[Congressional Record Volume 152, Number 14 (Wednesday, February 8, 2006)]
[Senate]
[Pages S785-S786]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                  EXPANDING EDUCATIONAL OPPORTUNITIES

  Mr. AKAKA. Mr. President, the time has come to put our money into 
action and expand educational opportunities in science, math, and 
foreign languages.
  I began my professional career as an educator. Fighting to ensure a 
prosperous future for our country and for Hawaii's children is why I am 
in Congress today. I hope this year we will see real progress by the 
enactment of legislation to make a real difference, for both the short- 
and long-term, in science, math, and foreign language education.
  I applaud President Bush's call in his State of the Union Address for 
increasing the number of teachers in math and science and making 
college-level courses more available to low income high school 
students. It is unfortunate that the budget reconciliation bill 
recently passed by the House cut $12 billion from the Federal student 
loan program, while the tax reconciliation bill we considered last week 
provides $70 billion in tax cuts for the wealthy. I know I am not alone 
when I say supporting college level courses in high school is no 
substitute for going to college. We need both and more of each.
  Robbing Peter to pay Paul robs our youth of their future.
  We need to make a sustained commitment to addressing critical 
educational issues in science, math, and foreign languages. The 
President is correct that America's ability to compete in global 
markets, and to defend ourselves against foreign threats, depend on our 
ability to educate future generations.
  Four years ago, Senator Durbin and I joined forces with a bipartisan 
group of Senators to introduce legislation to strengthen national 
security by encouraging the development and expansion of programs to 
meet critical needs in science, math, and foreign languages at the 
elementary, secondary, and higher education levels. I also introduced 
legislation to strengthen education opportunities for Federal employees 
in these critical areas, and improve the government's recruitment and 
retention of individuals possessing these skills. Last year, Senators 
Cochran, Dodd, and I introduced legislation

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to develop a national foreign language strategy.
  Some of our proposals have become law. Others were passed by the 
Senate, but the House refused to consider them. The Intelligence Reform 
Act of 2004 established two things promoted in our legislation. First, 
a rotation program to help mid-level Federal employees in the 
intelligence community improve their skills; and second, a scholarship 
program for individuals who possess critical skills, especially those 
in science, math, and foreign language, in exchange for service with 
the Federal Government.
  Still, America should rightly ask: why has it been so hard to make 
even these modest improvements? Especially when there have been 
numerous national studies and commissions that conclude we need to do 
better at educating Americans.
  In 2001, the Hart-Rudman Commission said that America needs a 
workforce skilled in science, math, computer science, and engineering. 
They said that the failure to foster these skills was jeopardizing 
America's position as a global leader. The commission also found that 
the maintenance of American power in the world depends upon the quality 
of U.S. Government personnel. It requires employees with more expertise 
in more countries, regions, and issues. This includes a commitment to 
language education.
  Legislation that I introduced along with my colleagues, some of which 
dates back to 2001, contains vital components that should be considered 
as we debate the President's proposed education initiatives.
  Some of these programs include: Funding the Federal Government's 
student loan repayment program for positions critical to national 
security and for staff with science and foreign language skills; 
providing financial incentives, including subsidized loans, for 
students earning degrees in science, mathematics, engineering, or a 
foreign language; establishing grant programs for local educational 
agencies that engage in public-private partnerships to improve science 
and math education; awarding fellowships to students who agree to work 
for the Federal Government and to Federal workers who wish to develop 
skills in critical national security fields; encouraging early foreign 
language study in our elementary and secondary schools by establishing 
foreign language partnerships for teacher training; promoting 
innovative foreign language programs through grants to higher education 
institutions; and establishing a National Foreign Language Coordination 
Council and language director to develop and oversee the implementation 
of a national language strategy that reflects input from all sectors of 
society.
  The intent of these programs is to support a revitalized, re-
energized educational system in these critical areas from elementary 
through graduate school and improve the skills of our current labor 
force.
  Some of the programs would enhance certain skills of our Nation's 
teachers at all levels while providing them with the tools they need to 
sustain the development of our Nation's youth.
  For example, one program would develop foreign language partnerships 
between local schools and higher education foreign language departments 
to enhance teacher training and develop appropriate foreign language 
curricula.
  If we want to ensure America's future competitiveness in global 
markets, we need to engage America's industry in assisting our youth to 
develop the skills industry needs to compete.
  Another program proposed in our legislation establishes public-
private partnerships to encourage the donation of scientific laboratory 
equipment, provide internship and mentoring opportunities, and to award 
scholarship funds for students in critical areas.
  To survive in a diverse world, Americans need to harness their 
natural diversity and expand linkages to their larger community. 
Education must be seen as a community effort.
  We must think more broadly when it comes to foreign languages. The 
program that Senator Durbin and I envisioned includes immersion 
programs where students take a science or technology related class in a 
non-English speaking country, or a cultural awareness program in which 
foreign language students study the science and technology issues of 
that country. It is important to understand what other countries are 
doing in science and technology before foreign innovations surpass our 
own.
  I am glad that President Bush has recognized that action must be 
taken to improve education in these critical areas by calling for 
increasing the ranks of advanced placement and international 
baccalaureate teachers and expanding access to AP and IB classes. I 
also thank him for finally taking steps to strengthen foreign language 
education in the U.S. with the National Security Language Initiative.
  However, real commitments need to be made.
  If we do not see education as a continual process for both the 
student and the teacher, a process designed to engage younger and older 
generations alike, then we will have created a product of only limited 
duration--a band-aid for our intellectual security.
  We need to think beyond high school and college level work. We need 
to engage all levels of schooling and, beyond that, we need to enhance 
our current workforce. We cannot afford to neglect today's workforce if 
we want to be successful building our future.
  I yield the remainder of my time. I suggest the absence of a quorum.
  The PRESIDING OFFICER. The clerk will call the roll.
  The assistant legislative clerk proceeded to call the roll.
  Mr. KENNEDY. Mr. President, I ask unanimous consent that the order 
for the quorum call be dispensed with.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. KENNEDY. Mr. President, I understand there is 12 minutes 
remaining on our side in morning business and then we will go to the 
bill itself.
  The PRESIDING OFFICER. The Senator is correct.
  Mr. KENNEDY. Mr. President, I yield 12 minutes, and then I ask for 
recognition because I intend to speak on the bill.
  The PRESIDING OFFICER. Is there objection? Without objection, it is 
so ordered.

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