[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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