[Congressional Record Volume 150, Number 75 (Wednesday, June 2, 2004)]
[House]
[Pages H3638-H3642]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
PRIORITIES FOR GRADUATE STUDIES ACT OF 2004
Mr. McKEON. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 4411) to amend title VII of the Higher Education Act of 1965
to ensure graduate opportunities in postsecondary education, and for
other purposes.
The Clerk read as follows:
H.R. 4411
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 ``Priorities
for Graduate Studies Act of 2004''.
(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:
``(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
[[Page H3639]]
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
California (Mr. McKeon) and the gentleman from Michigan (Mr. Kildee)
each will control 20 minutes.
The Chair recognizes the gentleman from California (Mr. McKeon).
General Leave
Mr. McKEON. 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 materials on H.R. 4411.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from California?
There was no objection.
Mr. McKEON. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise today in support of H.R. 4411, the Priorities for
Graduate Studies Act, which builds on the success of the graduate
programs currently authorized under title VII of the Higher Education
Act and also helps to fulfill the demand for highly qualified teachers
at the K-12 level.
I want to commend my colleague, the gentleman from Georgia (Mr.
Burns), a valuable member of the committee, for his work on this
important piece of legislation.
I am 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 in elementary and secondary schools.
This bill complements H.R. 4409, the Teacher Training Enhancement
Act, which we have considered here today. Bringing these two bills
forward is our declaration that supporting America's schoolteachers is
a priority for our committee and for the U.S. House of Representatives.
We know that an important part, important key to placing highly
qualified teachers in every public classroom 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.
If we are serious about ensuring every child learns from a highly
qualified teacher, we must address the issue in a comprehensive manner.
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.
To address these shortages head-on, 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.
{time} 1345
Although I believe the role education plays in creating a pipeline of
highly 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. The future competitiveness of our Nation will depend
on successfully educating our workforce and fostering continued
breakthroughs through education.
Now more than ever our citizens are obtaining graduate degrees in
order to obtain more expertise in their field of study. This bill will
help ensure the continued availability of such graduate study
opportunities for students.
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. We have
expressed our support for our teachers before and we stand united today
to continue that support and urge our colleagues in the other body to
do the same.
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. Speaker, I reserve the balance of my time.
Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, we have been here before. We have already voted on this
legislation. As with the last bill, this legislation has already passed
this House. Less than 1 year ago, this House reported the exact bill by
a good bipartisan voice vote. That bill also improved our graduate
programs. While this is a worthwhile goal, today's action does not
actually move us further toward these improvements.
I am going to support this bill today, but there is a more important
question for this body: Why are we repassing legislation? During the
last bill we considered, I asked this very question. Since I did not
get a satisfactory answer then, I really do not expect to get one now.
But rather than wasting our time, Mr. Speaker, repassing legislation,
we should be investing in America's families.
During the last bill, I talked about some much-needed improvement to
our higher-education programs that this Congress should be considering.
Now I will spend my time on how this Republican Congress and the Bush
administration has not provided economic security for the American
worker and their families.
[[Page H3640]]
The Republican Congress and the Bush administration have refused to
provide extended unemployment benefits to those workers who have
exhausted their initial benefits. Despite the fact that 1.5 million
workers have exhausted their benefits, this Congress has refused to
act. These workers who have lost their jobs due to outsourcing and the
sour economy do not have the financial security to provide for their
families. This Congress and the administration continue to turn a blind
eye.
The real root of the problem for today's American workers is that
there are not any jobs. I was in my hometown of Flint, Michigan, this
past weekend; and I went into McDonald's and ordered the No. 9. They
were hiring, but General Motors is not hiring. The really good jobs are
not there.
There are 8.2 million individuals now unemployed. On his watch,
President Bush has lost 2 million jobs. That is a staggering figure
when you stop to think about it. The administration has failed to keep
the jobs needed to keep pace with an expanding workforce, but also we
are 2 million jobs in the hole.
The Republican Congress and the Bush administration have failed to
pass an unemployment insurance extension and other critical legislation
directly affecting the financial security of families. Instead,
Congress is debating legislation that has already passed.
Clearly, Mr. Speaker, we need to refocus our priorities on restoring
the economic well-being of our workers and the families for which they
provide. Mr. Speaker, I again want to say that I am going to support
this legislation which is before us today. However, this legislation is
not moving us toward improving our graduate programs. We simply are
squandering our time and resources by repassing this bill today.
Mr. Speaker, I reserve the balance of my time.
Mr. McKEON. Mr. Speaker, I yield myself 30 seconds to answer the
gentleman's question why we are here today.
I think that we did pass these bills before, but they have not been
acted upon by the other body. So I do not think it will hurt to have
further discussion here, again voting on these issues and showing how
important our teachers are, showing how important economic stability
comes from education.
We think that it is very important to discuss these issues; and,
frankly, I do not think it is a waste of time any time we can talk
about helping the education of our country.
Mr. Speaker, I yield 4 minutes to the gentleman from Georgia (Mr.
Burns), a strong member of our committee.
Mr. BURNS. Mr. Speaker, I thank the gentleman for yielding me this
time and for his work on this legislation.
Mr. Speaker, I rise today in support of H.R. 4411, Priorities For
Graduate Studies Act. I am pleased to be offering this bill, which will
build upon the successes of our graduate education programs and help
also trigger improvements at all levels of the educational environment
by prioritizing studies in areas of national need.
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 school, in every classroom in
America by the school year 2005-2006. I believe that the legislation
before us today will help both States and schools across the Nation
achieve that important goal.
Mr. Speaker, I speak from experience, having taught at the graduate
level at Georgia Southern University for some 19 years. In order to
produce a qualified teacher, you have to have a qualified classroom. So
if we are going to have world-class math and science instruction for
our K through 12 students, we have to have the world-class instruction
for those teachers at our graduate schools across the Nation.
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 successful, tremendously successful in
encouraging in-depth study and creating knowledgeable experts,
particularly in subject areas facing a national need.
Graduate programs authorized under the title VII component 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 lead to medical, educational, and
technological advancements. Graduate programs train the next generation
of teachers, the next generation of researchers and engineers and
doctors and lawyers and professors. These individuals will be vitally
important in preparing the United States to meet the challenges of a
global economy.
Title VII of the Higher Education Act authorizes three graduate
fellowship programs: the Graduate Assistance in Areas of National Need
program, the Jacob K. Javitz Fellowship program, and the Thurgood
Marshall Legal Educational Opportunity program. Collectively, these
programs encourage students to advance their knowledge in scientific
and technical fields, in the arts and humanities, and in legal studies
by providing financial assistance as well as support services to those
displaying academic excellence in their selected fields.
Each year, Congress appropriates nearly $70 million to assist these
students in pursuing their goals. The Priorities For Graduate Studies
Act seeks to build upon the success of these programs by targeting
fellowships to subject areas facing national need not only at the
graduate level but also by encouraging the study of subject areas where
there are shortages in K through 12 education. This will help to expand
the number of educators prepared to train teachers of tomorrow in the
critical subject areas of math and of science and of 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
Priorities For Graduate Studies Act will also recognize the rapidly
growing need for teachers prepared to meet the needs of students with
limited English proficiency. H.R. 4411 is an essential piece of
legislation that strengthens our higher educational system. We
strengthen the graduate education, we target the Federal investment
toward areas facing a demonstrated need, and we work to improve not
just the graduate education but education at all levels across our
Nation.
Mr. Speaker, I encourage my colleagues to join me in supporting this
piece of legislation and help our already successful graduate
educational programs become even more successful.
Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume.
The gentleman from California (Mr. McKeon) has said we are repassing
these bills to get the attention of the Senate. I suggest it might be
cheaper and more efficient to send a respectful message to the Senate,
and I will be glad to cosign a letter with my colleague to do that.
But, nevertheless, I will support this bill.
Mr. Speaker, I yield back the balance of my time.
Mr. McKEON. Mr. Speaker, I yield myself such time as I may consume,
and respond to my colleague that I will be happy to join him in that
letter. Whatever we can do to help move the other body, I think is
important, especially in the area of education, where we are trying so
hard to help our teachers and our young people so that we can better
prepare ourselves for stronger economic stability in the future.
Mr. Speaker, I encourage all of my colleagues to support this bill.
Mr. HOEKSTRA. Mr. Speaker, I rise today in support of H.R. 4411, the
Priorities for Graduate Studies Act, legislation which creates an
informed and educated citizenry through strong and vibrant graduate
education programs.
As we enter the 21st Century, the need for advanced education is
becoming increasingly critical to successfully maintaining America's
place in a technologically advanced economy. Now, more than ever, U.S.
citizens are obtaining graduate degrees to gain additional knowledge
and expertise in their fields of study. Nearly 2 million students
currently attend one of more than 1,800 graduate school programs
throughout the country. And, this number is increasing. According to
the Council of Graduate Schools, total graduate enrollment in the
[[Page H3641]]
United States rose by 3 percent between 2000 and 2001, and it is
expected to steadily rise in coming years.
Graduate programs, while important for their role in higher
education, also play an essential yet often overlooked role in K-12
education. It is graduate programs that train individuals to become
faculty at institutions of higher education. They will in turn train
the elementary and secondary teachers of tomorrow.
H.R. 4411 is closely aligned with H.R. 3076, the Graduate Studies in
Higher Education Act, which I authored and the House passed last fall.
I have worked closely with Representative Burns in crafting the
legislation before the House of Representatives. Today's bill presents
the House with an important opportunity to support graduate education
while drawing attention to the need for highly qualified elementary and
secondary teachers.
The Priorities for Graduate Studies Act strengthens the Title VII
graduate programs contained within the Higher Education Act. H.R. 4411
reauthorizes the Graduate Assistance in Areas of National Need (GAANN)
program, the Jacob K. Javits Fellowship program and the Thurgood
Marshall Legal Educational Opportunity program. It also recognizes new
areas of national need and increases flexibility for students in these
graduate programs. By placing a ``priority'' within the graduate
programs in the subject areas of math, science, special education and
teaching English to speakers of other languages, this bill will
strengthen the academic quality not only at the graduate level, but
also within American elementary and secondary schools.
I encourage my colleagues to join me in supporting Representative
Burns' legislation, as together we can help make our country's already
successful graduate education programs even better.
Mr. BOEHNER. Mr. Speaker, I rise today in support of H.R. 4411, the
Priorities for Graduate Studies Act. I'm pleased to stand in support of
this bill, which will both enhance graduate education and build on the
strength of education at all levels by helping to increase study of
subject areas facing shortages at the K-12 level. I'd like to commend
Representative Burns for his work on this important bill.
The Priorities for Graduate Studies Act will build on the success of
the graduate programs currently authorized under Title VII of the
Higher Education Act, and, additionally, the bill will help fulfill the
demand for highly qualified teachers at the K-12 level.
Witnesses have testified before the Education and 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). To meet these demands,
this bill places a priority on these particular subject areas for
graduate assistance programs, ensuring that our investment in graduate
education continues to improve education at all levels.
Although I believe the role graduate education plays in creating a
pipeline of highly qualified teachers is extremely important, the many
other benefits of graduate education should not 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.
As we move forward with the reauthorization of the Higher Education
Act, we must continue to build on the success of these programs that
prepare the next generation of scholars. We have expressed our support
for our teachers before, and we stand united today to continue that
support and urge our colleagues in the other body to do the same.
Graduate education is fundamental to maintaining our competitiveness
and economic leadership, as well as ensuring the success of education
reform in classrooms across America. And as our economic recovery
continues and new jobs are created everyday, the importance of
education will only grow. I hope my colleagues will join me in
supporting this bill, and the continued success of graduate education.
Mr. SMITH of Michigan. Mr. Speaker, a highly educated workforce is
critical to America's future competitiveness. And the quality of
education in America's schools is directly related to the quality of
the teachers entrusted with the vital task of educating the Nation's
students. Today's students are tomorrow's workforce, and for that
reason education is directly linked to America's future competitiveness
in a changing economy.
H.R. 4411, the Priorities for Graduate Studies Act, addresses the
shortage of highly qualified math and science teachers at the K-12
level. One of the problems is the continuing lack of faculty at the
graduate level to train the teachers of tomorrow in these demanding
fields. This must be addressed to fortify the pipeline of highly
qualified teachers for our Nation's youth. To increase faculty in these
high-demand subject areas, the Priorities for Graduate Studies Act will
target Federal aid for graduate studies to these subject areas. The
bill, introduced by my colleague from Georgia Representative Max Burns,
places a priority on the areas of math and science for graduate
fellowship programs in the Higher Education Act. Further, this bill
reinforces previous Federal efforts in the ``No Child Left Behind Act''
requiring a ``highly qualified'' teacher in every classroom. This bill,
along with the other bills being discussed today, also provides State
grants to recruit and train teachers. In addition, loan forgiveness
programs at the Department of Education and the Noyce Scholarship
Program at the National Science Foundation (NSF), which seeks to
encourage top math and science students to enter the teaching
profession, are just some of the initiatives that have been designed to
address issues of teacher recruitment and retention.
Federal Reserve Chairman Alan Greenspan recently testified before the
House Education and Workforce Committee and said that strengthening the
Nation's education and worker training systems and supporting
innovation are essential to creating jobs and sustained economic growth
for American families. He said that the U.S. appears to be lagging
seriously behind other nations in terms of the quality of education
being provided to students at the K-12 level. He quoted a study
conducted in 1995 (The Third International Math and Science Study, a
project of the International Study Center, Lynch School of Education,
Boston College) revealing that although our fourth-grade students were
above average in both math and science, by the time they reached their
last year of high school they had fallen well below the international
average.
The quality of America's workforce is inextricably tied to the
quality of America's education system. For that reason, advanced
degrees in specific subject areas will help to improve the training of
our schoolteachers, building upon the quality of elementary and
secondary education and, in turn, strengthening the competitiveness of
the American worker. The House bill being discussed today recognizes
that a shortage of advanced degrees earned in high-demand subject areas
such as math and science can create a void from the university level
down to K-12 classrooms. To address this shortage, the bill places a
priority on these subject areas when awarding graduate level
fellowships.
Mr. Speaker, when I have an opportunity to speak with teachers about
education, I often ask them if teaching a child math or science is more
like lighting a fire than filling a container, at what age they believe
the flame of interest for math and science education is sparked and how
can we keep it burning. I get all sorts of answers. Some say third
grade. Others say kindergarten. But they all generally agree that our
greatest challenge is to ensure that all children experience that
initial spark to create more interest in science and math.
As Chairman of the Science Research Subcommittee, I recently
introduced legislation that passed this House, creating a Congressional
award for private sector entities that partner with schools to improve
science, technology, engineering, and math education. The bill, H.R.
4030, would provide well-deserved recognition for outstanding private
sector efforts and directs the National Science Foundation to
disseminate information about award winners to educators, businesses
and the general public.
The way to maintain and increase our standard of living is through
innovation, technological advancement and hard work. We need to do a
better job of encouraging student interest and achievement in math and
science so that today's students will be successful in the highly
competitive global economy.
Mr. GRIJALVA. Mr. Speaker, we are standing here today to consider
pieces of legislation that the House passed overwhelmingly just a year
ago. These were not controversial bills at the time they were first
considered and they are not controversial now. It seems clear to me
that the House Republican Leadership would like to distract the
American public from the real issues that need to be addressed. Instead
of being down on the floor to discuss
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legislation that we all agree on and already passed, members of the
House Committee on Education and the Workforce should be spending time
working on the legislation that would offer real solutions to students
struggling to pay for a college education.
Tuition is rapidly rising in nearly every state. The buying power of
Pell grant has dropped significantly in the last 30 years. Students are
graduating from college with enough debt that they could buy a car or
even a house, which significantly hinders their ability to contribute
to economic growth. Students are increasingly turning to a part time
education just so they can support themselves while in college.
These are clearly dire times when it comes to college affordability,
but instead of spending our time crafting legislation that would offer
real solutions to students, we are rehashing legislation that we
already passed to fulfill the political needs of the House Republican
Leadership.
The Higher Education Bills that we are considering today are bills
that I supported in the past and will support again in today, but
today's debate is merely a distraction from the real problems that
students face in paying for college.
Mr. HINOJOSA. Mr. Speaker, I do not object to the three higher
education bills under consideration today. In fact, this body passed
these bills with broad bipartisan support last year, and I voted for
all three of them. I do object, however, to our wasting time revisiting
legislation that we have already worked out instead of completing the
work that remains to be done.
The Higher Education Act represents our national commitment to
ensuring that a college education is possible for anyone--regardless of
income, race, or ethnicity. This law supports our students and our
institutions of higher education in their pursuit of academic
excellence. It represents the single largest Federal investment in
education with over $75 billion in student financial assistance
distributed annually.
This Congress the Higher Education Act must be reauthorized. Instead
of considering the act as a whole, the majority decided to pass the
reauthorization in parts. The parts that we are considering today have
already been passed. What we are failing to discuss today are the
programs at the very heart of the matter--the student aid programs:
Pell grants, student loans, work study.
We are also failing to discuss the instrumental Federal supports to
the institutions that serve low-income and minority students--titles
III and V of the Higher Education Act. The titles that support
Historically Black Colleges and Universities, Hispanic-Serving
Institutions, and Tribally Controlled Colleges.
The Advisory Committee on Student Financial Assistance has reported
that over the next 10 years as many as 4.4 million college-qualified
low-income students will be unable to attend 4-year colleges because of
unmet financial need. Two million will not be able to attend any
college at all. Most of the students will be minorities--Hispanics and
African Americans.
We have a lot of work left to do. I hope that we will get to it.
Mr. McKEON. Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore (Mr. Quinn). The question is on the motion
offered by the gentleman from California (Mr. McKeon) that the House
suspend the rules and pass the bill, H.R. 4411.
The question was taken; and (two-thirds having voted in favor
thereof) the rules were suspended and the bill was passed.
A motion to reconsider was laid on the table.
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