[Congressional Record Volume 152, Number 72 (Thursday, June 8, 2006)]
[Senate]
[Pages S5661-S5671]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS
Mr. BOND (for himself and Mr. Talent):
S. 3478. A bill to amend the National Trails System Act relating to
the statute of limitations that applies to certain claims; to the
Committee on Energy and Natural Resources.
Mr. BOND. Today, I and Senator Jim Talent introduce the Easement
Owners Fair Compensation Act of 2006. This bill will right a wrong done
to property owners from whom the government took property without
compensation. It will also ensure that future property owners are
treated fairly when the government seeks to take their property through
eminent domain.
In 1992, the federal government confiscated property owned by 102 St.
Louis County, Missouri residents through the Federal Rails to Trails
Act. The taking imposed an easement on their property for a public
recreational hiking/biking trail. A trail easement was established on
their property on December 20, 1992. After twelve years of bureaucratic
fighting and delay, the Justice Department admitted the government's
takings liability and agreed to pay the property owners $2,385,000.85
for their property, interest and legal fees.
However, two days before the U.S. Court of Claims was scheduled to
approve the compensation agreement, the U.S. Federal Circuit issued the
Caldwell decision regarding a rails-to-trails takings case in Georgia.
That decision established the statute of limitations for rails-to-
trails claims as the date of notice of interim trail use, not the date
the trail easement was imposed on the property, as previously assumed.
Under the new date, the statute of limitations on the St. Louis County
takings claim had expired. The Justice Department accordingly sought
dismissal of the claims without payment and the Court of Claims judge
agreed.
This bill is a Senate companion to H.R. 4581 introduced by
Representative Akin and cosponsored by Representatives Carnahan and
Emerson. The legislation sets the statute of limitations as beginning
on the date an interest is conveyed. It also allows for reconsideration
of past claims dismissed because of this issue.
Without this bill, we will allow the wrong committed by the federal
government to stand. The federal government took private property,
admitted it owed the property owners over $2,000,000, and then refused
to pay because of a technicality. That is no way to treat our citizens.
That is no way to run a rails-to-trails program. That is no way to
encourage future recreational hiking and biking. I urge my colleagues
to support this legislation.
______
By Mr. GRASSLEY (for himself and Mr. Coleman):
S. 3480. A bill to prevent abuse of Government credit cards; to the
Committee on Homeland Security and Government Affairs.
Mr. GRASSLEY. Mr. President, today I am reintroducing the Government
Credit Card Abuse Prevention Act to address, in a comprehensive way,
the abuse, misuse, and fraud that has occurred with Government charge
cards. Some people might ask, ``Why are you bothering with legislation?
Is it that big of a problem?'' It is true that most Government
employees who are entrusted with a travel card or a purchase card do
not abuse it. It may also be true that the amount of money concerned is
only a fraction of any agency's annual budget. Well, when you have
agencies like the Department of Defense with an over $500 billion
budget, even a small fraction means a lot of taxpayers' money. When I
asked GAO to look into instances of waste, fraud, and abuse with
Government charge cards, starting with the Department of Defense, we
found that purchase cards were used to spend taxpayer money for a
sapphire ring, LA-Z-Boy reclining rocking chairs, and a dinner party
for a general at Treasure Island Hotel and Casino that included $800
for alcohol. Government travel cards were used for gambling, sporting
events, concerts, cruises, and even gentlemen's clubs and legalized
brothels. Government travel cards are for official travel-related
expenses only, not tickets to a Dallas Cowboys game or a Janet Jackson
concert, but these are real examples of improper purchases GAO
uncovered in reports I had requested. While travel cards are not paid
directly with taxpayers' money like purchase cards, failure by
employees to repay these cards results in the loss of millions of
dollars in rebates to the Federal Government. Also, when credit card
companies are forced to charge off bad debt, they raise interest rates
and fees on everyone else.
Based on what we found in DoD, I worked with GAO to uncover similar
problems in the U.S. Forest Service where one employee purchased five
digital cameras at a cost of $2,960, six computers for $6,019, three
palm pilots totaling $736, jewelry worth $1,967, and $6,101 in other
items like cordless telephones, figurines, and Sony Playstations, all
for personal use and all at taxpayer expense. GAO subsequently found
similar problems at
[[Page S5662]]
other agencies like the Federal Aviation Administration and the
Department of Housing an Urban Development. I have cited just some of
the extreme examples, but there are many more instances where employees
purchased items that were not needed by the agency or where a cheaper
alternative would meet the purpose just as well. This occurred because
of weak internal controls within the agencies and is something that
clearly needs to be addressed governmentwide. Based on oversight from
Congress, GAO, and agency inspectors general, the situation has
improved in many agencies and I am pleased that the Office of
Management and Budget has begun to bring about an improved control
environment through direction contained in OMB Circular 123. However,
there is more to be done and my experience has convinced me that
legislation is necessary.
The Government Credit Card Abuse Prevention Act is largely based on
the recommendations by GAO regarding what controls are necessary to
prevent the kinds of waste, fraud, and abuse we have uncovered. Since I
originally introduced this legislation in the last Congress, I have
collected input and ideas and worked to refine the bill to make it both
comprehensive and workable. The provisions in my bill are simply
commonsense internal controls that should be present in every Federal
agency to prevent improper purchases. These include: performing credit
checks for travel cardholders and issuing restricted cards for those
with poor or no credit to reduce the potential for misuse; maintaining
a record of each cardholder, including single transaction limits and
total credit limits so agencies can effectively manage their
cardholders; implementing periodic reviews to determine if cardholders
have a need for a card; properly recording rebates to the Government
based on prompt payment; providing training for cardholders and
managers; utilizing available technologies to prevent or catch
fraudulent purchases; establishing specific policies about the number
of cards to be issued, the credit limits for certain categories of
cardholders, and categories of employees eligible to be issued cards;
invalidating cards when employees leave the agency or transfer;
establishing an approving official other than the purchase cardholder
so employees cannot approve their own purchases; reconciling purchase
card charges on the bill with receipts and supporting documentation;
submitting disputed purchase card charges to the bank according to the
proper procedure; making purchase card payments promptly to avoid
interest penalties; retaining records of purchase card transactions in
accordance with standard Government recordkeeping polices; utilizing
mandatory split disbursements when reimbursing employees for travel
card purchases to ensure that travel card bills get paid; comparing
items submitted on travel vouchers with items already paid for with
centrally billed accounts to avoid reimbursing employees for items
already paid for by the agency; and submitting refund requests for
unused airline tickets so the taxpayers don't pay for tickets that were
not used.
My bill would also provide that each agency inspector general will
periodically conduct risk assessments of agency purchase card and
travel card programs and perform periodic audits to identify potential
fraudulent, improper, and abusive use of cards. We have had great
success working with inspectors general using techniques like data
mining to reveal instances of improper use of government charge cards.
Having this information on an ongoing basis will help in strengthening
and maintaining a rigorous system of internal controls to prevent
future instances of waste, fraud, and abuse with government charge
cards. In addition, my bill requires penalties so that employees who
abuse Government charge cards cannot get away scotfree. In cases of
serious misuse or fraud, the bill provides that employees must be
dismissed and suspected cases of fraud will also be referred to the
appropriate U.S. attorney for prosecution under Federal antifraud laws.
Hopefully this will send a clear message that such activity will not be
tolerated so as to act as a deterrent for others.
I am proud of the oversight work that I do to uncover waste, fraud,
and abuse, but sometimes I feel like Sisyphus, doomed to eternally roll
a boulder up a hill only to see it fall again. Instead of eternally
looking over the shoulder of agencies to find waste that should never
have occurred and then poking and prodding them to close the barn door
after the horse has gotten out, we need to put the internal controls in
place to make sure these problems don't happen in the first place. This
bill will accomplish that for the Government charge card programs so
that American taxpayers can sleep soundly knowing that their money
isn't being charged away by some bureaucrat. I hope my colleagues will
support this commonsense measure and that it will be enacted into law
in short order.
______
By Mr. ENSIGN (for himself and Mr. Lieberman):
S. 3483. A bill to improve national competitiveness through enhanced
education initiatives; to the Committee on Health, Education, Labor,
and Pensions.
Mr. LIEBERMAN. Mr. President, I rise today to introduce, along with
my colleague from Nevada, Senator Ensign, the ``National Innovation
Education Act''. The intent of this bill is to enhance our science and
technology talent base and improve national competitiveness through
strengthened education initiatives. Enhancing academic success,
particularly in the fields of science, technology, engineering and
math--often called the STEM disciplines--through innovative educational
programs will stimulate change and growth within elementary, secondary
and postsecondary institutions, improve current educational
opportunities for all students, allow graduates greater opportunity for
economic success and greater ability to successfully compete in the
global market.
This bill proposes initiatives spanning the education spectrum that
seek to improve quality instruction and access to STEM learning for all
students. Recent recommendations from the Council on Competitiveness
and The Augustine Commission at the National Academy of Sciences, among
others, target national concerns around the content and quality of K-16
in STEM disciplines, particularly with regard to minority and low-
income students, the need to stimulate innovation, and the need to
enhance teacher preparation and professional development in the STEM
fields.
An increasing number of researchers express alarm at the nearly one
out of three public high school students who won't graduate and the
failure of our systems to adequately prepare high school graduates, and
particularly minorities, for success in college and the work place.
Addressing the challenge of successfully thriving in a world of change,
the Council on Competitiveness examined the pressing issue of
attracting more young Americans to science and engineering fields.
Currently, less than 15 percent of U.S. students have the prerequisite
skills to pursue scientific or technical degrees in college. Only 5.5
percent of the 1.1 million high school seniors who took the college
entrance exam in 2002 planned to pursue an engineering degree. And
there continues to be poor representation of women and minorities in
these fields. The National Academies report, ``Rising Above the
Gathering Storm,'' notes that amongst the U.S. science and technology
workforce 38 percent of PhDs were foreign born. Changes need to be
enacted to not only increase the number of students pursuing math and
science degrees but to prepare them to pursue these degrees.
Indeed, numerous national reports in recent years have called for
efforts to improve K-12 education, teacher preparation and professional
development in the STEM areas. Recommendations include increasing the
numbers of postsecondary students pursuing careers in the areas of
mathematics, science, engineering, and technology and increasing the
numbers of postsecondary students in the STEM fields who will then
pursue concurrent degrees in education. Increasing funding for not only
STEM education but STEM research has received strong recommendations as
an important and timely approach to addressing improvements in
education and innovation. Finally, a critical factor to ensuring
program success is the ability to engage and then hold students'
interests in the various STEM fields enough to encourage them to pursue
STEM careers.
[[Page S5663]]
Our bill seeks to craft a comprehensive response to many of these
issues, and includes the following provisions.
Title I--Improving Pre-kindergarten Through Grade 16, supplies a
remedy to the critical issue of the disconnect existing between high
school outcomes and college expectations. Through the formation of
partnerships between P-12 and higher education systems in the states--
P-16 Commissions--academic success in postsecondary education becomes
the priority agenda item for reform. We anticipate that P-16
Commissions will bring about an increase in the percentage of
academically prepared students, particularly low-income and minority
students, and a decrease in the percentage of college students
requiring remedial coursework, particularly with respect to math,
science, and engineering.
Many States across our country have already seen the wisdom of a P-16
Commission and have been working on goals and implementation. The
results, although preliminary for many States, are vastly encouraging.
Title I will provide support both to States with existing P-16 bodies,
or States seeking to establish such commissions. It will give priority
to the States also seeking to establish or enhance data systems. We
hope that States will have an opportunity to craft a vision that will
reach all students over time so that their educational pathway of
access to and success in college will be ensured.
Magnet schools have the capacity to create learning environments
tailored to the interests and needs of its community and can offer a
focused curriculum capable of attracting substantial numbers of
students of different racial backgrounds. Title II of our bill
authorizes the National Science Foundation to award grants to assist in
the promotion of innovation and competitiveness through the development
and implementation of magnet school programs. These programs would
encourage students to meet state academic content standards through the
development and design of innovative educational methods, practices and
curricula that promote student achievement in STEM courses and
encourage student enrollment in postsecondary institutions.
In addition, Title II authorizes NSF grants to elementary and middle
schools creating pilot programs implementing innovation-based
experiential learning environments. Innovation-based experiential
learning is a teaching model that seeks to seed traditional technical
studies with new exposure to methods for creative thinking and
translating ideas into practical applications. Such programs would
likely involve immersing students in hands-on experimentation that
helps students discover new concepts and use those concepts to solve
real-world problems.
The interrelated demands that mathematics and science education
places upon schools to prepare both teachers and students must be
addressed consecutively. Teachers need to be better prepared to teach
STEM topics across the board and students need to have access to
teachers who are well versed in their content subjects.
Title III of our bill authorizes funding to increase the number of
graduates from postsecondary institutions with concurrent degrees in
education and STEM fields. This program is based on the successful
UTeach model at the University of Texas at Austin. Encouraging science
and math majors to concurrently pursue certification in the field of
education will help increase the number and quality of teachers in
these fields. The model program at the University of Texas has
experienced impressive success in attracting and keeping promising
young STEM teachers. Our bill also calls for the establishment of
Teacher Professional Development Institutes to promote innovative and
effective approaches to improving teacher quality by providing
professional development support for educators already in the
classroom. The Teacher Institute Model encourages collaboration between
urban teachers and university faculty to improve student learning by
enhancing teacher mastery of subject matter. It is based upon the model
which has been in operation at Yale University in New Haven, CT for
over 25 years.
Our Nation recognizes the pressing need to increase funding for STEM
research and boost the number of students in undergraduate and graduate
programs pursuing mathematics and science degrees for our country's
continued development, prosperity and security.
Within the final title of our bill, Title IV, NSF basic research
funding is doubled. NSF is authorized to expand funding for STEM
education through increased fellowships and trainee programs at the
undergraduate and graduate level. A clearinghouse at the National
Science Foundation of successful professional science master's degree
program elements will be made available to postsecondary institutions
as well as grants for developing pilot programs or improving current
programs. In addition the NSF Tech Talent program is reauthorized with
increased funding. This program provides competitive grants to
undergraduate universities to develop new methods of increasing the
number of students receiving degrees in science, math, and engineering.
Finally, it is in our interest to examine and understand the emerging
field of services sciences, a multidisciplinary curriculum partnering
science, technology, engineering, and math with management and business
disciplines. To this end, the National Science Foundation will conduct
a collaborative study with leaders from institutions of higher
education to come to an understanding of how best to support this new
field.
Our National Innovation Education Act takes a broad and comprehensive
approach to addressing national prosperity, security and our ability to
compete internationally with recommendations for enhanced education
initiatives in order to improve our national competitiveness. Improving
current education for all students will allow graduates greater
opportunity for economic success and greater ability to successfully
compete in the global market. Our very Nation's future prosperity and
security depends upon our willingness as leaders to infuse education
with the requisite innovative vision that will inspire our youth to
reach for goals that are achievable only beyond the ordinary bounds.
I urge my colleagues to act favorably on this measure. I ask
unanimous consent that the text of this bill be printed in the Record.
There being no objection, the text of the bill was ordered to be
printed in the Record, as follows:
S. 3483
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 Innovation
Education Act''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--IMPROVING PREKINDERGARTEN THROUGH GRADE 16 EDUCATION
Sec. 101. Short title.
Sec. 102. Purposes.
Sec. 103. Definitions.
Sec. 104. P-16 education stewardship system grants.
Sec. 105. State application and plan.
Sec. 106. P-16 education stewardship commission.
Sec. 107. P-16 education data system.
Sec. 108. Reports; technical assistance.
Sec. 109. Authorization of appropriations.
TITLE II--NATIONAL SCIENCE FOUNDATION MAGNET SCHOOLS AND INNOVATION-
BASED LEARNING
Sec. 201. General definitions.
Sec. 202. Magnet schools.
Sec. 203. Innovation-based experiential learning.
TITLE III--TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
Sec. 301 Baccalaureate degrees in mathematics and science
with teacher certification.
Sec. 302. Teachers professional development institutes.
TITLE IV--STEM EDUCATION AND RESEARCH
Sec. 401. Definitions.
Sec. 402. Graduate fellowships and graduate traineeships.
Sec. 403. Professional science master's degree programs.
Sec. 404. Increased support for science education through
the National Science Foundation.
Sec. 405. A national commitment to basic research.
Sec. 406. Study on service science.
TITLE I--IMPROVING PREKINDERGARTEN THROUGH GRADE 16 EDUCATION
SEC. 101. SHORT TITLE.
This title may be cited as the ``College Pathway Act of
2006''.
[[Page S5664]]
SEC. 102. PURPOSES.
The purposes of this title are the following:
(1) To broaden the focus of Federal, State, and local
higher education programs to promote academic success in
postsecondary education, particularly with respect to
mathematics, science, engineering, and technology.
(2) To increase the percentage of low-income and minority
students who are academically prepared to enter and
successfully complete postsecondary-level general education
coursework.
(3) To decrease the percentage of students requiring
developmental coursework through grants that enable States to
coordinate the public prekindergarten through grade 12
education system and the postsecondary education system--
(A) to ensure that covered institutions articulate and
publicize the prerequisite skills and knowledge expected of
incoming postsecondary students attending covered
institutions, in order to provide students and other
interested parties with accurate information pertaining to
the students' necessary preparations for postsecondary
education;
(B) to establish and implement middle school and secondary
school course enrollment guidelines while ensuring rigorous
content standards--
(i) to ensure that public secondary school students, in all
major racial and ethnic groups, and income levels, complete
academic courses linked with academic success in mathematics,
science, engineering, and technology at the postsecondary
level; and
(ii) to increase the percentage of students in each major
racial group, ethnic group, and income level who graduate
from secondary school and enter postsecondary education with
the academic preparation necessary to successfully complete
postsecondary-level general education coursework,
particularly with respect to mathematics, science,
engineering, and technology;
(C) to implement programs and policies that increase
secondary school graduation rates while ensuring rigorous
content standards; and
(D) to collect and analyze disaggregated longitudinal
student data throughout P-16 education in order to--
(i) understand and improve students' progress throughout P-
16 education;
(ii) understand problems and needs throughout P-16
education; and
(iii) align prekindergarten through grade 12 academic
standards and higher education standards so that more
students are prepared to successfully complete postsecondary-
level general education coursework.
SEC. 103. DEFINITIONS.
In this title:
(1) In general.--The terms ``local educational agency'',
``parent'', ``secondary school'', and ``State'' have the
meanings given the terms in section 9101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
(2) Academic assessments.--The term ``academic
assessments'' means the academic assessments implemented by a
State educational agency pursuant to section 1111(b)(3) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3)).
(3) Academic standards.--The term ``academic standards''
means the challenging academic content standards and
challenging student academic achievement standards adopted by
a State pursuant to section 1111(b)(1) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)).
(4) Covered institution.--The term ``covered institution''
means an institution of higher education that participates in
a program under title IV of the Higher Education Act of 1965
(20 U.S.C. 1070 et seq.).
(5) Developmental coursework.--The term ``developmental
coursework'' means coursework that a student is required to
complete in order to attain prerequisite knowledge or skills
necessary for entrance into a postsecondary degree or
certification program.
(6) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 102 of the Higher Education Act of 1965 (20
U.S.C. 1002).
(7) P-16 education.--The term ``P-16 education'' means the
educational system from prekindergarten through the
conferring of a baccalaureate degree.
(8) P-16 educator.--The term ``P-16 educator'' means an
individual teaching in P-16 education.
(9) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(10) Student.--The term ``student'' means any student
enrolled in a public school.
SEC. 104. P-16 EDUCATION STEWARDSHIP SYSTEM GRANTS.
(a) Program Authorized.--From amounts appropriated under
section 109 for a fiscal year, and subject to subsection (b),
the Secretary shall award grants, on a competitive basis, to
States to enable the States--
(1) to establish--
(A) P-16 education stewardship commissions in accordance
with section 106; or
(B) P-16 education stewardship systems consisting of--
(i) a P-16 education stewardship commission in accordance
with section 106; and
(ii) a P-16 education data system in accordance with
section 107; and
(2) to carry out the activities and programs described in
the State application and plan submitted under section 105.
(b) Award Basis.--In determining the approval and amount of
a grant under subsection (a), the Secretary shall give
priority to an application from a State that desires the
grant to establish a P-16 education stewardship system
described in subsection (a)(1)(B).
(c) Period of Grants.--
(1) States establishing p-16 education stewardship
systems.--Each grant made under this section to a State to
establish a P-16 education stewardship system described in
subsection (a)(1)(B) shall be awarded for a period of 5
years.
(2) States establishing p-16 education stewardship
commissions.--Each grant made under this section to a State
to establish a P-16 education stewardship commission
described in subsection (a)(1)(A) shall be awarded for a
period of 3 years.
SEC. 105. STATE APPLICATION AND PLAN.
(a) In General.--A State desiring a grant under section 104
shall submit an application to the Secretary at such time, in
such manner, and containing such information as the Secretary
may reasonably require.
(b) Contents.--Each application submitted under this
section shall include, at a minimum, the following:
(1) A demonstration that the State, not later than 5 months
after receiving grant funds under this title, will establish
a P-16 education stewardship commission described in section
106.
(2) For a state applying for a grant under section
104(a)(1)(B), a demonstration that the State, not later than
2 years after receiving grant funds under this title, will
implement, expand, or improve a P-16 education data system
described in section 107.
(3) A demonstration that the State will work with the State
P-16 education stewardship commission and others as necessary
to examine the relationship among the content of
postsecondary education admission and placement exams, the
prerequisite skills and knowledge required to successfully
take postsecondary-level general education coursework, the
prekindergarten through grade 12 courses and academic factors
associated with academic success at the postsecondary level,
particularly with respect to mathematics, science,
engineering, and technology, and existing academic standards
and aligned academic assessments.
(4) A description of how the State will, using the
information from the State P-16 education stewardship
commission, increase the percentage of students taking
courses that have the highest correlation of academic success
at the postsecondary level, for each of the following groups
of students:
(A) Economically disadvantaged students.
(B) Students from each major racial and ethnic group.
(C) Students with disabilities.
(D) Students with limited English proficiency.
(5) A description of how the State will distribute the
information in the P-16 education stewardship commission's
report under section 106(c)(4) to the public in the State,
including public secondary schools, local educational
agencies, school counselors, P-16 educators, institutions of
higher education, students, and parents.
(6) An assurance that the State will continue to pursue
effective P-16 education alignment strategies after the end
of the grant period.
SEC. 106. P-16 EDUCATION STEWARDSHIP COMMISSION.
(a) P-16 Education Stewardship Commission.--
(1) In general.--Each State receiving a grant under section
104 shall establish a P-16 education stewardship commission
that has the policymaking ability to meet the requirements of
this section.
(2) Existing commission.--The State may designate an
existing coordinating body or commission as the State P-16
education stewardship commission for purposes of this title,
if the body or commission meets, or is amended to meet, the
basic requirements of this section.
(b) Membership.--
(1) Composition.--Each P-16 education stewardship
commission shall be composed of the Governor of the State, or
the designee of the Governor, and the stakeholders of the
statewide education community, as determined by the Governor
or the designee of the Governor, such as--
(A) the chief State official responsible for administering
prekindergarten through grade 12 education in the State;
(B) the chief State official of the entity primarily
responsible for the supervision of institutions of higher
education in the State;
(C) bipartisan representation from the State legislative
committee with jurisdiction over prekindergarten through
grade 12 education and higher education;
(D) representatives of 2- and 4-year institutions of higher
education in the State;
(E) representatives of the business community; and
(F) at the discretion of the Governor, or the designee of
the Governor, representatives from prekindergarten through
grade 12 and higher education governing boards and other
organizations.
(2) Chairperson; meetings.--The Governor of the State, or
the designee of the Governor, shall serve as chairperson of
the P-16 education stewardship commission and shall convene
regular meetings of the commission.
(c) Duties of the Commission.--
(1) Meetings of covered institutions.--
[[Page S5665]]
(A) In general.--Each State P-16 education stewardship
commission shall convene regular meetings of the covered
institutions in the State for the purpose of assessing and
reaching consensus regarding--
(i) the prerequisite skills and knowledge expected of
incoming freshmen to successfully engage in and complete
postsecondary-level general education coursework without the
prior need to enroll in developmental coursework; and
(ii) patterns of coursework and other academic factors that
demonstrate the highest correlation with success in
completing postsecondary-level general education coursework
and degree or certification programs, particularly with
respect to mathematics, science, engineering, and technology.
(B) Findings of covered institutions.--The covered
institutions shall communicate to the P-16 education
stewardship commission the findings of the covered
institutions, which--
(i) shall include the consensus on the prerequisite skills
and knowledge, patterns of coursework, and other academic
factors described in subparagraph (A);
(ii) shall address, at minimum, the subjects of reading or
language arts, history, mathematics, science, technology, and
engineering, and may cover additional academic content areas;
(iii) shall be descriptive of content and purpose, and
shall not be limited to a simple listing of secondary course
names; and
(iv) may be different for 2- and 4-year institutions of
higher education.
(2) Commission recommendations.--Not later than 18 months
after a State receives a grant under section 104, and
annually thereafter for each year in the grant period, the
State P-16 education stewardship commission shall--
(A) develop recommendations regarding the prerequisite
skills and knowledge, patterns of coursework, and other
academic factors described in paragraph (1)(A); and
(B) develop recommendations and enact policies to increase
the success rate of students in the students' transition from
secondary school to postsecondary education, including
policies to increase success rates for--
(i) students of economic disadvantage;
(ii) students of racial and ethnic minorities;
(iii) students with disabilities; and
(iv) students with limited English proficiency.
(3) Commission findings.--Not later than 3 years after a
State receives a grant under section 104(a)(1)(B), the State
P-16 education stewardship commission shall--
(A) compile and interpret the findings from the P-16
education data system; and
(B) include the compilation and interpretation of the
findings in the report described in paragraph (4)(A).
(4) Reports.--
(A) In general.--Not later than 18 months after a State
receives a grant under section 104, and annually thereafter
for each year in the grant period, the State P-16 education
stewardship commission shall prepare and submit to the
Secretary a clear and concise report that shall include the
recommendations described in subparagraphs (A) and (B) of
paragraph (2).
(B) Distribution to the public.--Not later than 60 days
after the submission of a report under subparagraph (A), each
State P-16 education stewardship commission shall publish and
widely distribute the information in the report to the public
in the State, including--
(i) all public secondary schools and local educational
agencies;
(ii) school counselors;
(iii) P-16 educators;
(iv) institutions of higher education; and
(v) students and parents, especially students and parents
of students listed in clauses (i) through (iv) of paragraph
(2)(B) and those entering grade 9 in the next academic year,
to assist students and parents in making informed and
strategic course enrollment decisions.
SEC. 107. P-16 EDUCATION DATA SYSTEM.
(a) Establishment.--Not later than 2 years after a State
receives a grant under section 104(a)(1)(B), the State shall
establish a Statewide longitudinal data system that provides
each student, upon enrollment in a public school or in a
covered institution in the State, with a unique identifier
that is retained throughout the student's enrollment in P-16
education in the State.
(b) Valid Data and Compliance With Ferpa.--The State,
through the implementation of the data system described in
subsection (a), shall--
(1) ensure the implementation and use of valid and reliable
secondary school dropout data; and
(2) ensure that the data system is compliant with the
Family Educational Rights and Privacy Act of 1974 (20 U.S.C.
1232g).
(c) Required Elements of a Statewide Data System.--The
State shall ensure that the data system described in
subsection (a) includes the following elements:
(1) A unique statewide student identifier.
(2) Student-level enrollment, demographic, and program
participation information.
(3) Individual students' yearly test records.
(4) Information on students not tested by grade and
subject.
(5) A teacher identifier system with the ability to match
teachers to students.
(6) Student-level transcript information, including
information on courses completed and grades earned.
(7) Student-level college readiness test scores.
(8) Student-level information about the points at which
students exit, transfer in, transfer out, drop out, or
graduate P-16 education.
(9) The capacity to communicate with higher education data
systems.
(10) A State data audit system assessing data quality,
validity, and reliability.
(d) Functions of the Statewide Data System.--In
implementing the data system described in subsection (a), the
State shall--
(1) identify factors that correlate to students' ability to
successfully engage in and complete postsecondary-level
general education coursework without the need for prior
developmental coursework;
(2) identify factors to increase the percentage of low-
income and minority students who are academically prepared to
enter and successfully complete postsecondary-level general
education coursework; and
(3) use data to otherwise inform education policy and
practice.
(e) Existing Data Systems.--A State may employ, coordinate,
or revise an existing data system for purposes of this
section if such data system produces valid and reliable
information that satisfies the requirements of subsections
(b) through (d).
SEC. 108. REPORTS; TECHNICAL ASSISTANCE.
(a) State Reports.--
(1) Annual report.--Each State that receives a grant under
section 104 shall submit an annual report to the Secretary
for each year of the grant period that shall include a
description of the activities undertaken under the grant to
improve academic readiness for postsecondary-level general
education coursework and course completion.
(2) Dissemination.--Each State shall prepare and widely
disseminate the report described in paragraph (1) to the
public in the State, including secondary schools, local
educational agencies, school counselors, P-16 educators,
institutions of higher education, students, and parents.
(b) Secretary Reports.--
(1) Annual report.--The Secretary shall submit an annual
report to Congress that includes--
(A) findings from the State reports submitted under
subsection (a)(1);
(B) a description of the actions taken by the Department of
Education to assist States with creating P-16 education
stewardship commissions and P-16 education data systems;
(C) a description of the actions and incentives planned by
the States' P-16 education stewardship commissions--
(i) to help States align academic standards, courses, and
academic assessments with postsecondary academic
expectations, courses, and assessments;
(ii) to help States increase the percentage of minority and
low-income students prepared to enter and succeed at the
postsecondary level; and
(iii) to decrease postsecondary developmental coursework
enrollment rates of minority and low-income students;
(D) a description of the actions and incentives planned to
help States reduce postsecondary developmental coursework
enrollment rates;
(E) an assessment of the effectiveness of P-16 education
stewardship commissions in improving college readiness and
eliminating the need for developmental coursework; and
(F) recommendations regarding how to make the P-16
education stewardship commissions more effective, and whether
the establishment of such commissions should be encouraged
throughout the United States.
(2) Availability.--The Secretary shall make the annual
report described in paragraph (1) available to the public and
to each State and institution of higher education.
(c) Technical Assistance.--The Secretary shall provide, to
the extent practicable, technical assistance to States and
institutions of higher education seeking technical assistance
under this title.
SEC. 109. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
title $55,000,000 for fiscal year 2007 and such sums as may
be necessary for each of fiscal years 2008 through 2011.
TITLE II--NATIONAL SCIENCE FOUNDATION MAGNET SCHOOLS AND INNOVATION-
BASED LEARNING
SEC. 201. GENERAL DEFINITIONS.
Except as otherwise provided, the terms used in this title
have the meanings given the terms in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
SEC. 202. MAGNET SCHOOLS.
(a) Purpose.--The purpose of this section is to assist in
the promotion of innovation and competitiveness by providing
financial assistance to eligible local educational agencies
for--
(1) the development and implementation of magnet school
programs that will assist eligible local educational agencies
in achieving systemic reforms and providing all students the
opportunity to meet challenging State academic content
standards and student academic achievement standards;
(2) the development and design of innovative educational
methods, practices, and curriculum that promote student
achievement in science, mathematics, and technology courses;
(3) improving the capacity of eligible local educational
agencies, including through professional development, to
continue operating
[[Page S5666]]
magnet schools after Federal funding for the magnet schools
is terminated; and
(4) ensuring that students enrolled in such schools have
access to a high quality education that will enable such
students to succeed academically and enroll in postsecondary
education at a high level.
(b) Definitions.--In this section:
(1) Director.--The term ``Director'' means the Director of
the National Science Foundation.
(2) Eligible local educational agency.--The term ``eligible
local educational agency'' means a local educational agency
described in section 5304 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7231c).
(3) Magnet school.--The term ``magnet school'' means a
public elementary school or public secondary school that--
(A) offers a curriculum focused on science, mathematics,
and technology; and
(B) attracts a substantial number of students from
different racial backgrounds.
(c) Program Authorized.--The Director, in accordance with
this section, is authorized to award grants to eligible local
educational agencies, and consortia of such agencies where
appropriate, to carry out the purpose of this section for
magnet schools.
(d) Applications and Requirements.--
(1) Applications.--An eligible local educational agency, or
consortium of such agencies, desiring to receive a grant
under this section shall submit an application to the
Director at such time, in such manner, and containing such
information and assurances as the Director may reasonably
require.
(2) Information and assurances.--Each application submitted
under paragraph (1) shall include--
(A) a description of--
(i) how a grant awarded under this section will be used to
promote instruction in science, mathematics, and technology;
(ii) the manner and extent to which the magnet school
program will increase student academic achievement in the
instructional areas offered by the school;
(iii) how the applicant will continue the magnet school
program after assistance under this section is no longer
available;
(iv) how grant funds under this section will be used--
(I) to improve student academic achievement for all
students attending the magnet school programs; and
(II) to implement services and activities that are
consistent with programs under part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311 et seq.); and
(v) the criteria to be used in selecting students to attend
the proposed magnet school program; and
(B) assurances that the applicant will--
(i) use grant funds under this section for the purpose
specified in subsection (a);
(ii) employ highly qualified teachers in the courses of
instruction assisted under this section; and
(iii) carry out a high-quality education program that will
encourage greater parental involvement in decision making.
(e) Priority.--In awarding grants under this section, the
Director shall give priority to applicants that propose to
carry out new magnet school programs or significantly revise
existing magnet school programs.
(f) Use of Funds.--
(1) In general.--Grant funds made available under this
section may be used by an eligible local educational agency
or consortium of such agencies--
(A) for planning and promotional activities directly
related to the development, expansion, continuation, or
enhancement of academic programs and services offered at
magnet schools;
(B) for the acquisition of books, materials, and equipment
(including computers), and the maintenance and operation of
materials, equipment, and computers, necessary to conduct
programs in magnet schools;
(C) for the compensation, or subsidization of the
compensation, of elementary school and secondary school
teachers who are highly qualified, and instructional staff
where applicable, who are necessary to conduct programs in
magnet schools;
(D) for activities, which may include professional
development, that will build the capacity of the eligible
local educational agency, or consortium of such agencies, to
operate magnet school programs once the grant period has
ended;
(E) to enable the eligible local educational agency, or
consortium of such agencies, to have more flexibility in the
administration of a magnet school program in order to serve
students attending a school who are not enrolled in a magnet
school program; and
(F) to enable the eligible local educational agency, or
consortium of such agencies, to have flexibility in designing
magnet schools for students in all elementary school and
secondary school grades.
(2) Special rule.--Grant funds under this section may be
used for activities described in paragraphs (2) and (3) of
subsection (a) only if the activities are directly related to
improving--
(A) student academic achievement based on the State's
challenging academic content standards and student academic
achievement standards; or
(B) student skills in or knowledge of mathematics, science,
and technology as well as other core academic subjects.
(g) Prohibition.--Grants under this section may not be used
for transportation or any activity that does not augment
academic improvement.
(h) Limitation.--
(1) Duration of awards.--A grant under this section shall
be awarded for a period that shall not exceed 3 fiscal years.
(2) Limitation on planning funds.--An eligible local
educational agency, or consortium of agencies, may expend for
planning (professional development shall not be considered to
be planning for the purposes of this subsection) not more
than 50 percent of the grant funds received under this
section for the first year of the program and not more than
15 percent of such funds for each of the second and third
such years.
(3) Amount.--No eligible local educational agency, or
consortium of such agencies, awarded a grant under this
section shall receive more than $4,000,000 under this section
for any one fiscal year.
(4) Timing.--To the extent practicable, the Secretary shall
award grants for any fiscal year under this section not later
than July 1 of the applicable fiscal year.
(i) Evaluations.--
(1) Reservation.--The Director may reserve not more than 2
percent of the funds appropriated to carry out this section
for any fiscal year to carry out evaluations, provide
technical assistance, and carry out dissemination projects
with respect to magnet school programs assisted under this
section.
(2) Contents.--Each evaluation described in paragraph (1)
at a minimum shall address--
(A) how and the extent to which magnet school programs lead
to educational quality and improvement;
(B) the extent to which magnet school programs enhance
student access to high quality education; and
(C) the extent to which magnet school programs differ from
other school programs in terms of the organizational
characteristics and resource allocation of such magnet school
programs.
SEC. 203. INNOVATION-BASED EXPERIENTIAL LEARNING.
(a) Pilot Program.--
(1) Program authorized.--The Director of the National
Science Foundation shall award grants to local educational
agencies to enable the local educational agencies to
implement innovation-based experiential learning in a total
of 500 elementary schools or middle schools in the United
States.
(2) Application.--A local educational agency desiring a
grant under this section shall submit an application at such
time, in such manner, and accompanied by such information as
the Director of the National Science Foundation may require.
(b) Authorization of Appropriations.--There are authorized
to be appropriated to carry out this section $10,000,000 for
fiscal year 2007 and $20,000,000 for each of the fiscal years
2008 and 2009.
TITLE III--TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT
SEC. 301. BACCALAUREATE DEGREES IN MATHEMATICS AND SCIENCE
WITH TEACHER CERTIFICATION.
(a) Definitions.--Unless otherwise specified in this
section, the terms used in this section have the meanings
given the terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(b) Grants Authorized.--From the amounts authorized under
subsection (h), the Secretary shall award grants to eligible
recipients to enable the eligible recipients to provide
integrated courses of study in mathematics, science, or
engineering and teacher education, that lead to a
baccalaureate degree in mathematics, science, or engineering
with concurrent teacher certification.
(c) Definition of Eligible Recipient.--In this section, the
term ``eligible recipient'' means any department of
mathematics, science, or engineering of an institution of
higher education.
(d) Award and Duration.--
(1) Award.--The Secretary shall award a grant under this
section to each eligible recipient that collaborates with a
teacher preparation program at an institution of higher
education to develop undergraduate degrees in mathematics,
science, or engineering with pedagogy education and teacher
certification.
(2) Duration.--The Secretary shall award a grant under this
section to each eligible recipient in an amount that is not
more than $1,000,000 per year for a period of 5 years.
(e) Matching Requirement.--Each eligible recipient
receiving a grant under this section shall provide, from non-
Federal sources (provided in cash or in kind), to carry out
the activities supported by the grant, an amount that is not
less than 25 percent of the amount of the grant for the first
year of the grant, not less than 35 percent of the amount of
the grant for the second year of the grant, and not less than
50 percent of the amount of the grant for each succeeding
fiscal year of the grant.
(f) Application.--
(1) In general.--Each eligible recipient desiring a grant
under this section shall submit an application to the
Secretary at such time, in such manner, and accompanied by
such information as the Secretary may require.
(2) Contents.--Each application submitted pursuant to
paragraph (1) shall include--
[[Page S5667]]
(A) a description of how the eligible recipient will use
grant funds to develop and administer undergraduate degrees
in mathematics, science, or engineering with pedagogy
education and teacher certification, including a description
of proposed high-quality research and laboratory experiences
that will be available to students;
(B) a description of how the mathematics, science, or
engineering departments will coordinate with a teacher
preparation program to carry out the activities authorized
under this section;
(C) a resource assessment that describes the resources
available to the eligible recipient, the intended use of the
grant funds, and the commitment of the resources of the
eligible recipient to the activities assisted under this
section, including financial support, faculty participation,
time commitments, and continuation of the activities assisted
under the grant when the grant period ends;
(D) an evaluation plan, including measurable objectives and
benchmarks for--
(i) improving student retention;
(ii) increasing the percentage of highly qualified
mathematics and science teachers; and
(iii) improving kindergarten through grade 12 student
academic performance in mathematics and science;
(E) a description of the activities the eligible recipient
will conduct to ensure graduates of the program keep informed
of the latest developments in the respective fields;
(F) a description of how the eligible recipient will work
with local educational agencies in the area in which the
eligible recipient is located and, to the extent practicable,
with local educational agencies where graduates of the
program authorized under this section are employed, to ensure
that the activities required under subsection (g)(3) are
carried out; and
(G) a description of efforts to encourage applications to
the program from underrepresented groups, including women and
minority groups.
(g) Authorized Activities.--An eligible recipient shall use
the funds received under this section--
(1) to develop and administer teacher education and
certification programs with in-depth content education and
subject-specific education in pedagogy, leading to
baccalaureate degrees in mathematics, science, or engineering
with concurrent teacher certification;
(2) to offer high-quality research experiences and training
in the use of educational technology; and
(3) to work with local educational agencies in the area in
which the eligible recipient is located and, to the extent
practicable, with local educational agencies where graduates
of the program authorized under this section are employed, to
support the new teachers during the initial years of
teaching, which may include--
(A) promoting effective teaching skills;
(B) development of skills in educational interventions
based on scientifically-based research;
(C) providing opportunities for high-quality teacher
mentoring;
(D) providing opportunities for regular professional
development;
(E) interdisciplinary collaboration among exemplary
teachers, faculty, researchers, and other staff who prepare
new teachers; and
(F) allowing time for joint lesson planning and other
constructive collaborative activities.
(h) Authorization of Appropriations.--There are authorized
to be appropriated to carry out this section $30,000,000 for
fiscal year 2007 and such sums as may be necessary for each
of the fiscal years 2008 through 2013.
SEC. 302. TEACHERS PROFESSIONAL DEVELOPMENT INSTITUTES.
Title II of the Higher Education Act of 1965 (20 U.S.C.
1021 et seq.) is amended by adding at the end the following:
``PART C--TEACHERS PROFESSIONAL DEVELOPMENT INSTITUTES
``SEC. 241. SHORT TITLE.
``This part may be cited as the `Teachers Professional
Development Institutes Act'.
``SEC. 242. PURPOSE.
``The purpose of this part is to provide Federal assistance
to support the establishment and operation of Teachers
Professional Development Institutes for local educational
agencies that serve significant low-income populations in
States throughout the Nation--
``(1) to promote innovative and effective approaches to
improving teacher quality through the use of the Teacher
Institute Model that encourages collaboration between urban
school teachers and university faculty;
``(2) to improve student learning; and
``(3) to enhance the quality of teaching by strengthening
the subject matter mastery and pedagogical skills of current
teachers through continuing teacher preparation, particularly
with respect to mathematics, science, technology, and
engineering.
``SEC. 243. DEFINITIONS.
``In this part:
``(1) Poverty line.--The term `poverty line' means the
poverty line (as defined by the Office of Management and
Budget, and revised annually in accordance with section
673(2) of the Community Services Block Grant Act) applicable
to a family of the size involved.
``(2) Significant low-income population.--The term
`significant low-income population' means a student
population of which not less than 25 percent are from
families with incomes below the poverty line.
``(3) State.--The term `State' means each of the several
States of the United States, the District of Columbia, and
the Commonwealth of Puerto Rico.
``(4) Teachers professional development institute.--The
term `Teachers Professional Development Institute' means a
partnership or joint venture between or among 1 or more
institutions of higher education, and 1 or more local
educational agencies serving a significant low-income
population, which partnership or joint venture--
``(A) is entered into for the purpose of improving the
quality of teaching and learning through collaborative
seminars designed to enhance both the subject matter and the
pedagogical resources of the seminar participants,
particularly with respect to mathematics, science,
technology, and engineering; and
``(B) works in collaboration to determine the direction and
content of the collaborative seminars.
``SEC. 244. GRANT AUTHORITY.
``(a) In General.--The Secretary is authorized--
``(1) to award grants to Teachers Professional Development
Institutes to encourage the establishment and operation of
Teachers Professional Development Institutes where not less
than 50 percent of collaborative seminars are targeted to the
fields of mathematics, science, technology, and engineering;
and
``(2) to provide technical assistance, either directly or
through existing Teachers Professional Development
Institutes, to assist local educational agencies and
institutions of higher education in preparing to establish
and in operating Teachers Professional Development
Institutes.
``(b) Selection Criteria.--In selecting a Teachers
Professional Development Institute for a grant under this
part, the Secretary shall consider--
``(1) the extent to which the proposed Teachers
Professional Development Institute will serve a community
with a significant low-income population;
``(2) the extent to which the proposed Teachers
Professional Development Institute will follow the
Understandings and Necessary Procedures that have been
developed following the National Demonstration Project;
``(3) the extent to which the local educational agency
participating in the proposed Teachers Professional
Development Institute has a high percentage of teachers who
are unprepared or under prepared to teach the core academic
subjects the teachers are assigned to teach, particularly in
the areas of mathematics, science, technology, and
engineering; and
``(4) the extent to which the proposed Teachers
Professional Development Institute will receive a level of
support from the community and other sources that will ensure
the requisite long-term commitment for the success of a
Teachers Professional Development Institute.
``(c) Consultation.--
``(1) In general.--In evaluating applications under
subsection (b), the Secretary may request the advice and
assistance of existing Teachers Professional Development
Institutes.
``(2) State agencies.--If the Secretary receives 2 or more
applications for new Teachers Professional Development
Institutes that propose serving the same State, the Secretary
shall consult with the State educational agency regarding the
applications.
``(d) Fiscal Agent.--For the purpose of this part, an
institution of higher education participating in a Teachers
Professional Development Institute shall serve as the fiscal
agent for the receipt of grant funds under this part.
``(e) Limitations.--A grant under this part--
``(1) shall be awarded for a period not to exceed 5 years;
and
``(2) shall not exceed 50 percent of the total costs of the
eligible activities, as determined by the Secretary.
``SEC. 245. ELIGIBLE ACTIVITIES.
``(a) In General.--A Teachers Professional Development
Institute that receives a grant under this part may use the
grant funds--
``(1) for the planning and development of applications for
the establishment of Teachers Professional Development
Institutes;
``(2) to provide assistance to existing Teachers
Professional Development Institutes established during the
National Demonstration Project to enable the Teachers
Professional Development Institutes--
``(A) to further develop existing Teachers Professional
Development Institutes; or
``(B) to support the planning and development of
applications for new Teachers Professional Development
Institutes;
``(3) for the salary and necessary expenses of a full-time
director to plan and manage such Teachers Professional
Development Institute and to act as liaison between the
participating local educational agency and institution of
higher education;
``(4) to provide staff, equipment, and supplies, and to pay
other operating expenses for the development and maintenance
of Teachers Professional Development Institutes;
``(5) to provide stipends for teachers participating in
collaborative seminars in the
[[Page S5668]]
sciences and humanities, and to provide remuneration for
those members of the higher education faculty who lead the
seminars; and
``(6) to provide for the dissemination through print and
electronic means of curriculum units prepared in conjunction
with Teachers Professional Development Institutes seminars.
``(b) Technical Assistance.--The Secretary may use not more
than 25 percent of the funds appropriated to carry out this
part to provide technical assistance to facilitate the
establishment and operation of Teachers Professional
Development Institutes. For the purpose of this subsection,
the Secretary may contract with existing Teachers
Professional Development Institutes to provide all or a part
of the technical assistance under this subsection.
``SEC. 246. APPLICATION, APPROVAL, AND AGREEMENT.
``(a) In General.--To receive a grant under this part, a
Teachers Professional Development Institute shall submit an
application to the Secretary that--
``(1) meets the requirement of this part and any
regulations under this part;
``(2) includes a description of how the Teachers
Professional Development Institute intends to use funds
provided under the grant;
``(3) includes such information as the Secretary may
require to apply the criteria described in section 244(b);
``(4) includes measurable objectives for the use of the
funds provided under the grant; and
``(5) contains such other information and assurances as the
Secretary may require.
``(b) Approval.--The Secretary shall--
``(1) promptly evaluate an application received for a grant
under this part; and
``(2) notify the applicant within 90 days of the receipt of
a completed application of the Secretary's approval or
disapproval of the application.
``(c) Agreement.--Upon approval of an application, the
Secretary and the Teachers Professional Development Institute
shall enter into a comprehensive agreement covering the
entire period of the grant.
``SEC. 247. REPORTS AND EVALUATIONS.
``(a) Report.--Each Teachers Professional Development
Institute receiving a grant under this part shall report
annually on the progress of the Teachers Professional
Development Institute in achieving the purpose of this part
and the purposes of the grant.
``(b) Evaluation and Dissemination.--
``(1) Evaluation.--The Secretary shall evaluate the
activities funded under this part and submit an annual report
regarding the activities to the Committee on Health,
Education, Labor, and Pensions of the Senate and the
Committee on Education and the Workforce of the House of
Representatives.
``(2) Dissemination.--The Secretary shall broadly
disseminate successful practices developed by Teachers
Professional Development Institutes.
``(c) Revocation.--If the Secretary determines that a
Teachers Professional Development Institute is not making
substantial progress in achieving the purpose of this part
and the purposes of the grant by the end of the second year
of the grant under this part, the Secretary may take
appropriate action, including revocation of further payments
under the grant, to ensure that the funds available under
this part are used in the most effective manner.
``SEC. 248. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this
part--
``(1) $4,000,000 for fiscal year 2007;
``(2) $5,000,000 for fiscal year 2008;
``(3) $6,000,000 for fiscal year 2009;
``(4) $7,000,000 for fiscal year 2010; and
``(5) $8,000,000 for fiscal year 2011.''.
TITLE IV--STEM EDUCATION AND RESEARCH
SEC. 401. DEFINITIONS.
In this title:
(1) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101(a) of the Higher Education Act of 1965
(20 U.S.C. 1001(a)).
(2) Professional science master's degree program.--The term
``professional science master's degree program'' means a
graduate degree program in science and mathematics that
extends science training to strategic planning and business
management and focuses on multidisciplinary specialties such
as business and information technology (IT), biology and IT
(bioinformatics), and computational chemistry.
(3) Service science.--The term ``service science'' means
curriculums, research programs, and training regimens,
including service sciences, management, and engineering
(SSME) programs, that exist or that are being developed to
teach individuals to apply technology, organizational process
management, and industry-specific knowledge to solve complex
problems.
(4) SSME.--The term ``SSME'' means the discipline known as
service sciences, management, and engineering that--
(A) applies scientific, engineering, and management
disciplines to tasks that one organization performs
beneficially for others, generally as part of the services
sector of the economy; and
(B) integrates computer science, operations research,
industrial engineering, business strategy, management
sciences, and social and legal sciences, in order to
encourage innovation in how organizations create value for
customers and shareholders that could not be achieved through
such disciplines working in isolation.
SEC. 402. GRADUATE FELLOWSHIPS AND GRADUATE TRAINEESHIPS.
(a) Graduate Research Fellowship Program.--
(1) In general.--During the 5-year period beginning on the
date of the enactment of this Act, the Director of the
National Science Foundation shall expand the Graduate
Research Fellowship Program of the Foundation so that an
additional 1250 fellowships are awarded to United States
citizens under such Program during such period.
(2) Extension of fellowship period.--The Director of the
National Science Foundation is authorized to award
fellowships under the Graduate Research Fellowship Program
for a period of 5 years, subject to funds being made
available for such purpose.
(3) Authorization of appropriations.--In addition to any
other amounts authorized to be appropriated, there are
authorized to be appropriated $51,000,000 for each of the
fiscal years 2007 through 2011 to provide an additional 250
fellowships under the Graduate Research Fellowship Program
during each such fiscal year.
(b) Integrative Graduate Education and Research Traineeship
Program.--
(1) In general.--During the 5-year period beginning on the
date of the enactment of this Act, the Director of the
National Science Foundation shall expand the Integrative
Graduate Education and Research Traineeship program of the
Foundation so that an additional 1,250 United States citizens
are awarded grants under such program during such period.
(2) Authorization of appropriations.--In addition to any
other amounts authorized to be appropriated, there are
authorized to be appropriated $51,000,000 for each of the
fiscal years 2007 through 2011 to provide grants to an
additional 250 individuals under the Integrative Graduate
Education and Research Traineeship program during each such
fiscal year.
SEC. 403. PROFESSIONAL SCIENCE MASTER'S DEGREE PROGRAMS.
(a) Clearinghouse.--
(1) Development.--From amounts appropriated under
subsection (c), the Director of the National Science
Foundation shall establish a clearinghouse, in collaboration
with 4-year institutions of higher education, industries, and
Federal agencies that employ science-trained personnel, to
share program elements used in successful professional
science master's degree programs.
(2) Availability.--The Director of the National Science
Foundation shall make the clearinghouse of program elements
developed under paragraph (1) available to institutions of
higher education that are developing professional science
master's degree programs.
(b) Pilot Programs.--
(1) Program authorized.--From amounts appropriated under
subsection (c), the Director of the National Science
Foundation shall award grants for pilot programs to 4-year
institutions of higher education to facilitate the
institutions' creation or improvement of professional science
master's degree programs.
(2) Application.--A 4-year institution of higher education
desiring a grant under this section shall submit an
application at such time, in such manner, and accompanied by
such information as the Director of the National Science
Foundation may require. The application shall include--
(A) a description of the professional science master's
degree program that the institution of higher education will
implement;
(B) the amount of funding from non-Federal sources,
including from private industries, that the institution of
higher education shall use to support the professional
science master's degree program; and
(C) an assurance that the institution of higher education
shall encourage students in the professional science master's
degree program to apply for all forms of Federal assistance
available to such students, including applicable graduate
fellowships and student financial assistance under title IV
of the Higher Education Act of 1965 (20 U.S.C. 1070 et seq.).
(3) Preference for alternative funding sources.--The
Director of the National Science Foundation shall give
preference in making awards to 4-year institutions of higher
education seeking Federal funding to support pilot
professional science master's degree programs, to those
applicants that secure more than \2/3\ of the funding for
such professional science master's degree programs from
sources other than the Federal Government.
(4) Number of grants; time period of grants.--
(A) Number of grants.--Subject to the availability of
appropriated funds, the Director of the National Science
Foundation shall award grants under paragraph (1) to a
maximum of 200 4-year institutions of higher education.
(B) Time period of grants.--Grants awarded under this
section shall be for one 3-year term. Grants may be renewed
only once for a maximum of 2 additional years.
(5) Evaluation and reports.--
(A) Development of performance benchmarks.--Prior to the
start of the grant program, the National Science Foundation,
in collaboration with 4-year institutions of higher
education, shall develop performance
[[Page S5669]]
benchmarks to evaluate the pilot programs assisted by grants
under this section.
(B) Evaluation.--For each year of the grant period, the
Director of the National Science Foundation, in consultation
with 4-year institutions of higher education, industry, and
Federal agencies that employ science-trained personnel, shall
complete an evaluation of each pilot program assisted by
grants under this section. Any pilot program that fails to
satisfy the performance benchmarks developed under
subparagraph (A) shall not be eligible for further funding.
(C) Report.--Not later than 180 days after the completion
of an evaluation described in subparagraph (B), the Director
of the National Science Foundation, in consultation with
industries and Federal agencies that employ science-trained
personnel, shall submit a report to Congress that includes--
(i) the results of the evaluation described in subparagraph
(B); and
(ii) recommendations for administrative and legislative
action that could optimize the effectiveness of the pilot
programs, as the Director determines to be appropriate.
(c) Authorization of Appropriations.--There are authorized
to be appropriated to carry out this section $20,000,000 for
fiscal year 2007 and such sums as may be necessary for each
succeeding fiscal year.
SEC. 404. INCREASED SUPPORT FOR SCIENCE EDUCATION THROUGH THE
NATIONAL SCIENCE FOUNDATION.
There are authorized to be appropriated to carry out the
science, mathematics, engineering, and technology talent
expansion program under section 8(7) of the National Science
Foundation Authorization Act of 2002 (Public Law 107-368, 116
Stat. 3042) the following amounts:
(1) For fiscal year 2007, $35,000,000.
(2) For fiscal year 2008, $50,000,000.
(3) For fiscal year 2009, $100,000,000.
(4) For fiscal year 2010, $150,000,000.
SEC. 405. A NATIONAL COMMITMENT TO BASIC RESEARCH.
(a) Plan for Increased Research.--Not later than 180 days
after the date of the enactment of this Act, the Director of
the National Science Foundation shall submit to Congress a
comprehensive, multiyear plan that describes how the funds
authorized in subsection (b) shall be used. Such plan shall
be developed with a focus on utilizing basic research in
physical science and engineering to optimize the United
States economy as a global competitor and leader in
productive innovation.
(b) Increased Funding for National Science Foundation.--
There are authorized to be appropriated to the National
Science Foundation for the purpose of doubling research
funding the following amounts:
(1) $6,440,000,000 for fiscal year 2007.
(2) $7,280,000,000 for fiscal year 2008.
(3) $8,120,000,000 for fiscal year 2009.
(4) $8,960,000,000 for fiscal year 2010.
(5) $9,800,000,000 for fiscal year 2011.
(c) Recommendations for Research and Development Funding.--
Not later than 1 year after the date of the enactment of this
Act, the Director of the Office of Science and Technology
Policy shall evaluate and, as appropriate, submit to Congress
recommendations for an increase in funding for research and
development in physical sciences and engineering in
consultation with agencies and departments of the United
States with significant research and development budgets.
SEC. 406. STUDY ON SERVICE SCIENCE.
(a) Sense of Congress.--It is the sense of Congress that,
in order to strengthen the competitiveness of United States
enterprises and institutions and to prepare the people of the
United States for high-wage, high-skill employment, the
Federal Government should better understand and respond
strategically to the emerging vocation and learning
discipline known as service science.
(b) Study.--Not later than 270 days after the date of the
enactment of this Act, the Director of the National Science
Foundation shall conduct a study and report to Congress
regarding how the Federal Government should support, through
research, education, and training, the new discipline of
service science.
(c) Outside Resources.--In conducting the study under
subsection (b), the Director of the National Science
Foundation shall consult with leaders from 2- and 4-year
institutions of higher education, leaders from corporations,
and other relevant parties.
______
By Mr. HARKIN (for himself and Ms. Cantwell):
S. 3484. A bill to amend the Federal Food, Drug, and Cosmetic Act to
extend the food labeling requirements of the Nutrition Labeling and
Education Act of 1990 to enable customers to make informed choices
about the nutritional content of standard menu items in large chain
restaurants; to the Committee on Health, Education, Labor, and
Pensions.
Mr. HARKIN. Mr. President, today I am pleased to introduce the Menu
Education and Labeling Act of 2006, along with my colleague, Senator
Cantwell of Washington. Our bill would extend the successful nutrition
labeling that has been on packaged foods since the mid nineties to
include foods at chain restaurants with 20 or more outlets and food
sold in vending machines. The aim of this bill is to help Americans to
take better charge of their health by giving them the tools that they
need to make sound nutrition choices for themselves and their children.
It is no secret that poor health and the resulting health costs are
major problems in the United States. According to the Centers for
Medicare and Medicaid Services, total health care spending in the
United States in 2004 was $1.8 trillion, and is expected to double by
approximately 2014. Furthermore, chronic diseases, which are, in many
cases preventable, account for approximately 75 percent of health care
costs annually.
Poor nutrition, diet-related chronic diseases, overweight, and
obesity are public health threats of the first order. Heart disease and
stroke are the first and third leading causes of death in the United
States and together, they account for about 40 percent of annual deaths
in the United States. In addition, nearly two-thirds of adults are
either overweight or obese.
But it is not just adults who are affected by poor diets. Kids are
increasingly at risk as well. According to the National Academy of
Sciences, over the last three decades, the obesity rate has doubled
among preschoolers and adolescents, and tripled for kids between ages 6
and 11. For children born today, it is estimated that 30 percent of
boys and 40 percent of girls will develop diabetes. Some scientists are
predicting that the current generation of children may well be the
first in American history to live shorter lives than their parents,
largely because of poor diets and diet-related chronic disease.
The issues are economic as well. The economic impact of chronic
disease can be seen in the annual costs associated with various
conditions. Cardiovascular disease and stroke are estimated to cost
$352 billion annually. The yearly economic impacts of obesity, cancer,
and diabetes are estimated at $117 billion, $172 billion, and $132
billion, respectively. So we need to promote common-sense steps to
prevent these conditions. Increasing consumer knowledge is one of them.
This bill will give consumers a much-needed tool to make wiser
choices and achieve healthier lifestyles. Will individual steps like
this, by themselves, be enough to turn the tide of chronic disease and
poor health? Of course not. But we must look for opportunities to give
consumers information they can use to take better control of their
health.
In 1990, Congress passed the Nutrition Labeling and Education Act,
NLEA, requiring food manufacturers to provide nutrition information on
nearly all packaged foods. The impact has been extremely positive. Not
only do nearly three-quarters of adults read and use the food labels on
packaged foods, but studies indicate that consumers who read labels
have healthier diets. It's time to extend this same opportunity to
consumers who want to make smart nutrition choices in restaurants and
at vending machines.
More and more of Americans' food dollars are spent in restaurants.
Restaurants play an increasingly important role in Americans' diet and
health. But restaurants were excluded from the NLEA.
Today, American adults and children consume a third of their calories
at restaurants. Nutrition and health experts say that rising caloric
consumption and growing portion sizes are causes of overweight and
obesity. We also know that when children eat in restaurants, they
consume twice as many calories as when they eat at home. Consumers say
that they would like nutrition information provided when they order
their food at restaurants. However, while they are fully informed about
the nutrition content of food available in supermarkets, consumers at
restaurants are almost totally in the dark, left to guess about what is
in the foods they are ordering. This legislation seeks to remedy this
so that consumers can make the same informed choices in a restaurant
that they are currently able to make in the grocery store.
This legislation requires restaurants to convey only minimal but
essential information, including calories, grams of fat and trans fat,
and milligrams of sodium for each serving. In addition, it recognizes
there may be inadvertent human errors that affect things such as
variations in serving sizes and food preparation, so the bill directs
the Secretary of Health and Human Services,
[[Page S5670]]
in promulgating regulations, to allow for some reasonable leeway. And
finally, it recognizes that menus change from time to time, so the
labeling requirements would not apply to daily specials or to temporary
menu items. In short, we are not trying to require information for
every individual thing that is made available at restaurants, but we
are asking restaurants to provide clear and consistent information on
those menu items that are broadly and consistently available.
There are some who will say this is impractical and an extraordinary
burden on restaurants. I disagree. I have been through this debate
before, when Congress was considering the NLEA. We heard the same
parade of arguments and horror stories. But the law was passed anyway
and, lo and behold, the sky did not fall. To the contrary, businesses
made simple adjustments. Americans got access to the necessary
information. It had positive health benefits. And at the end of the
day, things worked out just fine.
In fact, you can even look at the Senate to see the potential success
of this law. A couple of years ago, I wrote to the administrator of the
Senate cafeteria, to which I often send out for lunch. I simply
requested that the cafeteria, if possible, provide nutrition
information on standard menu items. Not more than a couple of months
later, printed handouts were available in the cafeteria with detailed
nutrition information on the daily menu. This is not McDonald's, Burger
King or Arby's. This is the Senate cafeteria. And by gosh, if the
Senate cafeteria can do this without an undue burden, then surely so
can the largest restaurant chains in the country.
I believe that most Americans want to take more charge of their
health. They want to make the best decisions for both themselves and
for their children. But it is hard to do so without nutrition
information upon which they can base their informed decisions. This
legislation seeks to give Americans the information they want and need.
This will be a simple but very important step in the right direction,
helping ourselves and our children to live healthier, happier, and more
productive lives. I urge my colleagues to join us in supporting the
Menu Education and Labeling Act of 2006.
______
By Mr. REID (for Mr. Rockefeller (for himself, Mr. Jeffords, Mr.
Baucus, Mr. Leahy, and Ms. Stabenow)):
S. 3486. A bill to protect the privacy of veterans, spouses of
veterans, and other persons affected by the security breach at the
Department of Veterans Affairs on May 3, 2006, and for other purposes;
to the Committee on Banking, Housing, and Urban Affairs.
(At the request of Mr. Reid, the following statement was ordered to
be printed in the Record.)
Mr. ROCKEFELLER. Mr. President, today's headline is sad and
stunning. The VA Secretary now reports that 2.2 million active-duty
military personnel were also exposed in the massive security breach at
VA on May 3. This means that 1.1 million active-duty military
personnel, 430,000 National Guard members and 645,000 reservists are
exposed to potential identity theft. The brave men and women, who are
serving and protecting our country, are not being protected by their
own government.
This is deeply disturbing and we owe each servicemember and veteran
real support to protect their financial information.
I have revised my legislation, S. 3176, the Veterans' Privacy
Protection Act, to expand coverage to our military personnel. I am
proud to have the cosponsorship of Senators Jeffords and Baucus.
Every American has the justifiable expectation that the Federal
Government will protect their private personal information--information
that they are required to provide to Federal agencies. It is a basic
and fundamental responsibility of government to make sure that this
sensitive data is handled appropriately, accessed only by authorized
personal, and used only for intended purposes.
On May 22, the Department of Veterans Affairs, VA, announced that
computer disks containing as many as 26.5 million veterans' personal
information were stolen from an employee who had taken the information
home. I, along with many of my colleagues, am outraged at this enormous
lapse in security. The VA has an obligation to make sure that veterans
and military personnel are not harmed because of the agency's failure
to protect sensitive personal data.
This information includes social security numbers and dates of birth,
the underpinnings of almost all of our financial information. In the
wrong hands, this information can be used to steal a person's identity
causing substantial harm. All of us have constituents who have been
victims of identity theft. When a person's identity is stolen, it can
have devastating financial consequences for that person and that
family. Even if the financial harm is minimal, it often takes years to
clear your name. Plus, veterans and military families must live with
the uncertainty about the financial records.
I understand that the VA, FBI and local law enforcement are working
on the investigation, but Congress must also conduct a thorough
investigation into how this security breach occurred. I want to know
why the VA waited almost three weeks for its first announcement. I want
to know why it took another two weeks to compare files and realize that
2.2 million military personnel were also exposed.
In my opinion, it is inexcusable that veterans and military were not
notified immediately that their personal information had been stolen
and were not given any guidance as to the steps they should take to
protect themselves from identity theft. I understand the VA inspector
general has cited the agency for poor security policies and procedures.
Congress must also begin a comprehensive review of the agency's
security protocols and policies and force the agency to adopt stricter
security measures to make sure that the personal data our veterans are
required to provide the agency is not ever again at risk.
It is for this reason that I am reintroducing the Veterans' and
Military Privacy Protection Act today. Although all Federal agencies
need comprehensive data privacy policies, this is a targeted bill to
address the security breach at the VA on an urgent basis.
Congress has required the Federal Trade Commission to address
identity theft and its consequences. The agency has taken an aggressive
approach in combating this devastating crime. My bill would require the
Federal Trade Commission to develop a hotline explicitly for veterans
and military personnel to provide the information, counseling, and help
necessary to allow each person to protect himself from the loss of
personal data.
At this point, our legislative response must cover all 28.7 million
veterans and servicemembers that the VA believes may have had their
personal information compromise. My bill would make it easier for them
to request a long-term credit alert for their records so credit
agencies are aware that their personal information could be being used
by others. It is my understanding that a security freeze on an
individual's record can have a modest cost, and VA has the obligation
to cover the costs of this enormous security breach.
Finally, my bill requires the General Accountability Office to
evaluate the VA response to this incident and to analyze the agency's
security protocols. I believe that an independent investigation could
generate a number of recommendations to improve the security of
personal information not just in the VA but in all Federal agencies.
The VA has exposed millions of veterans and military to identity
theft and potential financial problems. It is inconceivable to me how
any Federal agency could have let this happen, and how the
investigation and followup could be so haphazard. We all have heard the
stories during the past year regarding massive breaches of private and
confidential data by private entities. The Federal Government acted
quickly to respond to these breaches and now it must act just as
quickly if not more so to address its own failings. My bill is a
critical step in providing the necessary assistance that millions of
veterans and servicemembers may require, and I urge my colleagues to
act on it with the urgency this situation demands.
______
By Mr. KERRY (for himself and Mr. Pryor):
[[Page S5671]]
S. 3487. A bill to amend the Small Business Act to reauthorize and
improve the disaster loan program, and for other purposes; to the
Committee on Small Business and Entrepreneurship.
Mr. KERRY. Mr. President, June brings the beginning of the 2006
Atlantic Hurricane season, and according to the National Oceanic and
Atmospheric Administration, we can expect it to be a busy one. The
administration is predicting 13 to 16 named storms, with as many as 4
to 6 predicted to become major hurricanes of category three strength or
higher.
As our gulf coast communities learned last fall, it only takes one of
these storms to utterly destroy the homes, businesses and lives of
millions of Americans. We owe it to the victims of Hurricanes Katrina,
Rita and Wilma, as well as to the unsuspecting victims of future
disasters, to fix the Federal disaster loan program and build it to be
responsive to the needs of disaster victims.
That's why I am introducing the Small Business Disaster Loan
Reauthorization and Improvement Act of 2006. This bill seeks to improve
coordination between responding agencies in the immediate aftermath of
a disaster. The priority of first responders should be addressing the
needs of victims, and the laws establishing disaster response should
allow for maximum agency collaboration in addressing those needs.
To this end, we have directed the Administrator of the Small Business
Administration and the Director of the Federal Emergency Management
Agency to coordinate disaster assistance application periods when
possible. The Small Business Administration is directed to address any
inconsistencies between the Federal regulations and the
administration's standard operating procedures that govern the disaster
loan program.The Administrator is also directed to work to the maximum
extent practicable to gain speedy access to all relevant tax records
for loan applicant consideration, and when considering applications, is
directed to consider an applicant's credit rating from the day prior to
the disaster's occurrence.
The Comptroller General is directed to study the current disaster
assistance application and referral process that has resulted in an
approval rate of only 35 percent of total disaster loan applicants. The
Administrator is also directed to report on how this process can be
improved. To increase awareness of available disaster loan assistance,
the bill directs the Administrator to develop a proactive marketing
plan that will get information on disaster loans in the hands of those
who need it. The bill includes an additional study to be conducted by
the Comptroller General on industries that may have difficulty
accessing disaster loans.
In addition to reauthorizing the disaster loan program for a period
of 3 years beginning in 2007, this bill provides the increased capital
that homeowners and small business owners need and currently have
trouble accessing following a major disaster. A presidential
declaration of catastrophic national disaster will allow the
Administrator to offer economic injury disaster loans to adversely
affected business owners beyond the geographic reach of the disaster
area. In addition, private lenders are encouraged to make disaster
loans through the 7(a) and 504 lending programs with reduced fees, and
the Administrator is authorized to enter into agreements with private
contractors in order to expedite loan application processing for direct
disaster loans.
Disaster victims are often in need of capital prior to when
traditional assistance programs are available. To address this need,
this bill establishes a process for providing Federal bridge loans,
allowing States to redirect funding previously designated for Community
Development Block Grants and use these funds to provide bridge loans
and grants to disaster victims. Having this waiver in place will allow
States to ensure that victims have the speedy access to capital while
they wait for alternative sources of assistance.
Non-profit entities working to provide services to victims should be
rewarded and given access to the capital they require to continue their
services. To this end, the Administrator is authorized to make disaster
loans to nonprofit entities, including religious organizations.
So that businesses are not limited during major disasters by a loan
cap that is not sufficient to meet their needs, the bill increases the
aggregate amount of loans available to $10,000,000 during a declared
major disaster or a catastrophic national disaster.
This bill strengthens the Stafford Act by requiring a 10 percent goal
for local firms to participate in the recovery and reconstruction
effort. The bill also encourages the utilization of expedited
procurement tools for small, small disadvantaged, service-disabled, and
historically underutilized businesses.
Construction and rebuilding contracts being awarded are likely to be
larger than the current $2 million threshold currently applied to the
SBA Surety Bond Program which helps small construction firms gain
access to contracts. This bill increases the guarantee against loss for
small business contracts up to $5 million and allows the Administrator
to increase that level to $10 million, if deemed necessary.
The bill also allows faster payments to small firms in order to
increase their ability to gain access to bonds. To make bonding more
attractive to surety providers in the disaster area, the Administrator
may wave fees for sureties offering bonding in the disaster area and
allows the sureties to use the State-approved rates for bonds awarded
in the disaster area.
The bill also provides for small business development centers to
offer business counseling in disaster areas, and to travel beyond
traditional geographic boundaries to provide services during declared
disasters. To encourage small business development centers located in
disaster areas to keep their doors open, the maximum grant amount of
$100,000 is waived.
So that Congress may remain better aware of the status of the
administration's disaster loan program, this bill directs the
administration to report to the Committee on Small Business and
Entrepreneurship of the Senate and to the Committee on Small Business
of the House of Representatives regularly on the fiscal status of the
disaster loan program as well as the need for supplemental funding. The
administration is also directed to report on the number of Federal
contracts awarded to small businesses, minority-owned small businesses,
women-owned businesses, and local businesses during a disaster
declaration.
Many small businesses depend on the contributions of America's
military reservists, and have been struggling through the months that
these brave men and women have served their country through active
duty. This bill authorizes the Administrator to provide grants to the
smallest of these firms to assist them as they seek to remain open.
Gas prices continue to soar, and fuel dependent small businesses are
struggling with the cost of energy. This bill provides relief to small
business owners during times of above average energy price increases,
authorizing energy disaster loans through the Small Business
Administration and the United States Department of Agriculture to
companies dependent on fuel.
Residents of the gulf coast continue to rebuild from last year's
hurricane season, and they do so despite the slow and inadequate
response from their Federal Government. By increasing access to capital
for small businesses suffering as a result of a disaster, and by
ensuring that Federal agencies charged with disaster response are doing
their jobs in a coordinated manner that puts the needs of victims
first, we can ensure that the Federal Government is better prepared to
respond to future disasters.
____________________