[Congressional Record Volume 149, Number 148 (Tuesday, October 21, 2003)]
[House]
[Pages H9748-H9752]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
GRADUATE OPPORTUNITIES IN HIGHER EDUCATION ACT OF 2003
Mr. HOEKSTRA. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 3076) to amend title VII of the Higher Education Act of 1965
to ensure graduate opportunities in postsecondary education, and for
other purposes, as amended.
The Clerk read as follows:
H.R. 3076
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE; REFERENCES.
(a) Short Title.--This Act may be cited as the ``Graduate
Opportunities in Higher Education Act of 2003''.
(b) References.--Except as otherwise expressly provided,
whenever in this Act an amendment or repeal is expressed in
terms of an amendment to, or repeal of, a section or other
provision, the reference shall be considered to be made to a
section or other provision of the Higher Education Act of
1965 (20 U.S.C. 1001 et seq.).
SEC. 2. JAVITS FELLOWSHIP PROGRAM.
(a) Interruptions of Study.--Section 701(c) (20 U.S.C.
1134(c)) is amended by adding at the end the following new
sentence: ``In the case of other exceptional circumstances,
such as active duty military service or personal or family
member illness, the institution of higher education may also
permit the fellowship recipient to interrupt periods of study
for the duration of the tour of duty (in the case of military
service) or not more than 12 months (in any other case), but
without payment of the stipend.''.
(b) Allocation of Fellowships.--Section 702(a)(1) (20
U.S.C. 1134a(a)(1)) is amended--
(1) in the first sentence, by inserting ``from diverse
geographic regions'' after ``higher education''; and
(2) by adding at the end the following new sentence: ``The
Secretary shall also assure that at least one representative
appointed to the Board represents an institution that is
eligible for a grant under title III or V of this Act.''.
(c) Stipends.--Section 703 (20 U.S.C. 1134b(a)) is
amended--
(1) in subsection (a)--
(A) by striking ``1999-2000'' and inserting ``2004-2005'';
(B) by striking ``shall be set'' and inserting ``may be
set''; and
(C) by striking ``Foundation graduate fellowships'' and
inserting ``Foundation Graduate Research Fellowship
Program''; and
(2) in subsection (b), by amending paragraph (1)(A) to read
as follows:
``(1) In general.--(A) The Secretary shall (in addition to
stipends paid to individuals under this subpart) pay to the
institution of higher education, for each individual awarded
a fellowship under this subpart at such institution, an
institutional allowance. Except as provided in subparagraph
(B), such allowance shall be, for 2004-2005 and succeeding
academic years, the same amount as the institutional payment
made for 2003-2004 adjusted for 2004-2005 and annually
thereafter in accordance with inflation as determined by the
Department of Labor's Consumer Price Index for the previous
calendar year.''.
(d) Authorization of Appropriations.--Section 705 (20
U.S.C. 1134d) is amended by striking ``fiscal year 1999 and
such sums as may be necessary for each of the 4 succeeding
fiscal years'' and inserting ``fiscal year 2004 and such sums
as may be necessary for each of the 5 succeeding fiscal
years''.
SEC. 3. GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED.
(a) Designation of Areas of National Need; Priority.--
Section 712 (20 U.S.C. 1135a) is amended--
(1) in the last sentence of subsection (b)--
(A) by striking ``and an assessment'' and inserting ``an
assessment''; and
(B) by inserting before the period at the end the
following: ``, and the priority described in subsection (c)
of this section''; and
(2) by adding at the end the following new subsection:
[[Page H9749]]
``(c) Priority.--The Secretary shall establish a priority
for grants in order to prepare individuals for the
professoriate who will train highly-qualified elementary and
secondary school teachers of math, science, and special
education, and teachers who provide instruction for limited
English proficient individuals. Such grants shall offer
program assistance and graduate fellowships for--
``(1) post-baccalaureate study related to teacher
preparation and pedagogy in math and science for students who
have completed a master's degree or are pursuing a doctorate
of philosophy in math and science;
``(2) post-baccalaureate study related to teacher
preparation and pedagogy in special education and English
language acquisition and academic proficiency for limited
English proficient individuals; and
``(3) support of dissertation research in the fields of
math, science, special education, or second language pedagogy
and second language acquisition.''.
(b) Collaboration Required for Certain Applications.--
Section 713(b) (20 U.S.C. 1135b) is amended--
(1) by striking ``and'' at the end of paragraph (9);
(2) by redesignating paragraph (10) as paragraph (11); and
(3) by inserting after paragraph (9) the following new
paragraph:
``(10) in the case of an application for a grant by a
department, program, or unit in education or teacher
preparation, contain assurances that such department,
program, or unit collaborates with departments, programs, or
units in all content areas to assure a successful combination
of training in both teaching and such content; and''.
(c) Stipends.--Section 714(b) (20 U.S.C. 1135c(b)) is
amended--
(1) by striking ``1999-2000'' and inserting ``2004-2005'';
(2) by striking ``shall be set'' and inserting ``may be
set''; and
(3) by striking ``Foundation graduate fellowships'' and
inserting ``Foundation Graduate Research Fellowship
Program''.
(d) Additional Assistance.--Section 715(a)(1) (20 U.S.C.
1135d(a)(1)) is amended--
(1) by striking ``1999-2000'' and inserting ``2004-2005'';
and
(2) by striking ``1998-1999'' and inserting ``2003-2004''.
(e) Authorization of Appropriations.--Section 716 (20
U.S.C. 1135e) is amended by striking ``fiscal year 1999 and
such sums as may be necessary for each of the 4 succeeding
fiscal years'' and inserting ``fiscal year 2004 and such sums
as may be necessary for each of the 5 succeeding fiscal
years''.
(f) Technical Amendments.--Section 714(c) (20 U.S.C.
1135c(c)) is amended--
(1) by striking ``section 716(a)'' and inserting ``section
715(a)''; and
(2) by striking ``section 714(b)(2)'' and inserting
``section 713(b)(2)''.
SEC. 4. THURGOOD MARSHALL LEGAL EDUCATIONAL OPPORTUNITY
PROGRAM.
(a) Contract and Grant Purposes.--Section 721(c) (20 U.S.C.
1136(c)) is amended--
(1) by amending paragraph (2) to read as follows:
``(2) to prepare such students for study at accredited law
schools and assist them with the development of analytical
skills and study methods to enhance their success and promote
completion of law school;'';
(2) by striking ``and'' at the end of paragraph (4);
(3) by striking the period at the end of paragraph (5) and
inserting ``; and''; and
(4) by adding at the end the following new paragraph:
``(6) to award Thurgood Marshall Fellowships to eligible
law school students--
``(A) who participated in summer institutes authorized by
subsection (d) and who are enrolled in an accredited law
school; or
``(B) who are eligible law school students who have
successfully completed a comparable summer institute program
certified by the Council on Legal Educational Opportunity.''.
(b) Services Provided.--Section 721(d)(1)(D) (20 U.S.C.
1136(d)(1)(D)) is amended by inserting ``in analytical skills
and study methods'' after ``courses''.
(c) Authorization of Appropriations.--Section 721(h) (20
U.S.C. 1136(h)) is amended by striking ``1999 and each of the
4 succeeding fiscal years'' and inserting ``2004 and each of
the 5 succeeding fiscal years''.
(d) General Provisions.--Subsection (e) of section 731 (20
U.S.C. 1137(e)) is repealed.
SEC. 5. FUND FOR THE IMPROVEMENT OF POSTSECONDARY EDUCATION.
(a) Contract and Grant Purposes.--Section 741(a) (20 U.S.C.
1138(a)) is amended--
(1) by amending paragraph (1) to read as follows:
``(1) the encouragement of the reform and improvement of,
and innovation in, postsecondary education and the provision
of educational opportunity for all, especially for the non-
traditional student populations;'';
(2) in paragraph (2), by inserting before the semicolon at
the end the following: ``for postsecondary students,
especially those that provide academic credit for programs'';
(3) by amending paragraph (3) to read as follows:
``(3) the establishment of institutions and programs based
on the technology of communications, including delivery by
distance education;''; and
(4) by amending paragraph (6) to read as follows:
``(6) the introduction of institutional reforms designed to
expand individual opportunities for entering and reentering
postsecondary institutions and pursuing programs of
postsecondary study tailored to individual needs;''.
(b) Areas of National Need.--Section 744(c) (20 U.S.C.
1138c(c)) is amended by striking paragraph (4) and inserting
the following:
``(4) International cooperation, partnerships, or student
exchange among postsecondary educational institutions in the
United States and abroad.
``(5) Establishment of academic programs including graduate
and undergraduate courses, seminars and lectures, support of
research, and development of teaching materials for the
purpose of supporting faculty and academic programs that
teach traditional American history (including significant
constitutional, political, intellectual, economic,
diplomatic, and foreign policy trends, issues, and documents;
the history, nature, and development of democratic
institutions of which American democracy is a part; and
significant events and individuals in the history of the
United States).
``(6) Support for planning, applied research, training,
resource exchanges or technology transfers, the delivery of
services, or other activities the purpose of which is to
design and implement programs to enable institutions of
higher education to work with private and civic organizations
to assist communities to meet and address their pressing and
severe problems, including economic development, community
infrastructure and housing, crime prevention, education,
healthcare, self sufficiency, and workforce
preparation.''.
(c) Authorization of Appropriations.--Section 745 (20
U.S.C. 1138d) is amended by striking ``$30,000,000 for fiscal
year 1999 and such sums as may be necessary for each of the 4
succeeding fiscal years'' and inserting ``$40,000,000 for
fiscal year 2004 and such sums as may be necessary for each
of the 5 succeeding fiscal years'' .
SEC. 6. URBAN COMMUNITY SERVICE.
Part C of title VII (20 U.S.C. 1139 et seq.) is repealed.
SEC. 7. DEMONSTRATION PROJECTS TO ENSURE STUDENTS WITH
DISABILITIES RECEIVE A QUALITY HIGHER
EDUCATION.
(a) Serving All Students With Disabilities.--Section 762(a)
(20 U.S.C. 1140a(a)) is amended by striking ``students with
learning disabilities'' and inserting ``students with
disabilities''.
(b) Authorized Activities.--
(1) Amendment.--Section 762(b)(2) is amended--
(A) in subparagraph (A), by inserting ``in order to improve
retention and completion'' after ``disabilities'';
(B) by redesignating subparagraphs (B) and (C) as
subparagraphs (C) and (E), respectively;
(C) by inserting after subparagraph (A) the following new
subparagraph:
``(B) Effective transition practices.--The development of
innovative, effective, and efficient teaching methods and
strategies to ensure the smooth transition of students with
disabilities from high school to postsecondary education.'';
and
(D) by inserting after subparagraph (C) (as redesignated by
subparagraph (B) of this paragraph) the following new
subparagraph:
``(D) Distance learning.--The development of innovative,
effective, and efficient teaching methods and strategies to
provide faculty and administrators with the ability to
provide accessible distance education programs or classes
that would enhance access of students with disabilities to
higher education, including the use of electronic
communication for instruction and advisement.''.
(2) Conforming amendment.--Section 762(b)(3) is amended by
striking ``subparagraphs (A) through (C)'' and inserting
``subparagraphs (A) through (E)''.
(c) Applications.--Section 763 (20 U.S.C. 1140b) is
amended--
(1) by amending paragraph (1) to read as follows:
``(1) a description of how such institution plans to
address the activities allowed under this part;'';
(2) by striking ``and'' at the end of paragraph (2);
(3) by striking the period at the end of paragraph (3) and
inserting ``; and''; and
(4) by adding at the end the following new paragraph:
``(4) a description of the extent to which an institution
will work to replicate the best practices of institutions of
higher education with demonstrated success in serving
students with disabilities.''.
(d) Authorization of Appropriations.--Section 765 (20
U.S.C. 1140d) is amended by striking ``fiscal year 1999 and
such sums as may be necessary for each of the 4 succeeding
fiscal years'' and inserting ``fiscal year 2004 and such sums
as may be necessary for each of the 5 succeeding fiscal
years''.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from
Michigan (Mr. Hoekstra) and the gentleman from Texas (Mr. Hinojosa)
each will control 20 minutes.
The Chair recognizes the gentleman from Michigan (Mr. Hoekstra).
General Leave
Mr. HOEKSTRA. 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. 3076.
[[Page H9750]]
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Michigan?
There was no objection.
Mr. HOEKSTRA. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise today in support of H.R. 3076, the Graduate
Opportunities in Higher Education Act, a bill that will not only build
upon the successes of our graduate education programs, but will also
help fulfill areas of critical National need which will help trigger
improvement at all levels of education, including K-12.
I would like to thank my colleagues on both sides of the aisle,
particularly the ranking member of the subcommittee, the gentleman from
Texas (Mr. Hinojosa) who, again, we have been very able to work very
well together, and his cooperation has been able to bring these bills
together in a bipartisan way.
We all recognize the importance of graduate education, particularly
as we work to meet the challenges of the No Child Left Behind Act and
place a highly-qualified teacher in every public school classroom by
the 2005-2006 school year. I believe the legislation before us today
will help our States and schools as they strive to achieve that
important goal.
The Federal Government has long been involved with graduate-level
education, providing fellowships that assist students who excel in
their chosen fields to complete education beyond the baccalaureate
level. These programs have been tremendously successful, encouraging
in-depth study and creating knowledgable experts, particularly in
subject areas facing national need.
Graduate education authorized under Title VII of the Higher Education
Act produces immeasurable benefits for our Nation. Not only do these
programs enrich our citizenry, but they also nurture discovery and
innovation that will some day lead to medical and technological
advancements. Graduate programs train the next generation of teachers,
researchers, engineers, doctors, lawyers, poets and professors. These
individuals will be vitally important in preparing the United States to
meet the challenges of the future.
Title VII of the Higher Education Act authorizes three graduate
fellowship programs, the Graduate Assistance in Areas of National Need
program, the Jacob K. Javits Fellowship program, and the Thurgood
Marshall Legal Educational Opportunity program.
Collectively, they encourage students to advance their knowledge in
scientific and technical fields, the arts and humanities, and legal
studies by providing financial assistance as well as support services
to those displaying academic excellence in their field of study.
Each year, Congress appropriates nearly $45 million to assist these
students in pursuing their goals. The Graduate Opportunities and Higher
Education Act seeks to build upon the success of these programs by
targeting fellowships in subject areas facing national need, not only
at the graduate level, but also by encouraging study of subject areas
where there are shortages in K-12 education as well. This will help to
expand the number of educators prepared to train the teachers of
tomorrow in critical subject areas such as math, science, and special
education. By placing a priority on these subject areas with a
demonstrated national need, graduate fellowships will serve to
strengthen education from the halls of universities down to the
classrooms filled with children.
In addition to placing a priority on these three subject areas, the
Graduate Opportunities in Higher Education Act also recognizes the
rapidly-growing need for teachers prepared to meet the needs of
students with limited English proficiency. The Graduate Opportunities
and Higher Education Act is an essential piece of our higher-education
reform efforts. By strengthening graduate education and targeting the
Federal investment towards those areas facing demonstrated need, we
cannot only improve graduate education but education at all levels in
this Nation.
I encourage my colleagues to join me in supporting this important
piece of legislation and help make our already successful graduate
education programs even better.
Mr. Speaker, I reserve the balance of my time.
Mr. HINOJOSA. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise in support of in support of H.R. 3076, the
Graduate Opportunities in Higher Education Act. I would like to commend
our subcommittee chairman, the gentleman from Michigan (Mr. Hoekstra);
the chairman of the full committee, the gentleman from Ohio (Mr.
Boehner); and our ranking member, the gentleman from California (Mr.
George Miller) for the way they have managed this process, enabling us
to bring this bipartisan measure to the House floor today.
This bill reauthorizes Title VII of the Higher Education Act.
Although it only represents a small percentage of the Federal
investment in higher education, it is a critical investment. This
education legislation reaffirms the Federal interest in promoting
access to advanced and professional degrees, as well as assisting
colleges and universities in meeting the needs of the growing number of
students with disabilities who aspire to earn college degrees.
This legislation make important improvements to our graduate
education programs. If we are to reach our goal of ensuring that there
is a highly-qualified teacher in every classroom, we must address our
teacher preparation pipeline in its entirety.
{time} 1145
In No Child Left Behind we addressed the need for professional
development and mentoring for teachers already in our schools. In the
Ready to Teach Act, we worked on improving the preparation of new
teachers. And now, in the Graduate Opportunities in Higher Education
Act, we are going to address faculty shortages in our colleges of
education, especially in the fields of math, science, special
education, and teaching of limited English proficiency students to
ensure that our teacher colleges have the well-prepared faculty to
prepare new teachers and conduct the scientifically-based research that
will be used to inform instruction in classrooms across the whole
country.
This is an important addition to the Higher Education Act, and I
thank the chairman for working with us to include it in this bill.
I am also pleased that this bill reauthorizes and makes improvements
to the Thurgood Marshall Legal Educational Opportunity Program,
demonstration projects to ensure that students with disabilities
receive a quality higher education and the funds for the improvement of
postsecondary education.
Mr. Speaker, I would like to commend the staff on both sides of the
aisle on a job well-done in preparing this legislation. In particular,
I would like to recognize the work of Alison Ream for the majority, and
I would like to recognize Mr. Ricardo Martinez for this side of the
aisle.
Again, thank the chairman for working to bring forward a bill that we
can all support.
Mr. Speaker, I reserves the balance of my time.
Mr. HOEKSTRA. Mr. Speaker, I yield 2 minutes to the gentleman from
Nebraska (Mr. Osborne).
Mr. OSBORNE. Mr. Speaker, I thank the gentleman for yielding me this
time and for shepherding this legislation through the committee in a
truly bipartisan fashion. I think it is well-written and well-received
by everyone concerned, so I would like to express my support for H.R.
3076.
H.R. 1, better known as No Child Left Behind, certainly raises the
bar regarding teacher qualifications. And so to do this, we will need
to improve our teacher training programs at the postsecondary level.
We are currently experiencing a teacher shortage crisis of tremendous
magnitude across the country, especially in the areas of math, science,
special ed, and bilingual language teachers. My daughter, actually, is
an English-as-a-second-language teacher, and I realize how scarce these
teachers are. This bill will especially improve teacher training in
these underserved areas.
Another area of the legislation that really appeals to me is that it
provides for some competitive grant programs to encourage innovation
and reform in higher education. So often, in our teachers' colleges, we
see things done the same way they were done 20 years ago, and so I
think this is badly needed, to have some innovative creative
[[Page H9751]]
ideas. So these grants, I think, will serve us well.
So I think this is an excellent piece of legislation, Mr. Speaker. I
endorse it wholeheartedly, as I think everyone on the Committee on
Education and the Workforce does, and I thank the chairman for his
efforts in this regard.
Mr. HOEKSTRA. Mr. Speaker, I yield 4 minutes to the gentleman from
Michigan (Mr. Ehlers), a member of the Committee on Education and the
Workforce.
Mr. EHLERS. Mr. Speaker, I commend both the gentleman from Ohio (Mr.
Boehner) and the gentleman from Michigan (Mr. Hoekstra) for their work
on the Graduate Opportunities in Higher Education Act. I also thank the
committee staff for working to address my concerns surrounding the
Graduate Assistance in Areas of National Need program, better known as
the GAANN program.
I also commend the Secretary of Education for identifying as the
current areas of national need biology, chemistry, computer and
information sciences, engineering, geological and related sciences, and
math and physics.
There is good reason for him to do so: 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
effectiveness of the United States in promoting economic growth will be
largely determined by the intellectual capital of the United States.
Education is critical in developing this resource.
Currently, a shortage exists of scientists, engineers and other
technology-proficient workers. It is hard to believe that when we have
an economy, as we have right now, with massive unemployment, but there
are an estimated 200,000 open positions for scientists, engineers, and
technology professionals. This is in addition to approximately 200,000
H-1B visa recipients who are currently in the United States filling
other technical positions.
Unfortunately, the United States enrollment in both undergraduate and
graduate mathematics, science and engineering majors is lower than
enrollment in most other majors, and enrollment has been on the decline
over the past decade. Especially worrisome is the fact that enrollments
in undergraduate engineering which is training for a key specialty that
we need in our manufacturing work, has declined steadily for 20 years.
Graduate enrollment in engineering, however, has increased. How can
that be? The difference is students from other countries coming in to
do graduate work in our country because we are not producing enough
students at the undergraduate level to fill the available graduate
spaces. That is not good for the long-term health of our economy and
our country.
This declining enrollment affects the education of our prospective
elementary and secondary mathematics and science teachers as well.
Teachers provide the essential connection between students and the
content they are learning. 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 mathematics and science are required, as well
as better curricula and improved training of teachers. Just to
illustrate that, the TIMSS study I mentioned showed that we are near
the bottom of all developed nations in the accomplishments of our high
school students in science in general. We are even lower in the
performance of our students in mathematics, and we are dead last out of
all developed nations in the performance of our high school physics
students. Clearly, we need improvements if we are going to continue
discoveries and the growth of our economic engine.
To achieved improved training of teachers, this legislation
establishes a priority for grants under the GAANN program in order to
prepare individuals for the professoriate who are committed to training
highly-qualified elementary and secondary school teachers of
mathematics and science. I encourage the secretary to provide priority
to departments that engage in such activities, and encourage the
secretary to regard departments of mathematics and science, as well as
departments of engineering, as departments that may provide such
activities. Already, departments of engineering have demonstrated a
focus on preparing highly-qualified elementary and secondary
mathematics and science teachers. We must have those teachers in the K-
12 system. If we do not, we are not going to solve the problem, and we
will continue to be short on trained technical personnel, we will
continue to suffer in our economy.
Mr. HINOJOSA. Mr. Speaker, I yield back the balance of my time.
Mr. HOEKSTRA. Mr. Speaker, I yield myself such time as I may consume
to, once again, thank my colleague for working with us. I think we have
developed a great partnership on this subcommittee. We had a great
hearing down in the gentleman's district, a couple of weeks ago, in
Texas. We had a very, very good hearing, a very, very good roundtable,
and a delicious dinner together with great hospitality. And I just want
to publicly express my appreciation for the cooperation in that process
and also the continued partnership on the legislation coming through
this committee.
Mr. HINOJOSA. Mr. Speaker, will the gentleman yield?
Mr. HOEKSTRA. I yield to the gentleman from Texas.
Mr. HINOJOSA. Mr. Speaker, I would like to also express my
appreciation for the way in which the gentleman conducted the hearing
that we had here in Washington, wherein you brought in experts to show
us the great demand that there is for programs and for classes and the
shortage that we have of faculty, prepared faculty, in the colleges and
universities. And the gentleman responded so quickly to be able to
bring that then to our subcommittee, pass it unanimously, and now bring
it to the House floor. So this will make all those deans, who came all
the way to Washington to testify before us, extremely happy, as it
makes me, and I am sure that many of those in higher education are
going to be elated that this finally has passed.
Mr. HOEKSTRA. Mr. Speaker, reclaiming my time, I thank the gentleman
for those kind words.
Mr. BOEHNER. Mr. Speaker, I rise today in support of H.R. 3076, the
Graduate Opportunities in Higher Education Act. I'm particularly
pleased that this bill has the potential not only to enhance graduate
education, but to build on the strength of education at all levels by
helping to increase study of subject areas facing particular shortages
at the K-12 level.
I'd like to first applaud Select Education Subcommittee Chairman Pete
Hoekstra--the author of this measure--for his leadership in bringing
this bill forward. He has crafted a bill, with bipartisan support, that
ensures our Federal investment in graduate education is money well
spent. I'd also like to thank Mr. Miller, the ranking member on the
Committee, and Mr. Hinojosa, the ranking member on the subcommittee,
for their cooperation and leadership in bringing this measure forward.
This legislation will build on the success of the graduate programs
currently authorized under Title VII of the Higher Education Act, and
additionally, the bill will also help to fulfill the demand for highly
qualified teachers at the K-12 level.
Witnesses have testified before the Education & the Workforce
Committee that an important key to placing highly qualified teachers in
every public school classroom, as called for by the bipartisan No Child
Left Behind Act, is having adequate faculty available to train the
teachers of tomorrow. This is particularly important in subject areas
facing severe shortages. I believe the importance of this cannot be
overstated. If we are serious about ensuring every child learns from a
highly qualified teacher, we must address the issue comprehensively.
Elementary and secondary classrooms across the Nation are facing
severe shortages of highly qualified teachers, particularly in high-
demand subject areas. States and schools tell us they are struggling to
find highly qualified math, science, and special education teachers.
And as our schools work to educate those whose native language is not
English, we need teachers who are prepared to meet the needs of
students with limited English proficiency (LEP). For those reasons,
this bill places a priority on these particular subject areas, ensuring
that our investment in graduate education continues to improve
education at all levels in America.
Although I believe the role graduate education plays in creating a
pipeline of highly
[[Page H9752]]
qualified teachers is extremely important, the many other benefits of
graduate education cannot be overlooked. As we enter the 21st Century,
the need for advanced education is becoming increasingly vital to
successfully maintaining our place in the technologically-advanced
economy. Now, more than ever, our citizens are obtaining graduate
degrees in order to gain more expertise in their field of study. This
bill will help ensure the continued availability of such graduate study
opportunities for students.
I'd like to thank members of my staff for their hard work in brining
this bill forward today; particularly Krisann Pearce, Alison Ream,
Kathleen Smith, Alexa Marrero, and Rebecca Hunt with Mr. Hoekstra's
staff. Additionally, I would like to thank the Democratic staff,
including Ricardo Martinez, Alex Nock, Ellynne Bannon and Moira Lenehan
with Mr. Hinojosa's staff. Thanks to the leadership of Chairman
Hoekstra, the bipartisan cooperation from members on both sides of the
aisle, and the hard work of our staff, we have before us today a bill
that will allow for the continued success of graduate fellowships that
enrich student knowledge while building up our teaching workforce.
As we move forward with the reauthorization of the Higher Education
Act, we must continue to build on the success of these valuable
programs that prepare the next generation of scholars. Graduate
education is essential to maintaining our economic leadership, as well
as ensuring the success of education reform in classrooms across
America. I hope my colleagues will join me in supporting this bill, and
the continued success of graduate education.
Mr. HOLT. Mr. Speaker, I rise today to support H.R. 3076, the
Graduate Opportunities in Higher Education Act.
The bill authorizes a total of $120 million for Title VII graduate
education programs, including Javits Fellowships, Graduate Assistance
in areas of National Need, Thurgood Marshall Legal Education
Opportunities and the Fund for the Improvement of Post-Secondary
Education programs.
Mr. Speaker, I would like to thank Chairman Boehner for his work on
this bill and for accepting my amendment in committee.
Under the graduate Assistance in Areas of National Need program, the
Higher education Act provides grants to colleges and universities to
address subject areas where America doesn't have enough people with
advanced degrees--including education, where new teachers are trained.
My amendment would require that any schools of education that apply
for GAANN grants collaborate with a department, program, or unit in
science, math, or other appropriate content area to assure a successful
combination of training in both teaching and relevant content. This
should go almost without comment. Most graduate schools already do
this.
With the enactment of the historic No Child Left Behind Act, Congress
committed itself to ensuring that every student would have the
opportunity to improve academically, to attend a safe school in a
challenging and nurturing classroom environment, and to have a chance
for real scholastic success.
Critical to achieving these goals is having highly qualified teachers
in every classroom--teachers who are not only versed in general
teaching skills, but who also have expertise in the subject matter they
teach.
This is because when teachers pursue a graduate degree in education,
they often focus on education theory and policy, rather than combining
such a curriculum with substantive research in a particular subject
area like math, science, or literature.
If we hope to achieve the goals of No Child Left Behind, we must
ensure that the teachers in our children's classrooms are indeed
``highly qualified,'' which should include expertise in the subject
matter they teach.
That is why I offered, and the committee accepted, an amendment that
will reaffirm our commitment to improving teacher quality so that all
of our schools can meet the standards of No Child Left Behind.
Mr. Speaker, I thank the chairman for his support of my amendment,
and I ask my colleagues to support this bill.
Mr. DAVIS of Illinois. Mr. Speaker, I rise today in support of H.R.
3076, to reauthorize Title VII of the Higher Education Act to authorize
graduate fellowship programs with the financial support necessary to
complete advanced degrees in areas of national need and in the
humanities, social sciences and the arts. I would like to commend
Chairman Hoekstra and Ranking Member Hinojosa on their exceptional work
on this resolution.
I am pleased that we are continuing to encourage our young people to
persist with their education and obtain higher levels of knowledge.
There are three types of graduate fellowship programs that are
authorized: the Jacob K. Javitis Fellowships, the Graduate Assistance
in Areas of National Need (GAAN) Fellowships and the Thurgood Marshall
Legal Education Opportunity Program. We should be proud of these
programs which are set up to give opportunity to individuals who may
not have the change otherwise to gain a graduate degree.
Unfortunately, the Urban Community Service program, which was created
to provide incentives to urban academic institutions to allow these
schools to work with private and civic organizations to implement
solutions to pressing problems in their communities, was eliminated. I
understand that the program has not received funding since Fiscal Year
1996, yet this program is very rich on how urban colleges and
universities can work with the surrounding area to strengthen and lift
up the community by making it safer and a better place to live for both
the students and the people in the community. At too many urban
colleges and universities, the only safe place to be in the area is on
the campus. I hope in the future we can try to implement this program
or a similar program as a way to encourage urban academic institutions
to not forget about the community that surrounds its campus and to
proactively work with the community.
Again, I support the Chairman and Ranking Member for their efforts on
this legislation. I encourage my colleagues to support this
legislation.
Mr. CASTLE. Mr. Speaker, I rise in support of H.R. 3076, the Graduate
Opportunities in Higher Education Act.
The Graduate Opportunities in Higher Education Act, H.R. 3076, builds
upon the success of the graduate fellowship programs within the Higher
Education Act (HEA). Because graduate education trains the faculty who
train the teachers of tomorrow, the legislation recognizes subject
areas in elementary and secondary education facing shortages, and
places a priority on those subject areas, working to create a pipeline
of highly qualified teachers to improve education at all levels.
Since enactment of No Child Left Behind, this Congress, the
administration and educators nationwide have recognized the importance
of having highly qualified teachers in the classroom. We need to raise
teacher quality standards in our education system, but also help our
teachers find the means to meet these goals. H.R. 3076 is an important
step toward this end. By expanding our graduate programs, we guarantee
that our students will be educated by highly qualified teachers with an
extensive knowledge base. It is a great step toward the betterment of
our education system.
I encourage my colleagues to support H.R. 3076 as an important reform
to our higher education system and ultimately to our Nation.
Mr. HOEKSTRA. Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore (Mr. Gillmor). The question is on the motion
offered by the gentleman from Michigan (Mr. Hoekstra) that the House
suspend the rules and pass the bill, H.R. 3076, 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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