in the use of information technology for mathematics, 
     science, or technology instruction.
       ``(2) Activities.--Activities of centers funded under this 
     subsection may include--
       ``(A) helping schools evaluate their need for information 
     technology;
       ``(B) training teachers on how to best use information 
     technology in instruction; and
       ``(C) providing other information and training to help 
     schools and teachers ensure that they have access to 
     appropriate information technologies and are using them to 
     maximum advantage.
       ``(3) Application.--An application to receive funds under 
     this subsection shall include, at a minimum--
       ``(A) a description of the services that will be provided 
     to schools and teachers;
       ``(B) a list of the schools expected to be served;
       ``(C) a description of how the applicant will draw on the 
     expertise of its faculty and students to assist schools and 
     teachers; and
       ``(D) a description of how the applicant will operate the 
     program after funding made available by this subsection has 
     expired.
       ``(4) Selection.--In evaluating applications submitted 
     under paragraph (3), the Director shall consider, at a 
     minimum--
       ``(A) the ability of the applicant to effectively carry out 
     the program;
       ``(B) the number of schools and students who would be 
     served and the their need for assistance;

[[Page H4797]]

       ``(C) the extent to which the applicant has worked with 
     participating schools to ensure that priority problems would 
     be addressed by the assistance provided under this 
     subsection; and
       ``(D) the ability of the applicant to continue to provide 
     assistance after funding under this subsection has expired.
       ``(5) Awards.--(A) The Director shall ensure, to the extent 
     practicable, that the program established by this subsection 
     assists schools in rural, suburban, and urban areas.
       ``(B) No institution shall receive funds under this 
     subsection for more than three years.
       ``(C) An institution receiving a grant under subtitle A of 
     title VI of the National Mathematics and Science Partnerships 
     Act may participate in the program created by this section.
       ``(6) Report.--Not later than April 1, 2005, the Director 
     shall provide a report to Congress assessing the success of 
     the program funded under this subsection and the need of 
     schools for continued assistance, and, based on the 
     experience with the program, recommending ways information 
     technology assistance to schools could be made more broadly 
     available.
       ``(7) Authorization of appropriations.--There are 
     authorized to be appropriated to the National Science 
     Foundation to carry out this subsection $5,000,000 for each 
     of the fiscal years 2002 through 2004.''.

                  TITLE VII--MISCELLANEOUS PROVISIONS

     SEC. 701. MATHEMATICS AND SCIENCE PROFICIENCY SCHOLARSHIPS.

       (a) Findings.--Congress finds the following:
       (1) Proficiency in mathematics, science, and information 
     technology is necessary to prepare all students in the United 
     States for participation in the 21st century and to guarantee 
     that the United States economy remains vibrant and 
     competitive.
       (2) In order to achieve such results, it is important that 
     the Federal Government shows interest in economically 
     disadvantaged students who have not been provided with 
     opportunities that will improve their knowledge of 
     mathematics, science, and technology.
       (3) Many economically disadvantaged students in urban and 
     rural America share a common need to receive a quality 
     education, but often the schools of such students lack the 
     needed resources to lift those students into the information 
     age.
       (4) The schools and businesses serving urban and rural 
     communities are strategically positioned to form a unique 
     partnership with students that will increase their 
     mathematics, science, and technology proficiency and 
     encourage and support their undergraduate study in those 
     fields for the benefit of the Nation.
       (b) In General.--The Director shall establish a 
     demonstration project to encourage businesses to offer 
     scholarships to eligible students (to enable them to attend 
     institutions of higher education) by providing grants to 
     improve mathematics, science, or technology education in the 
     schools attended by the eligible students.
       (c) Use of Funds.--(1) The Director shall provide grants 
     under this section to local educational agencies on a merit-
     reviewed, competitive basis.
       (2) Funds awarded under this subsection may be used to--
       (A) provide teacher professional development in 
     mathematics, science, or technology;
       (B) develop or implement mathematics, science, or 
     technology curriculums, and to purchase related equipment; 
     and
       (C) to carry out other activities the Director determines 
     would improve mathematics, science, or technology education.
       (d) Eligible Local Educational Agencies.--For purposes of 
     this section, a local educational agency is eligible to 
     receive a grant under this section if the agency--
       (1) provides assurances that it has executed conditional 
     agreements with representatives of the private sector to 
     provide services and funds described in subsection (e); and
       (2) agrees to enter into an agreement with the Director to 
     comply with the requirements of this section.
       (e) Private Sector Participation.--The conditional 
     agreements referred to in subsection (d)(1) shall describe 
     participation by the private sector, including--
       (1) the donation of computer hardware, software, and other 
     technology tools;
       (2) the establishment of internship and mentoring 
     opportunities for students who participate in the 
     mathematics, science, and information technology program; and
       (3) the donation of higher education scholarship funds for 
     eligible students to continue their study of mathematics, 
     science, and information technology.
       (f) Application.--(1) To apply for a grant under this 
     section, each eligible local educational agency shall submit 
     an application to the Director in accordance with guidelines 
     established by the Director pursuant to paragraph (2).
       (2)(A) The guidelines referred to in paragraph (1) shall 
     require, at a minimum, that the application include--
       (i) a description of proposed activities consistent with 
     the uses of funds and program requirements under subsection 
     (c);
       (ii) a description of the higher education scholarship 
     program, including criteria for selection, duration of 
     scholarship, number of scholarships to be awarded each year, 
     and funding levels for scholarships; and
       (iii) evidence of private sector participation and 
     financial support to establish an internship, mentoring, and 
     scholarship program.
       (B) The Director shall issue and publish such guidelines 
     not later than 6 months after the date of the enactment of 
     this Act.
       (g) Priority.--The Director shall give special priority in 
     awarding grants under this section to eligible local 
     educational agencies that--
       (1) demonstrate the greatest ability to obtain commitments 
     from representatives of the private sector to provide 
     services and funds described under subsection (e); and
       (2) demonstrate the greatest economic need.
       (h) Assessment.--The Director shall assess the 
     effectiveness of activities carried out under this section.
       (i) Study and Report.--The Director--
       (1) shall initiate an evaluative study of the effectiveness 
     of the activities carried out under this section in improving 
     student performance in mathematics, science, and information 
     technology at the precollege level and in stimulating student 
     interest in pursuing undergraduate studies in those fields; 
     and
       (2) shall report the findings of the study to Congress not 
     later than 4 years after the award of the first scholarship.

     Such report shall include the number of students graduating 
     from an institution of higher education with a major in 
     mathematics, science, or information technology and the 
     number of students who find employment in such fields.
       (j) Definitions.--In this section:
       (1) The term ``conditional agreement'' means an arrangement 
     between representatives of the private sector and local 
     educational agencies to provide certain services and funds, 
     such as, but not limited to, the donation of computer 
     hardware and software, the establishment of internship and 
     mentoring opportunities for students who participate in 
     mathematics, science, and information technology programs, 
     and the donation of scholarship funds for use at institutions 
     of higher education by eligible students who have 
     participated in the mathematics, science, and information 
     technology programs.
       (2) The term ``eligible student'' means a student enrolled 
     in the 12th grade who--
       (A) has participated in a mathematics, science, and an 
     information technology program established pursuant to this 
     section;
       (B) has demonstrated a commitment to pursue a career in 
     information technology, mathematics, science, or engineering; 
     and
       (C) has attained high academic standing and maintains a 
     grade point average of not less than 2.7 on a 4.0 scale for 
     the period from the beginning of the 10th grade through the 
     time of application for a scholarship.
       (k) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section $5,000,000 for each of fiscal years 
     2002 through 2004.
       (l) Maximum Grant Award.--An award made to an eligible 
     local educational agency under this section may not exceed 
     $300,000.

     SEC. 702. ARTICULATION PARTNERSHIPS BETWEEN COMMUNITY 
                   COLLEGES AND SECONDARY SCHOOLS.

       (a) Outreach Grants.--In making awards for outreach grants 
     authorized under section 3(c)(2) of the Scientific and 
     Advanced-Technology Act of 1992 (42 U.S.C. 1862i(c)(2)), the 
     Director shall give priority to proposals that involve 
     secondary schools with a majority of students from groups 
     that are underrepresented in the science, mathematics, and 
     engineering workforce. Awards in such cases shall not be 
     subject to the requirement under section 3(f)(3) of such Act 
     for a matching contribution.
       (b) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section $5,000,000 for each of fiscal years 
     2002 through 2004.

     SEC. 703. ASSESSMENT OF IN-SERVICE TEACHER PROFESSIONAL 
                   DEVELOPMENT PROGRAMS.

       (a) Assessment.--The Director shall review all programs 
     sponsored by the National Science Foundation that support in-
     service teacher professional development for science teachers 
     to determine--
       (1) the level of resources and degree of emphasis placed on 
     training teachers in the effective use of information 
     technology in the classroom; and
       (2) the allocation of resources between summer activities 
     and follow-on reinforcement training and support to 
     participating teachers during the school year.
       (b) Report.--The Director shall submit to Congress, not 
     later than 1 year after the date of the enactment of this 
     Act, a report that--
       (1) describes the results of the review and assessment 
     conducted under subsection (a);
       (2) summarizes the major categories of in-service teacher 
     professional development activities supported at the time of 
     the review, and the funding levels for such activities; and
       (3) describes any proposed changes, including new funding 
     allocations, to strengthen the in-service teacher 
     professional development programs of the National Science 
     Foundation that support activities described in paragraphs 
     (1) and (2) of subsection (a).

     SEC. 704. STUDY OF BROADBAND NETWORK ACCESS FOR SCHOOLS AND 
                   LIBRARIES.

       (a) Report to Congress.--The Director shall conduct a study 
     of the issues described

[[Page H4798]]

     in subsection (c), and not later than 1 year after the date 
     of the enactment of this Act, transmit to Congress a report 
     including recommendations to address those issues. Such 
     report shall be updated annually for 6 additional years.
       (b) Consultation.--In preparing the reports under 
     subsection (a), the Director shall consult with the National 
     Aeronautics and Space Administration, the National Institute 
     of Standards and Technology, and such other Federal agencies 
     and educational entities as the Director considers 
     appropriate.
       (c) Issues To Be Addressed.--The reports shall--
       (1) identify the current status of high-speed, large 
     bandwidth capacity access to all public elementary and 
     secondary schools and libraries in the United States;
       (2) identify how the provision of high-speed, large 
     bandwidth capacity access to the Internet to such schools and 
     libraries can be effectively utilized within each school and 
     library;
       (3) consider the effect that specific or regional 
     circumstances may have on the ability of such institutions to 
     acquire high-speed, large bandwidth capacity access to 
     achieve universal connectivity as an effective tool in the 
     education process; and
       (4) include options and recommendations to address the 
     challenges and issues identified in the reports.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from New 
York (Mr. Boehlert) and the gentleman from Texas (Mr. Hall) each will 
control 20 minutes.
  The Chair recognizes the gentleman from New York (Mr. Boehlert).


                             General Leave

  Mr. BOEHLERT. Mr. Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks and include extraneous material on H.R. 1858.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from New York?
  There was no objection.
  Mr. BOEHLERT. I yield myself such time as I may consume.
  Mr. Speaker, I am pleased to bring before the House today H.R. 1858, 
the National Mathematics and Science Partnerships Act. I want to thank 
the leadership for placing it on the suspension calendar. This bill 
belongs on the suspension calendar, which is reserved for 
noncontroversial items, because it is a result of a fair and 
deliberative process and it is designed to achieve goals we all share.
  Let me talk first about the process. This bill brings together ideas 
that originated in the President's education plan, in the version of 
H.R. 1858 that was introduced by me, and in the largely complementary 
earlier bill, H.R. 1693, that was introduced by the gentleman from 
Texas (Mr. Hall), the ranking member.
  In addition, we worked in a bipartisan fashion to include proposals 
by a wide variety of Members, including the gentleman from Michigan 
(Mr. Smith), who chairs the Subcommittee on Research; the gentlewoman 
from Texas (Ms. Eddie Bernice Johnson), who is the ranking member on 
that subcommittee; and numerous other Members on both sides of the 
aisle. We did that by adjusting all the proposals to fit within the 
structure, the philosophy and expenditures already in the bill. Every 
time someone came up with a good idea, we did not just up the ante or 
go off in a different direction, we were disciplined; and we fit it all 
within the structure and the philosophy and expenditures in the bill. 
As a result, the bill was passed by voice vote at both subcommittee and 
full committee. Then we had further discussions with our friends on the 
Committee on Education and the Workforce and made additional changes in 
response to their concerns.
  We added language, for example, to ensure coordination between the 
National Science Foundation and the Department of Education, 
coordination that should occur automatically but often does not. So I 
want to thank the gentleman from Ohio (Mr. Boehner) of the Committee on 
Education and the Workforce for his cooperation. As a result of that 
cooperation, the Committee on Education and the Workforce discharged 
the bill with an exchange of letters to protect each of our 
jurisdictions. Then we had an additional set of discussions with the 
Republican Study Committee and made additional changes sought by that 
group to ensure that we did not end up with duplicate programs within 
the National Science Foundation. I want to thank Neil Bradley of the 
RSC staff for facilitating those discussions.
  So the bill we are bringing to the floor reflects an open and fair 
process of consultation with anyone and everyone who has had an 
interest in this bill, and its broad support within this body reflects 
that.
  Of course, none of that process would matter if we were not doing 
something of significance here, and we are. This bill will allow our 
Nation to make major forward strides in the critically important task 
of improving K-12 math and science education. We have all spent a lot 
of time pointing to the studies that show how poorly our students do 
compared with their international counterparts in math and science. In 
this bill, we are doing something about it. The basic premise of the 
bill is simple. We need to do more to bring the resources and expertise 
of academia and business to bear on improving K-12 education. It is a 
simple premise, as I say; but its simplicity has not so far led to its 
realization.
  There remains a gulf between our world-class institutions of higher 
education and our troubled institutions of elementary and secondary 
education. There remains a gulf between our business community, which 
demands a better trained workforce, and our school systems, which 
educate that future workforce. There remains a gulf between our stated 
desire for more and better teachers, better curriculum and better 
educational reforms, and what we are actually investing to achieve 
those goals. This bill is an effort to bridge all of those gulfs.

  The bill authorizes a number of programs at the National Science 
Foundation, an agency with a long and proud history of awarding funds 
on a competitive, merit-reviewed basis to the best proposals that 
originate around the country. It authorizes programs that will 
encourage our colleges and universities and businesses to help school 
systems train teachers, develop new teaching methods, find better ways 
to use educational technology, apply the latest research in cognitive 
sciences, and prepare and gain access to better teaching materials.
  I want to call Members' attention to two of those programs in 
particular. The first is the President's math and science partnerships. 
President Bush deserves the gratitude of all Americans for focusing on 
education in general and on math and science education in particular. 
He made the wise decision to have the National Science Foundation run 
his marquee math and science initiative. We have funded this initiative 
at the level requested by the President, and we have structured it to 
ensure that colleges and universities work together with school 
districts without excessive interference or financial intrusion from 
the heavy hand of the State education bureaucracy.
  The second program is one close to my heart, one that I have been 
working on for years, the Noyce scholarships, named for Robert Noyce, 
an inventor of the transistor and a founder of Intel. Under this 
program, top math and science majors will be encouraged to teach by 
awarding of scholarships with a service requirement and by providing 
them with extra training and support. The single most important step we 
can take to improve math and science education is to get bright, well-
trained students with confidence in their material into the classroom. 
This program is designed to do just that.
  I want to thank the gentleman from New York (Mr. Walsh) for providing 
appropriations to get the program started. Congress first passed a 
version of this program over a decade ago, and it is long past time for 
the National Science Foundation to get started on it.
  I should also point out that this bill has broad support from 
academic and business groups, and a bipartisan counterpart to it has 
recently been introduced in the other body.
  Mr. Speaker, in closing let me just say that this is a good bill that 
reflects the contributions of many Members, a bill that will make a 
real difference to the students and teachers in our elementary and 
secondary schools and, through them, a big difference to all of us. In 
passing this bill, we will be heeding the sound admonition of H.G. 
Wells: ``Civilization becomes more and more a race between education 
and catastrophe.''
  I urge its passage.
  Mr. Speaker, I reserve the balance of my time.

[[Page H4799]]

  Mr. HALL of Texas. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I rise, of course, in support of this act. It is a very 
important piece of legislation that will strengthen science and 
mathematics education in the Nation's schools. It includes a lot of 
provisions designed to bring more support to K-12 science and math 
teachers, more support to their students and, of course, to the entire 
schools.

                              {time}  1500

  The overall goal is to help our children become more proficient in 
science and math, to get them more interested in it, and I am confident 
that the programs authorized by this bill will do exactly that.
  Earlier this year, I chaired a forum in Sherman, Texas, which is in 
my district. It focused on the issue of the skills needed for high 
technology workforce. The forum highlighted the importance of providing 
high quality science and math education in elementary and secondary 
schools in order to prepare the students for the technological 
challenges of the new economy. The program initiatives authorized by 
H.R. 1858 are consistent with the recommendations I received during 
this conference. It was a 3-day conference in Northeast Texas, well 
attended.
  I congratulate the gentleman from New York (Mr. Boehlert), the 
chairman of the Committee on Science, for placing science education 
high on the committee's agenda this year, and for taking the necessary 
steps to move this legislation forward for consideration by the House 
today. We worked together, and I think that is the reason we are here 
today. We had very few disagreements. The disagreements we had, we 
worked them out, worked them out through our committee staffs, who 
worked very hard.
  H.R. 1858 is the result of a very bipartisan thrust and it 
incorporates several programs and activities from a comprehensive 
education bill, H.R. 1693, which I introduced earlier this year. It 
also includes specific provisions Democratic Members of the Committee 
on Science have separately developed to improve K-12 science and math 
education.
  I would particularly like to highlight the programs incorporated from 
H.R. 1693 that explore ways to effectively use educational technology 
in the classroom.
  The approach is to identify promising techniques and approaches, then 
test them in a variety of classroom settings, and then document results 
in terms of student performance. This knowledge will enable schools to 
select the technology-based material and approaches that actually work 
and are worth the substantial investment needed to implement them.
  The educational technology activities authorized by this bill respond 
to the recommendations of both the Web-Based Education Commission in 
its December 2000 report to the President and the Congress, and the 
President's Information Technology Advisory Committee in its February 
2001 report, ``Using Information Technology to Transform the Way We 
Learn.''
  Also, H.R. 1858 incorporates programs from H.R. 1693 to encourage and 
support women and minorities in pursuing careers in science and in 
engineering and to get them interested in it.
  Mr. Speaker, I want to acknowledge the collegial process through 
which this bipartisan legislation has been developed. I want to 
congratulate the gentleman from Michigan (Mr. Smith), the Subcommittee 
on Research chairman, and the ranking member, the gentlewoman from 
Texas (Ms. Eddie Bernice Johnson), for their efforts to develop this 
bill.
  Finally, I want to thank the gentleman from New York (Chairman 
Boehlert), the chairman of the Committee on Science, for his 
willingness to work cooperatively with the Democratic Members to 
develop this legislation. We have had a lot of meetings, we have met 
here on the floor, and we have discussed it at times when he was 
generous with his time. As chairman, he has many things to do, but he 
has given us the time we asked for. We have a good chairman, and I am 
thankful for him.
  I am proud we were able to work on this legislation with minimal 
debate over the fundamental objections and objectives. As a result, we 
produced a bill that is a win-win for teachers, it is a win-win for 
students, and the industries that rely on math, science and 
technological expertise, it is a win-win for them.
  Mr. Speaker, I commend this measure to my colleagues and ask for 
their support for its passage by the House.
  Mr. Speaker, I reserve the balance of my time.
  Mr. BOEHLERT. Mr. Speaker, I yield 4 minutes to the distinguished 
gentleman from Michigan (Mr. Smith), the chairman of the Subcommittee 
on Research. He has had such an integral part to play in the 
development of this very significant legislation.
  Mr. SMITH of Michigan. First of all, Mr. Speaker, I want to thank the 
chairman and certainly the gentleman from Texas, the ranking member on 
our subcommittee. It is a goal in the Committee on Science to work 
together, and I think that kind of an effort is good, because it moves 
us ahead to get some of this legislation passed and to the president.
  Mr. Speaker, I rise in support of H.R. 1858. It is a bill that was 
favorably reported out of the Committee on Science Subcommittee on 
Research last month and a couple weeks later passed out of the full 
committee.
  In opening that markup, I noted that the bill addresses an issue that 
is at the heart of our national security and our national prosperity. 
The math and science education we provide our kids is so important. We 
are in the midst of a technological revolution that has driven our 
economy, improved our productivity and helped us live longer and 
healthier lives. But it is a revolution fueled, in large part, by our 
investment and our past investment in research and development. But 
this research and development is, in turn, dependent on how we inspire 
our kids to take up math and science education and the quality of 
education and teachers. We furnish that inspiration by giving them a 
quality education in math and science. This bill takes important steps 
to manage that investment.
  I am also pleased, as I mentioned, that the bill before us today 
represents the work and input from many members, from the Democrats and 
Republicans of the Subcommittee on Research and the full Committee on 
Science. Certainly the gentleman from New York (Mr. Boehlert), in 
moving this bill ahead, I thank him for his willingness to include 
provisions important to me and other members of the subcommittee in 
this particular bill, particularly for his inclusion of language 
establishing the Centers on Research on Learning and Education and 
Education Research Teacher Fellowships that originally appeared in my 
education research legislation, H.R. 2050.
  These provisions address the need to bridge the gap between the basic 
research on how our children learn and actual classroom practice, a gap 
we have explored in several hearings before this subcommittee. I would 
like to tell my colleagues that witnesses at those hearings testified 
that the fire that started in these kids to make them sometimes not 
afraid of math and science, but, more importantly, to make them pursue 
that math and science education, is so important. You can have great 
teachers, but if the kids are not interested in math and science and do 
not take it up, it does not happen.
  Here is an interesting result of the questions that I asked our 
witnesses. I said if education is more the lighting of a fire than 
filling of a container, when is that fire lit for math and science? Two 
of the witnesses said probably between kindergarten and the third 
grade. If those kids do not get a little bit of that fire, that 
lighting up of interest between kindergarten and third grade, then they 
are probably not going to pursue math and science.
  But it is important, the work that this committee has done. I would 
also mention the gentleman from Michigan (Mr. Ehlers) has been a 
catalist for legislation helping assure quality teachers that will 
ultimately make a big difference whether those kids have a good math 
and science education.
  You know, as First Lady Laura Bush said last week at a speech at the 
start of a 2-day summit of leading education researchers, ``The topic 
of our children rises above partisan politics and turf battle. 
Teachers, especially pre-kindergarten and early education teachers,

[[Page H4800]]

 need to have the latest information on the science of learning in 
order to teach effectively.''
  Mr. Speaker, I am pleased to offer my support to this bill today, and 
once again thank the gentleman from Texas (Chairman Boehlert) and the 
ranking member, the gentleman from Texas (Mr. Hall), as well as the 
ranking member of the Subcommittee on Research, the gentlewoman from 
Texas (Ms. Eddie Bernice Johnson), for all of their efforts.
  My suggestion today is that with the technology that is evolving, 
every student in every class regardless of the career they pursue, 
needs to take a little more math and science. A basic in math and 
sciences will be instrumental in their ability to communicate, to 
produce and in their ability to achieve success in the developing new 
world of technology.
  Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentlewoman 
from California (Ms. Woolsey), who is an integral part of this 
legislation and a Member who pursued it and has worked well with the 
opposition and me as the ranking member.
  (Ms. WOOLSEY asked and was given permission to revise and extend her 
remarks.)
  Ms. WOOLSEY. Mr. Speaker, I rise in support of H.R. 1858, the 
National Mathematics and Science Partnerships Act. I would like to 
commend the gentleman from New York (Mr. Boehlert), the gentleman from 
Texas (Mr. Hall), the gentleman from Michigan (Mr. Smith), and the 
gentlewoman from Texas (Ms. Eddie Bernice Johnson) for their very 
successful effort to bring this bill together in a true bipartisan 
manner. That is what makes serving on the Committee on Science such a 
joy. I thank you both very much.
  This bill is a clear blueprint to further science, math, and 
technology education in our country. As a member of both the House 
Committee on Education and Workforce and Committee on Science, I am 
very aware of the challenges that our students and schools face in 
educating for a highly technical workforce. We know that having a well-
educated workforce in the math and science fields is a major priority 
of employers across this Nation, especially in the high-tech arena.
  Mr. Speaker, it is quite clear that the United States will not have a 
technically competent workforce until females, the majority of our 
students, study science, math, and engineering or technology in the 
same numbers as their male counterparts. That is why I am glad that we 
were able to work together on this committee to ensure that this bill 
addresses the important issue of girls and young women and technology.
  The science enrichment programs for girls included in this bill, 
which is based on a bill I authored, Go Girl, H.R. 1536, will authorize 
NSF to fund programs in elementary and secondary schools that encourage 
the ongoing interests of girls in science, math, engineering, and 
technology. The bill, H.R. 1858, will provide a way for girls to gain 
both the practical advice and the vision they need to pursue 
undergraduate and graduate studies or careers in these technical 
fields.
  It will help create a bold new workforce of energized young women, 
meaning that employers, public and private, will be able to hire the 
workers they need right here in America, because the 50 percent of our 
population that now is turning away from careers in science, math, 
engineering, and technology will actually seek and receive the 
education they need to fill those jobs, jobs that pay a very good 
salary, by the way.
  This important provision is one of the reasons I encourage my 
colleagues on both sides of the aisle to join me in supporting this 
bill.
  Mr. BOEHLERT. Mr. Speaker, I yield 4 minutes to the gentlewoman from 
Maryland (Mrs. Morella), who is an educator and a lawmaker and a 
consummate professional in both pursuits.
  Mrs. MORELLA. Mr. Speaker, I rise in strong support of this bill, 
H.R. 1858.
  Mr. Speaker, I obviously want to thank the gentleman from New York 
(Mr. Boehlert), the chairman of the Committee on Science for his 
commitment, for his leadership, and for introducing this legislation 
and for bringing it to the floor so expeditiously. Also I want to thank 
the ranking member, the gentleman from Texas (Mr. Hall). I want to 
thank the gentleman from Michigan (Mr. Smith), who chairs the 
appropriate subcommittee of the Committee on Science, and the 
gentlewoman from Texas (Ms. Eddie Bernice Johnson), the ranking member. 
This is a collaborative effort, and this is a committee where people on 
both sides of the aisle work together to help our country, and in this 
case to help our young people who are going to be our future leaders.
  Many challenges face us in our Nation's educational effort, 
particularly in science and math. Despite the dedication and hard work 
of many committed individuals, our children continue to perform poorly 
on standardized tests. Lackluster performances on the most recent 
TIMSS, TIMSS-Repeated and NAEP tests, those are the Third International 
Math and Science Study, Third International Math and Science Study 
Repeated, and the National Assessment of Educational Progress, these 
reports are a case in point.
  While there is a broad range of scores throughout the Nation, even 
our strongest districts lag behind international averages. For example, 
while I was very proud to learn that my district, Montgomery County, 
Maryland, soundly beat the national average in both math and science, 
we still lagged behind the Eastern and European powerhouses. What is 
worse, data comparing the fourth, eighth, and twelfth grades suggest 
that our students grow further behind the longer they are in school. 
This situation is unacceptable.

                              {time}  1515

  We need to recruit better teachers and provide additional training to 
the ones that we have. Teachers, like most professionals, need 
opportunities for development. Education is not a static discipline, 
and our efforts and approaches need to be upgraded to take into account 
our changing times.
  We also need additional research on how to take advantage of the 
technology revolution in the classroom. This bill provides grants for 
the development of current teachers, scholarships for math and science 
majors who go into teaching, and research dollars for innovative 
methods. These incentives are desperately needed.
  In addition, we need to provide opportunities for traditionally 
under-represented groups such as women, minorities, and persons with 
disabilities so that they can excel in math and science-related fields. 
The Bureau of Labor Statistics tells us that careers in science, 
engineering and technology are still booming and, over the next few 
years, we will need to fill over 5 million new jobs in high-tech 
specialty occupations. To meet this demand, we will need participation 
from all sectors of our work force.
  The Commission that was established by my legislation on the 
advancement of women minorities in science, engineering and technology 
found that these groups greatly askew technical occupations. They are 
severely under-represented in scientific disciplines, and while they 
represent the fastest growing segment of the work force, they are not 
going into technical careers at an appreciable rate. If we are going to 
meet the future demand for a highly skilled work force, we must find 
ways to tap into these groups.
  In particular, these outreach efforts should include a consortium of 
community colleges in their university-industry partnerships. Community 
colleges do not traditionally do well in competition with 4-year 
institutions for establishing pilot programs and research efforts. 
However, nearly 45 percent of all U.S. undergraduates and a majority of 
women minorities and persons with disabilities attend these 
institutions and they must be included in our efforts if we are to 
reach out to those under-represented groups. Provisions for such a 
community college consortium, which I introduced as an amendment to 
H.R. 1858 and which was supported by the Committee on Science, are 
included in the bill's report language. Our children deserve the best 
in education, and this legislation offers a common sense approach to 
improve science and math education. It deserves our support.
  Mr. HALL of Texas. Mr. Speaker, I yield 5 minutes to the gentlewoman

[[Page H4801]]

from Texas (Ms. Eddie Bernice Johnson), the ranking member of the 
Subcommittee on Research, who is responsible for a lot of this bill, 
but she especially pushed the section of the bill that promotes the 
Partnership for Math and Science for Economically Disadvantaged 
Schools.
  Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I am pleased to add 
my support for the National Mathematics and Science Partnership Act. 
This is significant legislation designed to improve mathematics and 
science education in elementary and secondary schools throughout the 
Nation.
  I congratulate the gentleman from New York (Mr. Boehlert), the 
chairman of the Committee on Science, for his efforts to develop the 
bill and for his cooperative approach in working with Members on both 
sides of the aisle all during the process. I also want to acknowledge 
the hard work of the gentleman from Texas (Mr. Hall), my ranking member 
and colleague, who introduced comprehensive science education earlier 
this year. Many provisions of his bill, Science Education for the 21st 
Century Act, H.R. 1693, are incorporated in the bill before us today.
  Over the past two Congresses, the Committee on Science has conducted 
an extensive series of hearings that have examined all aspects of K-12 
science and math education. I believe that H.R. 1858, as reported from 
the Committee on Science, is guided and well-supported by the testimony 
that we have received. It is now time to move it forward toward final 
passage.
  The Democratic members of the Committee on Science have separately 
developed several legislative proposals on science and math education 
this year. In addition, they have worked with the gentleman from Texas 
(Mr. Hall), our ranking member, in developing H.R. 1693. I am pleased 
that many of the programs and activities set out in these bills are now 
part of H.R. 1858.
  I want to commend the bipartisan process through which the 
legislation has been developed. I believe we all approached this matter 
with an appreciation of the importance of finding creative and 
effective ways to address the serious deficiencies that now exist in K-
12 science and math education. I believe we may all take pride in the 
legislation that has emerged from this collegial process.
  Mr. Speaker, H.R. 1858 comprises a range of proposals from Members on 
both sides of the aisle on ways to improve teacher training, to attract 
more talented students to careers in science and math, to encourage 
more students to go into education, and to develop more effective 
educational materials and teaching practices to improve student 
learning. It also authorizes new research programs to improve the 
scientific base for teaching techniques and education materials, as 
well as to determine the effectiveness of new educational approaches of 
improving student performance.
  I am particularly pleased that the bill incorporates the Math and 
Science Proficiency Partnership Act, H.R. 1660, which I introduced this 
year. This is similar to bills that I have introduced in the past two 
Congresses.
  My legislation is a targeted measure. It seeks to bring schools with 
large populations of economically disadvantaged students together in 
partnership with businesses to improve math and science education and 
to recruit and support students in undergraduate education and science 
and technology fields.
  The components of the partnerships will include support from the 
National Science Foundation to the schools for teacher training, 
education materials, and equipment. Industry will provide support for 
college scholarships for promising students, job site mentoring and 
internship programs, and donations of computer software and hardware. 
The overall effect of the partnerships will be to encourage and support 
promising students from under-represented groups in pursuing careers in 
science and engineering.
  Mr. Speaker, again, I want to commend the gentleman from New York 
(Mr. Boehlert) for his willingness to work cooperatively with the 
Democratic Members in developing H.R. 1858, and I would ask favorable 
consideration. I also want to thank the gentleman from Michigan (Mr. 
Smith), the chairman of the Subcommittee on Research, for his 
contributions, and the gentleman from Michigan (Mr. Ehlers).
  Mr. Speaker, I support strongly the passage of this bill.
  Mr. BOEHLERT. Mr. Speaker, I am pleased to yield 3 minutes to the 
gentleman from Michigan (Mr. Ehlers), a distinguished scientist, 
distinguished educator and a distinguished lawmaker.
  Mr. EHLERS. Mr. Speaker, I thank the gentleman for yielding me this 
time.
  I will be brief, because I have a similar bill coming up shortly, and 
I will amplify my comments at that time.
  This is an excellent bill. I strongly urge the House to pass this 
bill and to work diligently with the Senate to make certain that we get 
these programs passed into law.
  One of the most important aspects of this bill is that it establishes 
a competitive merit-based grant program of partnerships between 
universities and school districts, and they are encouraged to include 
businesses as well, to improve K-12 math and science education. This is 
the centerpiece of the bill; it is something that the President 
recommended early on when he took office, and I am very pleased to see 
this take place.
  In addition to that aspect, the bill will enable K-12 math and 
science teachers to participate in math, science, or engineering 
research at universities or government or industry labs. That can be a 
life-changing experience for a high school teacher, or even an 
elementary school teacher, to spend time working in a well-known lab 
with a well-known scientist and doing science at the edge of the 
envelope.
  Third, this bill establishes a competitive merit-based grant program 
to set up four university research centers on teaching and learning. 
This again is ground-breaking work and something that is similar to a 
recommendation of the Glenn Commission last year. We have to develop 
better research in teaching science and mathematics as well as other 
subjects. Reid Lyon at the National Institutes of Health has done 
ground-breaking research in this, but there is much more to be done and 
we must involve the universities as well. This provision will go far in 
that direction.
  Finally, this bill establishes a program to award scholarships to top 
math and science majors in their junior and senior years of college 
with a requirement that they must teach 2 years for each year they 
receive a scholarship. This is a stroke of genius, because we badly 
need new, good science and math teachers, and this is one method which 
will provide some of the world's best.
  Mr. Speaker, I strongly support this bill, and I encourage the House 
to adopt it. It is an excellent bill.
  Mr. HALL of Texas. Mr. Speaker, I have no further requests for time, 
and I yield back the balance of my time.
  Mr. BOEHLERT. Mr. Speaker, I yield myself such time as I may consume.
  Just let me close by acknowledging how this all came about. Well-
intentioned people, Republicans and Democrats alike, guided by that 
dedicated cadre of staff people who worked tirelessly behind the scenes 
to make it all possible; they crossed committee jurisdictions with the 
administration and the Congress, even consulting with our friends and 
colleagues in the other body. Sharon Hayes and Jim Wilson deserve 
special commendation for their endless hours of very hard and very 
productive work. To the parents and the students and teachers and 
business people in America I say, we are here to help.
  Mr. Speaker, this is a good bill, and I urge its adoption.
  Mr. HOLT. Mr. Speaker, I rise in support of H.R. 1858, the National 
Mathematics and Science Partnerships Act and H.R. 100, the National 
Science Education Act.
  As a scientist and former teacher, I know that success in this 
information age depends not just on how well we educate our children, 
but on how well we educate them in math and science specifically.
  Yet, one of the most difficult challenges we face today is getting 
well-trained and qualified science and math teachers in every 
classroom.
  We need to recruit better teachers and provide additional training to 
the ones we have. Teachers, like most professionals, need opportunities 
for continuous development. Education is not static. Our needs and the 
requirements of our teachers are constantly changing

[[Page H4802]]

as we gain a better understanding of how our children learn and as we 
gain new technologies. Just think of how computers have changed the way 
we teach and learn.
  Our methodologies must change as well.
  I was fortunate enough to serve on the Glenn Commission, which sought 
ways to improve the teaching of math and science. One of the major 
recommendations that came out of our report, Before It's Too Late, was 
to provide for an ongoing system of professional development of our 
teachers. I am pleased to see that these bills will provide grants to 
improve the professional development of our current teachers.
  Just as the Glenn Commission recommended, H.R. 1858 also addresses 
ways to recruit new and talented teachers into the field by providing 
scholarships for math and science majors who go into teaching, funds to 
provide master teachers, and other initiatives to improve the quality 
of our math and science instructors.
  I am also pleased to see that H.R. 1858 provides opportunities for 
traditionally underrepresented groups to excel in math and science 
related fields. According to a report by the Congressional Commission 
on the advancement of Women and Minorities in Science, Engineering, and 
Technology Development, women, minorities, and persons with 
disabilities still eschew technical occupations. They are severely 
underrepresented in scientific disciplines and while they represent the 
fastest growing segment of the workforce, they are not going into 
technical careers at an appreciable rate. If we are to meet the future 
demand for a highly skilled workforce, we must find ways to tap into 
these groups.
  This bill would also address this important issue. It contains 
programs and language specifically geared towards the recruitment and 
retention of qualified individuals from these underrepresented groups.
  Yet we need to do more. If we are going to improve the recruitment 
and retention of our teachers, it is important we hear from the people 
this affects most--our teachers.
  I am concerned that this bill does not do enough to include the 
participation of teachers. Rather than giving sole authority to the 
Director of NSF, to ensure teachers' voices are heard, it is important 
that the director work in collaboration with teachers.
  I hope as this bill continues to move through Congress, we can 
incorporate language that will ensure our teachers' voices are heard.
  Nevertheless, I support the goals of this bill and I urge my 
colleagues to support it.
  Mr. ETHERIDGE. Mr. Speaker, I rise in strong support of H.R. 1858-
legislation to improve America's standing in mathematics, science and 
technology education and instruction.
  A solid academic foundation in math and science education is crucial 
for success in the 21st Century. This bill includes a major initiative 
to enhance science education through the National Science Foundation. 
H.R. 1858 authorizes $200 million for the National Science Foundation 
(NSF) to establish partnerships between institutions of learning and 
local or state school systems to improve instruction and learning of 
elementary and secondary school science.
  As the former Superintendent of Schools in my home state of North 
Carolina, I have worked for many years to improve science and math 
education in our schools. This bill also includes the measure that I 
proposed for the better preparation of K-12 teachers in science. We 
need better math and science instruction in our K-12 classrooms. This 
bill will help ensure that improving math and science education remains 
an important national priority. Quality instruction is the key to 
helping students learn in these critical fields. This action will make 
a real difference for our children and will put America on the road 
towards a higher standing in the world in math and science.
  There is growing recognition that the success of nearly any effort to 
improve the academic performance of America's students depends 
critically on their teachers' mastery of subject matter and their 
ability to teach it. The way to lift student achievement is to ensure 
that we have a qualified teacher in every classroom. Therefore, if 
America is to improve its public schools, initiatives to improve 
science instruction and learning must become the first priority of 
education reform. I am pleased this bill takes several steps in that 
direction.
  I urge adoption of this bill, and I hope the President will sign it 
into law as soon as it reaches his desk.
  Mr. UDALL of Colorado. Mr. Speaker, I rise in strong support of H.R. 
1858, the National Mathematics and Science Partnerships Act.
  I would like to thank Science Committee Chairman Boehlert for working 
with me and my colleagues on the committee to craft this important 
bipartisan legislation.
  I want to express particular support for Title IV in this bill. Title 
IV sets up the Robert Noyce Scholarship program, which would provide 
scholarships and programming designed to recruit and train mathematics 
and science teachers. I introduced a similar bill earlier this year, 
provisions of which have been incorporated into Title IV.
  My bill, the Science Teachers Scholarships for Scientists and 
Engineers Act, provided for scholarships to students or professionals 
who have a degree in science or engineering to enable them to take the 
courses they need to become certified as science or math teachers.
  From a series of Science Committee hearings last year about the state 
of science and math education, and from talking to constituents, 
students, and educators at home, it has become clear to me that we need 
to improve science and math education in this country.
  In particular, I've come to understand that poor student performance 
in science and math has much to do with the fact that teachers often 
have little or no training in the disciplines they are teaching. While 
the importance of teacher expertise in determining student achievement 
is widely acknowledged, it is also the case that significant numbers of 
K-12 students are being taught science and math by unqualified 
teachers.
  So I'm pleased that this bill would begin to address the shortage of 
qualified science and math teachers by providing an incentive for 
individuals with the content knowledge to try teaching as a career.
  Mr. Speaker, to keep economic growth strong in the long-term, we need 
continued innovation. But innovation doesn't happen by itself--it 
requires a steady flow of scientists and engineers. That's why this 
legislation is so important. H.R. 1858 will help ensure we are prepared 
for the demands and challenges of the economy of this new century.
  Mr. BOEHLERT. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr. Miller of Florida). The question is on 
the motion offered by the gentleman from New York (Mr. Boehlert) that 
the House suspend the rules and pass the bill, H.R. 1858, as amended.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

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