[Congressional Record Volume 147, Number 108 (Monday, July 30, 2001)]
[House]
[Pages H4802-H4807]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
NATIONAL SCIENCE EDUCATION ACT
Mr. EHLERS. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 100) to establish and expand programs relating to science,
mathematics, engineering, and technology education, and for other
purposes, as amended.
The Clerk read as follows:
H.R. 100
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 Science Education
Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) As concluded in the report of the Committee on Science
of the House of Representatives, ``Unlocking Our Future
Toward a New National Science Policy'', the United States
must maintain and improve its preeminent position in science
and technology in order to advance human understanding of the
universe and all it contains, and to improve the lives,
health, and freedoms of all people.
(2) It is estimated that more than half of the economic
growth of the United States today results directly from
research and development in science and technology. The most
fundamental research is responsible for investigating our
perceived universe, to extend our observations to the outer
limits of what our minds and methods can achieve, and to seek
answers to questions that have never been asked before.
Applied research continues the process by applying the
answers from basic science to the problems faced by
individuals, organizations, and governments in the everyday
activities that make our lives more livable. The scientific-
technological sector of our economy, which has driven our
recent economic boom and led the United States to the longest
period of prosperity in history, is fueled by the work and
discoveries of the scientific community.
(3) The effectiveness of the United States in maintaining
this economic growth will be largely determined by the
intellectual capital of the United States. Education is
critical to developing this resource.
(4) The education program of the United States needs to
provide for 3 different kinds of intellectual capital. First,
it needs scientists, mathematicians, and engineers to
continue the research and development that are central to the
economic growth of the United States. Second, it needs
technologically proficient workers who are comfortable and
capable dealing with the demands of a science-based, high-
technology workplace. Last, it needs scientifically literate
voters and consumers to make intelligent decisions about
public policy.
[[Page H4803]]
(5) Student performance on the recent Third International
Mathematics and Science Study highlights the shortcomings of
current K-12 science and mathematics education in the United
States, particularly when compared to other countries. We
must expect more from our Nation's educators and students if
we are to build on the accomplishments of previous
generations. New methods of teaching science, mathematics,
engineering, and technology are required, as well as better
curricula and improved training of teachers.
(6) Science is more than a collection of facts, theories,
and results. It is a process of inquiry built upon
observations and data that leads to a way of knowing and
explaining in logically derived concepts and theories.
Mathematics is more than procedures to be memorized. It is a
field that requires reasoning, understanding, and making
connections in order to solve problems. Engineering is more
than just designing and building. It is the process of making
compromises to optimize design and assessing risks so that
designs and products best solve a given problem. Technology
is more than using computer applications, the Internet, and
programming. Technology is the innovation, change, or
modification of the natural environment, based on scientific,
mathematical, and engineering principles.
(7) Students should learn science primarily by doing
science. Science education ought to reflect the scientific
process and be object-oriented, experiment-centered, and
concept-based. Students should learn mathematics with
understanding that numeric systems have intrinsic properties
that can represent objects and systems in real life, and can
be applied in solving problems. Engineering education should
reflect the realities of real world design, and should
involve hands-on projects and require students to make trade-
offs based upon evidence. Students should learn technology as
both a tool to solve other problems and as a process by which
people adapt the natural world to suit their own purposes.
Computers represent a particularly useful form of technology,
enabling students and teachers to acquire data, model
systems, visualize phenomena, communicate and organize
information, and collaborate with others in powerful new
ways. A background in the basics of information technology is
essential for success in the modern workplace and the modern
world.
(8) Children are naturally curious and inquisitive. To
successfully tap into these innate qualities, education in
science, mathematics, engineering, and technology must begin
at an early age and continue throughout the entire school
experience.
(9) Teachers provide the essential connection between
students and the content they are learning. Prospective
teachers need to be identified and recruited by presenting to
them a career that is respected by their peers, is
financially and intellectually rewarding, contains sufficient
opportunities for advancement, and has continuing access to
professional development.
(10) Teachers need to have incentives to remain in the
classroom and improve their practice, and training of
teachers is essential if the results are to be good. Teachers
need to be knowledgeable of their content area, of their
curriculum, of up-to-date research in teaching and learning,
and of techniques that can be used to connect that
information to their students in their classroom.
SEC. 3. 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. 4. MASTER TEACHER GRANT PROGRAM.
(a) Definitions.--In this section--
(1) The term ``sponsoring school'' means an elementary or
secondary school that employs a teacher who is participating
in a program funded in accordance with this section.
(2) The term ``nonclassroom time'' means time during
regular school hours that is not utilized by a master teacher
for instructing elementary or secondary school children in
the classroom.
(3) The term ``master teacher'' means a mathematics or
science teacher who works to improve the instruction of
mathematics or science in kindergarten through 9th grade
through--
(A) participating in the development or revision of
science, mathematics, engineering, or technology curricula;
(B) serving as a mentor to mathematics or science teachers
at the sponsoring school or other schools;
(C) coordinating and assisting teachers in the use of
hands-on inquiry materials, equipment, and supplies, and when
appropriate, supervising acquisition and repair of such
materials;
(D) providing in-classroom teaching assistance to
mathematics or science teachers; and
(E) providing professional development, including for the
purposes of training other master teachers, to mathematics
and science teachers.
(4) The term ``mathematics or science teacher'' means a
teacher of mathematics, science, engineering, or technology
in an elementary or secondary school.
(b) Program Authorized.--(1) The Director of the National
Science Foundation shall establish a program to award
competitive, merit-reviewed grants to institutions of higher
education (or consortia thereof) to train master teachers and
assist elementary and secondary schools to design and
implement master teacher programs.
(2) Institutions of higher education receiving grants under
this section shall offer programs to train master teachers.
As part of such programs, a grantee shall--
(A) recruit and select teachers to receive training;
(B) ensure that training covers both content and pedagogy;
(C) ensure that participating teachers have mentors; and
(D) assist participating teachers with the development and
implementation of master teacher programs at their sponsoring
schools.
(3) Grants awarded under this section may be used to--
(A) develop and implement professional development programs
to train elementary or secondary school teachers to become
master teachers and to train existing master teachers;
(B) provide stipends and reimbursement for travel to allow
teachers to participate in professional development programs
in the summer and throughout the year;
(C) provide guidance to sponsoring schools to enable them
to develop and implement a plan for the use of master
teachers;
(D) support participating teachers during the summer in
research programs conducted at institutions of higher
education, private entities, or government facilities;
(E) provide educational materials and equipment to master
teachers;
(F) provide computer equipment and network connectivity
necessary to enable master teachers to collaborate with other
master teachers, to access educational materials available
online, and to communicate with scientists or other mentors
at remote locations; and
(G) fund any other activities the Director determines will
accomplish the goals of this section.
(c) Selection Process.--(1) An institution of higher
education seeking funding under this section shall submit an
application at such time, in such manner, and containing such
information as the Director may require. The application
shall include, at a minimum--
(A) a description of which classroom subjects and grade
levels the training will address;
(B) a description of the activities to be carried out,
including--
(i) how such activities will be aligned with State and
local standards and with other activities that promote
student achievement in mathematics and science; and
(ii) how such activities will be based on a review of
relevant research and why such activities are expected to
strengthen the quality of mathematics and science
instruction;
(C) a description of how the applicant will ensure the
active participation of its mathematics, science, or
engineering departments in the development and implementation
of the program;
(D) an explanation of how the program will ensure that
teachers are given instruction in both content and pedagogy;
(E) 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;
(F) a description of the type and amount of any financial
assistance that will be provided to teachers to enable them
to participate; and
(G) a description of how the applicant will work with
schools to ensure the success of the participating teachers.
(2) In evaluating the applications submitted under this
subsection, the Director shall consider, at a minimum--
(A) the ability of the applicant to effectively carry out
the proposed program;
(B) the experience the applicant has in developing and
implementing high-quality professional development programs
for mathematics or science teachers; and
(C) the extent to which the applicant is committed to
making the program a central organizational focus.
(3) In evaluating the applications submitted under this
subsection, the Director shall give priority to those
applications that demonstrate the greatest participation of
[[Page H4804]]
mathematics, science, or engineering departments.
(d) Teacher Eligibility.--(1) To be eligible to participate
in a program funded under this section, a mathematics or
science teacher shall submit to the Director, at such time
and in such manner as the Director may require, an assurance
executed by the sponsoring school, that, after completing the
program funded by this section, the participating teacher
will be provided sufficient non-classroom time to serve as a
master teacher. A copy of this assurance must be submitted to
the institution of higher education as part of the teacher's
application to participate in the master teacher program.
(2) No funds authorized by this section may be used to
train any teacher who has not complied with paragraph (1).
(e) Accountability and Dissemination.--(1) The Director
shall evaluate the activities carried out under this section.
At a minimum such evaluations shall use a common set of
benchmarks and assessment tools to identify best practices
and materials developed and demonstrated with funds provided
under this section.
(2) The results of the evaluations required under this
subsection 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
of the Senate.
(3) Materials developed under the program established under
this section that are demonstrated to be effective shall be
made available through the National Science, Mathematics,
Engineering, and Technology Education Digital Library.-
(f) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation to
carry out this section $50,000,000 for each of fiscal years
2002 through 2004.
SEC. 5. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF
STUDY FOR CAREERS IN SCIENCE, MATHEMATICS,
ENGINEERING, AND TECHNOLOGY EDUCATION.
(a) In General.--The Director of the National Science
Foundation shall, jointly with the Secretary of Education,
compile and disseminate information (including through
outreach, school counselor education, and visiting speakers)
regarding--
(1) typical standard prerequisites for middle school and
high school students who seek to enter a course of study at
an institution of higher education in science, mathematics,
engineering, or technology education for purposes of teaching
in an elementary or secondary school; and
(2) the licensing requirements in each State for science,
mathematics, engineering, or technology elementary or
secondary school teachers.
(b) Local Control.--Nothing in this section shall be
construed to authorize an officer or employee of the Federal
Government to direct, review, or control the instructional
content, curriculum, or related activities of a State or
local educational agency or a school.
(c) 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. 6. REQUIREMENT TO CONDUCT STUDY EVALUATION.
(a) Study Required.--The Director of the National Science
Foundation shall enter into an agreement with the National
Academies of Sciences and Engineering under which the
Academies shall review existing studies on the effectiveness
of technology in the classroom on learning and student
performance, using various measures of learning and teaching
outcome including standardized tests of student achievement,
and explore the feasibility of one or more methodological
frameworks to be used in evaluations of technologies that
have different purposes and are used by schools and school
systems with diverse educational goals. The study evaluation
shall include, to the extent available, information on the
type of technology used in each classroom, the reason that
such technology works, and the teacher training that is
conducted in conjunction with the technology.
(b) Deadline for Completion.--The study evaluation required
by subsection (a) shall be completed not later than one year
after the date of the enactment of this Act.
(c) Definition of Technology.--In this section, the term
``technology'' has the meaning given that term in section
3113(11) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6813(11)).
(d) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation for the
purpose of conducting the study evaluation required by
subsection (a), $600,000.
SEC. 7. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY
BUSINESS EDUCATION CONFERENCE.
(a) In General.--Not later than 180 days after the date of
the enactment of this Act, the Director of the National
Science Foundation shall convene the first of an annual 3- to
5-day conference for kindergarten through 12th grade science,
mathematics, engineering, and technology education
stakeholders, including--
(1) representatives from Federal, State, and local
governments, private industries, private businesses, and
professional organizations;
(2) educators;
(3) science, mathematics, engineering, and technology
educational resource providers;
(4) students; and
(5) any other stakeholders the Director determines would
provide useful participation in the conference.
(b) Purposes.--The purposes of the conference convened
under subsection (a) shall be to--
(1) identify and gather information on existing science,
mathematics, engineering, and technology education programs
and resource providers, including information on
distribution, partners, cost assessment, and derivation;
(2) determine the extent of any existing coordination
between providers of curricular activities, initiatives, and
units; and
(3) identify the common goals and differences among the
participants at the conference.
(c) Report and Publication.--At the conclusion of the
conference the Director shall--
(1) transmit to the Committee on Science of the House of
Representatives and to the Committee on Commerce, Science,
and Transportation of the Senate a report on the outcome and
conclusions of the conference, including an inventory of
curricular activities, initiatives, and units, the content of
the conference, and strategies developed that will support
partnerships and leverage resources; and
(2) ensure that a similar report is published and
distributed as widely as possible to stakeholders in science,
mathematics, engineering, and technology education.
(d) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation to
carry out this section--
(1) $300,000 for fiscal year 2002; and
(2) $200,000 for each of fiscal years 2003 and 2004.
SEC. 8. DISTANCE LEARNING GRANTS.
(a) In General.--The Director of the National Science
Foundation shall establish a program to award competitive,
merit-based grants to institutions of higher education to
provide distance learning opportunities in mathematics or
science to elementary or secondary school students.
(b) Use of Funds.--Grants awarded under this section shall
be used by institutions of higher education to establish
programs under which elementary or secondary school students
can participate in research activities in mathematics or
science occurring at the grantees' institution via the
Internet.
(c) Selection Process.--(1) An institution of higher
education seeking funding under this section shall submit an
application at such time, in such manner, and containing such
information as the Director may require. The application
shall include, at a minimum--
(A) a description of the research opportunities that will
be offered;
(B) a description of how the applicant will publicize these
research opportunities to schools and teachers;
(C) a description of how the applicant will involve
teachers of participating students in the program;
(D) a description of how students will be selected to
participate;
(E) a description of how the institution of higher
education will ensure that the research is enhancing the
participants' education and will make it more likely that the
participants will continue their studies in mathematics or
science; and
(F) a description of how the funds will be spent.
(2) In evaluating the applications submitted under this
subsection, the Director shall consider--
(A) the ability of the applicant to effectively carry out
the proposed program;
(B) the extent to which the proposed program will enhance
the participants' education and encourage them to continue
the study of mathematics or science; and
(C) the extent to which the proposed program will provide
opportunities that would not otherwise be available to
students.
(3) The Director shall ensure, to the extent practicable,
that the program established under this section serves
students in a wide range of geographic areas and in rural,
suburban, and urban schools.
(d) 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 the fiscal
years 2002 through 2004.
SEC. 9. 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).
SEC. 10. DEFINITIONS.
In this Act:
(1) 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)).
(2) 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)).
(3) The term ``institution of higher education'' has the
meaning given that term by section 101 of the Higher
Education Act of 1965 (20 U.S.C. 1001).
[[Page H4805]]
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from
Michigan (Mr. Ehlers) and the gentleman from Texas (Mr. Hall) each will
control 20 minutes.
The Chair recognizes the gentleman from Michigan (Mr. Ehlers).
General Leave
Mr. EHLERS. Mr. Speaker, I ask unanimous consent that all Members may
have 5 legislative days within which to revise and extend their remarks
and insert extraneous material into the Record on H.R. 100, as amended.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Michigan?
There was no objection.
Mr. EHLERS. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, first I want to thank the gentleman from New York (Mr.
Boehlert), the chairman of the committee, and the gentleman from Texas
(Mr. Hall), the ranking member, and all of the members of the Committee
on Science for their bipartisan support of H.R. 100, the National
Science Education Act. I am pleased that the bill passed unanimously in
committee; I am also pleased that the bill is under consideration
today.
The gentleman from Michigan (Mr. Smith) in his earlier comments
mentioned the importance of good math and science education for
national security and prosperity. Let me underscore those comments of
the gentleman from Michigan, the chairman of the Subcommittee on
Research. First, as to the importance to the economy: during the past
decade we had some stunning economic growth and, although many people
have taken credit for it, Alan Greenspan correctly pointed out that the
real credit goes to those scientists and engineers who developed all of
the different ideas and inventions which came to fruition in the past
decade. The majority of the growth of our economy in the past 10 years
came from developments in science and technology, not from political
action.
We must recognize the continued importance of science and technology
to our economy and the future. We must also recognize, as the gentleman
from Michigan (Mr. Smith) pointed out, the importance to national
security. In the war in the Balkans in which our Air Force and our
other fighting arms dealt with the Serbian actions in Kosovo, we
managed to win the battle without losing a single American soldier,
sailor or airman because of developments in science and technology.
{time} 1530
Laser-guided bomb technology did not just drop into our laps. It was
developed through a lot of hard work by scientists and engineers; and
if we want to maintain our strength as a Nation in national security,
we must continue with good science and math education so that we will
have scientists and engineers for the future strength and security of
America.
There are three main reasons why it is very important for us to have
good science and math education, particularly in K through 12. It
serves three main purposes.
First we need it to prepare future scientists and engineers for
further study in college and graduate school. We do well in that right
now, better than any other nation; but there is still room for
improvement. We are simply not producing enough good scientists and
engineers.
Furthermore, good K through 12 math and science education provides
all future workers the basic technical skills they will need for the
21st century workforce, where nearly every job will have a technical
component. Gone are the days when one can ignore math and science in
high school and still get a good job. In the future, the good jobs will
require people to know the basic ideas of math and science.
The third main purpose of K-12 science education is to provide
scientific and technical understanding so that citizens may make
informed decisions as both consumers and voters.
Mr. Speaker, there is a problem in our Nation. The Third
International Mathematics and Science Study pointed out that, compared
to other developed nations, we are dead last in high school physics, we
are close to the bottom in high school mathematics, and we are second
from the bottom out of all developed nations in math and science
education overall in our high schools.
In addition to that, the National Science Policy Study, which I
developed several years ago now and which led to the emphasis on this
subject, pointed out the vital need to strengthen our Nation's science
and mathematics education.
The Committee on Science held numerous hearings which served to
further examine these problems and develop solutions. We have held many
hearings during the past 3 years. These hearings have reinforced the
earlier findings and have helped us to develop solutions that will
bring needed improvements to our K through 12 math and science classes.
A key to all of this, as we soon found out, and as one could
intuitively deduce, is that we must have a knowledgeable and well-
prepared teacher in every classroom. While there are many factors that
impact student achievement, there is no substitute for a knowledgeable
and well-prepared teacher.
Research has shown that an inquiry-based, hands-on science
curriculum, which is also concept based, is a vital component of high-
quality science education. However, elementary and middle school
teachers often lack the time, expertise, and school resources to
implement such curricula.
This bill authorizes a grant program for institutions of higher
education to train master teachers to have strong backgrounds in math
and science so they can provide professional development, in-classroom
assistance, and oversight of hands-on science materials to K-9 science,
math, and engineering technology teachers. This is the type of support
our teachers deserve and should be receiving.
During my 30 years of working in higher education and also working in
elementary and secondary classrooms on math-science education, I found
that the single greatest determinant of success for a math or science
program in a school was having a well-trained go-to person in that
school, where the teachers could go for help if equipment broke or if
they did not understand a concept. They could go there and immediately
get help.
That is what this program will create, master teachers who will thus
serve, and it provides for the training of those master teachers.
This bill also creates a program for higher education institutions to
provide distance learning opportunities for elementary and secondary
students. Distance learning invites exciting possibilities for student
learning, particularly for student scientific research. Our Nation's
teachers and students will be one step closer to receiving this
training experience when this bill passes.
Again, I want to thank the gentleman from New York (Chairman
Boehlert); the gentleman from Ohio (Chairman Boehner) of the Committee
on Education and the Workforce; the leadership of the House, and of
course the ranking member, the gentleman from Texas (Mr. Hall). They
have all worked together to produce a good bill, and I am pleased to
bring this bill to the floor of the House today.
Mr. BOEHLERT. Mr. Speaker, will the gentleman yield?
Mr. EHLERS. I yield to the gentleman from New York.
(Mr. BOEHLERT asked and was given permission to revise and extend his
remarks.)
Mr. BOEHLERT. Mr. Speaker, this bipartisan legislation is the result
of several years of hard work and perseverance on the part of my
colleague, the gentleman from Michigan (Mr. Ehlers). It enjoys strong
support from both the business and the educational communities; and the
Committee on Science approved this bill, as was mentioned, unanimously.
I want to thank our good friends on the Committee on Education and
the WorkForce, the gentleman from Ohio (Mr. Boehner), and the ranking
member, the gentleman from California (Mr. George Miller), for their
advice and cooperation. We have worked together in an unparalleled
spirit of close cooperation throughout this process, and they have made
significant contributions to the legislation.
Mr. Speaker, study after study has confirmed that certified, well-
trained teachers who majored or minored in their subject matter are one
of the central factors affecting student achievement. As a matter of
fact, I maintain
[[Page H4806]]
that the most important ingredient in a child's education, other than
the family, is the teacher, not so much a new school or bricks and
mortar or fancy textbooks or all that. They are all important, but the
most important ingredient outside the home is the teacher, and this
bill recognizes that.
I think it is the result of a lot of hard work on the part of a lot
of well-intentioned people who have put their heads together, put their
talents together, and have come up with something worthy of our
support.
Mr. Speaker, let me salute once again the gentleman from Michigan
(Mr. Ehlers) for his unparalleled leadership in this effort.
Mr. EHLERS. Mr. Speaker, I reserve the balance of my time.
Mr. HALL of Texas. Mr. Speaker, I yield myself such time as I may
consume.
(Mr. HALL of Texas asked and was given permission to revise and
extend his remarks.)
Mr. HALL of Texas. Mr. Speaker, I rise in support of H.R. 100, the
National Science Education Act. It is a bill reported by the Committee
on Science; and as we have spoken of the previous bill, it is a
bipartisan bill. It is complementary to H.R. 1858, the Committee on
Science's comprehensive science education legislation.
The principal provision of the bill addresses the important issue of
training and supporting the activities of highly qualified science and
math teachers, so-called ``master teachers.'' The words ``master
teachers'' will be heard several times during this hearing; several
times, I am sure, as it goes to conference; and several times when it
is presented to the President for his signature.
The master teacher provision is consistent with the approach taken by
the master teacher language in H.R. 1693, an education bill I
introduced earlier this year.
Over the past 3 years, the Committee on Science has held a series of
hearings on how to improve K through 12 science and math education. A
strong message that has emerged from this series of hearings is that
there is no silver bullet that will improve student learning in these
subjects.
But what is also clear is the critical importance of having teachers
who have achieved mastery of their subject matter and who have acquired
the teaching skills to effectively implement a hands-on standards-based
curriculum.
Master teachers are individuals who have acquired these skills and
who are available in schools as mentors and research resources for
other science and math teachers. By training a new generation of master
teachers, a multiplying effect occurs that will lead to improved
science and math education in entire schools, not just in a single
classroom.
Like other provisions in H.R. 100, these provisions are consistent
with education legislation that was approved in a bipartisan manner by
the Committee on Science last year. I want to lay special emphasis on
this, and this may be the day of the gentleman from Michigan (Mr.
Ehlers), I do not know; but I want to lay special emphasis on his
contribution.
I want to congratulate these people, all the gentleman from Michigan
(Mr. Ehlers), including Professor Ehlers, Dr. Ehlers and Chairman
Ehlers, for his willingness to work on this bill and his willingness to
work with the minority to perfect it.
He did not just work this year; he was selected by the gentleman from
Wisconsin (Chairman Sensenbrenner) last year to carry out the thrust of
the ingredients of H.R. 100. The gentleman from New York (Chairman
Boehlert) endorsed that recommendation, and we are here today I think
to see the fruits of his labor.
I congratulate the gentleman. I congratulate the gentleman from New
York (Chairman Boehlert), of course, and others who have had a lot to
do with it. I ask my colleagues to support passage of this legislation.
Mr. Speaker, I reserve the balance of my time.
Mr. EHLERS. Mr. Speaker, I yield 4 minutes to the gentlewoman from
Maryland (Mrs. Morella).
Mrs. MORELLA. Mr. Speaker, I thank the gentleman for yielding time to
me. I particularly thank him for this piece of legislation, H.R. 100,
and for his commitment to science and math education. His leadership
and dedication on that issue have been an inspiration to those of us on
the Committee on Science and for all of his colleagues in the House.
Mr. Speaker, I appreciate this bill coming before us in this timely
fashion. I appreciate the ranking member of the Committee on Science,
the gentleman from Texas (Mr. Hall), and indeed, the chairman of the
Committee on Science, the gentleman from New York (Mr. Boehlert), for
the leadership and the kind of climate that they have introduced and
that they have expanded on that bipartisan committee.
Mr. Speaker, we know we have a problem with math and science
education in this country. Our students perform poorly compared with
our international counterparts, and the gap appears to be widening.
Most recently, the Glenn Commission, named for former Senator John
Glenn, highlighted some of the reasons for our difficulties in its
report, ``Before It Is Too late.''
I served on that commission, and we noted that much of the problem
lies with inadequate preparation of teachers, not with their
dedication, and certainly not with their commitment.
To put it simply, when it comes to teaching math and science, we ask
teachers the impossible: to teach a subject they were not trained to
teach, and to do it without any assistance.
Over half of high school students take physical science from an out-
of-field teacher. Over 20 percent of high school math and science
teachers lack even a minor in their main teaching field. Too many
students take math and science classes from instructors with no formal
training in these difficult and important subjects. Small wonder they
have difficulties with this material.
It would be nice to change this situation. It would be nice if
science and math majors were in the classroom teaching science and
math. In fact, it is imperative. We have a number of proposals to
increase the recruitment of qualified instructors; but we need to do
something, and we need to do it now. We cannot wait for the next
generation of teachers to graduate; and even with our best efforts, we
will not be able to graduate enough teachers with technical backgrounds
to meet our short-term needs.
Our best alternative is to provide some assistance to the ones that
we have. H.R. 100 provides that help. It provides grants for the
training of master teachers in math and science who, along with their
instructional duties, are commissioned to serve as a reference for
embattled teachers. They are experts to whom the less experienced math
and science instructors can turn for curriculum advice, for technical
assistance, and for other needs. They are a vital link to the
scientific community for teachers with little formal experience.
It would be best if every teacher had some formal training in the
subject he or she taught. Ideally, a math and science teacher would
have completed extensive coursework in the specific disciplines they
teach. But unfortunately, all too often that is just not the case.
Out-of-subject teachers are doing a difficult, if not impossible,
job. Their hard work and dedication are commendable, but good
intentions are not enough. They need support. They need some help. It
is about time they got it. Give our teachers someone to turn to. Pass
H.R. 100. It will pay off 100 percent.
Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentlewoman
from Texas (Ms. Eddie Bernice Johnson), the ranking member on the
Subcommittee on Research, who ushered these bills through subcommittee,
through committee, the Committee on Rules, and to the floor.
(Ms. EDDIE BERNICE JOHNSON of Texas asked and was given permission to
revise and extend her remarks.)
Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise in support of
H.R. 100. I commend the gentleman from New York (Mr. Boehlert), the
gentleman from Michigan (Mr. Ehlers), and the ranking member for
bringing this legislation forward. It works in concert with the bill we
just passed and brings attention to the very important link, and that
is to make sure that very well-qualified teachers are available.
Students need this type of expertise in a classroom.
[[Page H4807]]
Mr. HALL of Ohio. Mr. Speaker, I have no further requests for time,
and I yield back the balance of my time.
Mr. EHLERS. Mr. Speaker, I yield myself such time as I may consume.
{time} 1545
I certainly appreciate all the expressions of support for this bill.
As my colleagues may know, this bill and the previous one are a product
of a number of years of work.
But let me reemphasize a few points. For those who think that we are
already doing a sufficiently good job on K-12 math and science, I
encourage a visit to graduate schools in this Nation. In virtually
every graduate school in science and engineering, we find that over
half of the students are from other nations. Our students cannot
compete against students from other nations in applying for admission
to graduate school.
If more evidence is needed, just look at the actions of this Congress
itself. This year we have approved 200,000 H-1B visas. Why? Because we
do not have enough scientists, engineers, technicians, and
mathematicians in this country to do the work that we need done to
invent, develop, and produce the products that we are making in this
country.
I could give other reasons why we have problems here. Let us face it,
some of the problems are cultural. That is why the gentlewoman from
California (Ms. Woolsey) introduced her bill trying to encourage young
girls to go into science, technology, and engineering because there is
a culture in this country that women cannot do math or women cannot do
science. It is utter nonsense. We are throwing away approximately 40
percent of our potential scientific, engineering, and mathematics
workforce with that cultural attitude, that women are not good at
science or math or that minorities do not care for science or math.
That is nonsense, because in other countries they do; and they become
scientists, engineers, doctors, and mathematicians. Women and
minorities in this country can do the same.
We have to work hard to change that culture, and this bill will move
us in that direction.
Science is fun if it is understood. Science is exciting when taught
properly. And we have to make certain that the students of America
enjoy that experience and realize that science is fun.
But the cultural issue is still an important one. As a physicist I
have often had the experience when I met someone, before I came to the
Congress, and they would ask what I do. I would say I am a physicist,
and quite often I would get the response, ``Oh, I could never
understand all those numbers and symbols; I just could not get math or
science.'' For a number of years, I accepted that statement. But then I
began to think that was strange. What if I had asked them the question
first, what do you do, and they said, ``Well, I am an English
teacher,'' and I said, ``Oh, I cannot understand all those letters and
words, and so I gave up reading.'' That is socially unacceptable. But
by the same standard, it should also be socially unacceptable to
publicly profess ignorance of science and math.
Everyone is capable of learning some science and math. Everyone
should learn it. I think it is extremely important in today's society
that people not only understand the writings of Shakespeare and read
them, but they should also understand the third law of dynamics; not as
a physicist does, I do not expect that, but they should certainly
understand what the three laws of thermodynamics mean and why we have
an energy crisis today because we have, as a public, failed to
understand the implications of the three laws of thermodynamics.
Concepts such as this are important, and people should be aware of them
and understand the implications of them.
These are all purposes of this bill and also of the bill of the
gentleman from New York (Mr. Boehlert). I am hopeful that these bills
will pass into law and that together they will go far to improve the
competence of the scientists, engineers, mathematicians, and the lay
people of this country so that we will no longer have a shortage of
people to work in the technical, scientific industries, that we will
train good teachers, and that we will have schools and students that we
can be very proud of.
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 Michigan (Mr. Ehlers) that the
House suspend the rules and pass the bill, H.R. 100, as amended.
The question was taken; and (two-thirds having voted in favor
thereof) the rules were suspended and the bill, as amended, was passed.
A motion to reconsider was laid on the table.
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