[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;
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(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;
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(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.
____________________