[Congressional Record Volume 153, Number 37 (Monday, March 5, 2007)]
[Senate]
[Pages S2600-S2631]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mr. DODD:
  S. 756. A bill to authorize appropriations for the Department of 
Defense to address the equipment reset and other equipment needs of the 
National Guard, and for other purposes; to the Committee on Armed 
Services.
  Mr. DODD. Mr. President, no one has worked harder or sacrificed more 
in the war on terrorism than our soldiers, sailors, airmen, and 
Marines.
  Regrettably, they have been tested in unprecedented ways--with too 
few troops in our overall forces, our soldiers are rotating in and out 
of Iraq for year-long stretches. By the beginning of next year, members 
of the 3rd Infantry Division will have spent more time in Iraq than at 
home in a span of five years.
  On top of the physical and psychological strains caused by these 
deployments, our troops are contending with grave equipment shortfalls 
and sparse resources to restock their supplies.
  Congress and the American public were already informed that two-
thirds of the Army's forces in the United States are ``not ready'' for 
combat duty, largely due to these equipment shortfalls.
  But the situation for our National Guard is far worse. In a report 
submitted to Congress last Thursday by the Commission on the National 
Guard and Reserves, we learned that 88 percent of the National Guard 
has been classified as ``not ready'' for duty. Such a statistic seems 
earth-shattering to me--it should drive all of us in Congress to action 
immediately.
  As my colleagues know, the National Guard operates under dual 
authorities: overseas, they become fully integrated into the U.S. Armed 
Forces, serving under the President in a variety of combat missions; at 
home, the National Guard serves under our States' governors, performing 
homeland security functions during local or statewide emergencies, such 
as storms, fires, earthquakes or civil disturbances.
  For years now, however, the administration's foreign policies have 
actually endangered the Guard's abilities to perform either of these 
functions. Under orders by the administration, National Guard troops 
have been forced to leave their State's equipment in Iraq and 
Afghanistan for other troops rotating into combat theaters. Many of 
their military vehicles and aircraft are being worn down and destroyed 
in battle. But any critical equipment that may have survived is simply 
being transferred to other units coming into Iraq or Afghanistan.
  This means that when the National Guard comes home, they are finding 
their stocks of equipment--ranging from humvees to night-vision 
goggles, generators and radios--cleaned out. So today, we face a 
frightening series of questions--what happens when the next Hurricane 
Katrina strikes? Who will help restore order? Who will help provide 
critical emergency response services? And what equipment will they use?
  The National Guard Commission, led by former Senate Armed Services 
Committee Staff Director retired Marine General Arnold Punaro, lays out 
the problems in stark terms. Unless we address this situation 
immediately, we will jeopardize not only our troops' safety but our 
very nation's security.
  That is why today I am introducing legislation to rebuild our 
National Guard and ensure that it can fully perform both its homeland 
security and national defense missions. According to the National Guard 
Bureau at the Pentagon, the President's budget is short $38 billion 
over the next five years. My bill would allocate funding according to 
the needs projected by National Guard Bureau Chief Lieutenant General 
H. Steven Blum.
  Some may suggest that this is not an issue that can simply be fixed 
with more money. As in prior years, the Department of Defense may say 
that the defense industry simply just does not have adequate capacity 
to manufacture all of these new product orders. If that is the case, we 
will need to find ways to expand our nation's defense production. For 
that reason, my bill will also require the Defense Department to 
provide a plan for investing in industry to expand their manufacturing 
capacity.
  This legislation will complement the Leahy-Bond Guard Empowerment Act 
of 2007, legislation that I have proudly cosponsored to elevate 
National Guard leadership at the Department of Defense so that it may 
better contribute to the formulation of key defense policies. But 
without the necessary resources, the National Guard will be unable to 
do its job. That is why my legislation is so important today.
  These conclusions were further confirmed by a January 2007 Government 
Accountability Office (GAO) report which found that our National 
Guard's equipment inventories in the United States have decreased 
largely because of overseas operations. The GAO further found that as 
of November 2006, nondeployed Army National Guard forces nationwide 
only have 64 percent of the total amount of equipment they need.
  Let me be clear about the reasons why my legislation is needed to lay 
out our budget for the next five years. While the administration's 
recent five-year budget projections have sought large increases for 
National Guard equipment, according to the National Guard Commission 
Report data, the administration and Republican-led Congresses have 
repeatedly failed to follow through on such requirements.
  According to the Commission, funding from 1999-2005 has been reduced 
significantly from the amounts identified several years earlier. For 
example, when the administration's first five-year budget was submitted 
to Congress, it showed that the Army planned to fund $1.346 billion in 
Fiscal Year 2004

[[Page S2601]]

for Army National Guard procurement. But in reality, the Army Guard 
actually had only $578.4 million to spend that year. Similarly, the 
Fiscal Year 2005 budget was initially projected to be $1.625 billion 
for the Army National Guard. But when it came time to allocate the 
funding, the Administration and their Congressional allies could only 
come up with $660.9 million for Army National Guard procurement.
  Indeed, while our troops have given their all on the battlefield, the 
administration and United States Congress have not held up their end of 
the bargain. We owe it to our troops to do all that we can to promote 
their wellbeing--whether providing appropriate care at our military and 
VA hospitals or providing the military equipment they need to complete 
their missions safely and effectively.
  Regrettably, the sad and simple fact is that the administration has 
repeatedly come up short in this regard. And these failures are having 
devastating consequences, not only for our troops but for our Nation's 
very defense and homeland security.
  This situation is not new. I have come to the floor to try to address 
lacking resources for our military's essential equipment needs from the 
very first year of the Iraq war. In 2003, the Army identified $322 
million in shortfalls in critical health and safety gear--ranging from 
body armor, camelback hydration systems, and combat helmets to 
equipment for deactivating high-explosives--all priorities that the 
Rumsfeld Pentagon and Bush administration failed to provide for in 
their initial budgets. I offered an amendment to the Emergency 
Appropriations bill to resolve these problems. Unfortunately, the Bush 
administration opposed this legislation, and the amendment was defeated 
along party lines.
  In 2004, we tried a different approach--requiring the Department of 
Defense to reimburse military personnel who bought equipment for 
military service in Iraq and Afghanistan that the Rumsfeld Pentagon had 
failed to provide. This time, despite ardent objections of Secretary 
Rumsfeld's Pentagon, Congress approved the legislation. And in October 
2004, President Bush signed the bill into law. We approved similar 
legislation in 2005 to further extend this benefit as troops, their 
families, and their communities continued to dig into their own pockets 
to buy needed lifesaving equipment for use on the battlefield.
  But last year, the difficulties associated with equipment shortfalls 
posed a far more serious problem. Working with Senators Inouye, Reed 
and Stevens, I offered an amendment to address a $17 billion budget 
shortfall to replace and repair thousands of war battered tanks, 
aircraft, and vehicles. Without these additional resources, the Army 
Chief of Staff claimed that U.S. Army readiness would deteriorate even 
further. This provision was approved unanimously and enacted in law. 
But much more remains to be done.
  If Congress and the administration do not finally heed the warnings 
of the U.S. military's top generals, and fully fund our equipment 
needs, the Armed Forces' ability to respond to future challenges to 
America's national security--whether on the Korean Peninsula, the 
Middle East, or elsewhere in the world--could be harmed.
  Moreover, if we do not take the findings of the independent National 
Guard Commission seriously, and fully address the equipment shortfalls 
of our Citizen Soldiers here at home, I am afraid we will further erode 
our states' most pressing emergency response capabilities.
  For the last six years, our troops have unconditionally served in 
Afghanistan, battling Al Qaeda and Taliban forces. And for four years, 
they have bravely followed orders into Iraq, despite the 
administration's ill-defined objectives and faulty intelligence.
  Our troops have served with characteristic honor, dedication, and 
skill. It is high time that we meet our commitments to them--and give 
them the mission-critical gear they need to get their jobs done. I 
strongly urge my colleagues to support my legislation.
                                 ______
                                 
      By Mrs. CLINTON:
  S. 757. A bill to create a national set of effective voluntary 
national expectations for mathematics and science education in 
kindergarten through grade 12, and for other purposes; to the Committee 
on Health, Education, Labor, and Pensions.
  Mrs. CLINTON. Mr. President, I rise today to reintroduce legislation 
to help ensure that American students are competitive in today's global 
economy. If approved, The National Mathematics and Science Consistency 
Act would ensure that America's children have access to a rigorous math 
and science education.
  The reality is that modern technology makes it increasingly possible 
for employers to hire the most skilled workers wherever they live. 
Additionally, too many American students--even some graduates of high 
school and college--are not equipped with the skills they need to 
compete successfully in the global economy. That is why I am 
reintroducing the Mathematics and Science Consistency Act.
  This legislation calls for the National Academy of Sciences (NAS) to 
convene a national panel of experts to collect proven effective K-12 
science and mathematics teaching standards and materials to serve as 
promising practices. Under this bill, it is entirely up to states 
whether to adopt these promising practices. States that do so, however, 
would be eligible for grants to acquire instructional materials, to 
make those materials available online to teachers and staff for free, 
and to train teachers to effectively use these materials. These 
promising practices would provide effective standards for K-12 
education.
  Regrettably, many States have set standards for math and science 
education at an abysmally low level. A Fordham Institute report 
entitled ``The State of State Science Standards 2006'' deemed the 
average grade for State standards across all subjects as a ``C-minus,'' 
while two-thirds of our K-12 students attend schools in States with C-, 
D-, or F-rated standards. The result of low State standards is that 
States think their students are demonstrating proficiency in math and 
science when in fact they are not.
  For example, a recent Trends in International Mathematics and Science 
Study, the largest and most comprehensive comparative international 
study of education, found that 12th graders in the U.S. ranked 21st out 
of 40 industrialized nations on general math and science knowledge. In 
addition, just one in three of America's college graduates earn degrees 
in math, science, and engineering while two in three college graduates 
of other countries do so. We must act now to improve education and 
research in math and science if America is to retain leadership of the 
global economy in the 21st century.
  The Mathematics and Science Consistency Act will help States to raise 
their standards, invest in high-quality teaching through the collection 
of best practices, and ensure that a world-class curriculum is 
available to all students. I am hopeful that my Senate colleagues from 
both sides of the aisle will join me today to move this legislation to 
the floor without delay.
                                 ______
                                 
      By Mr. WEBB:
  S. 759. A bill to prohibit the use of funds for military operations 
in Iran; to the Committee on Foreign Relations.
  Mr. WEBB. Mr. President, I rise today to introduce legislation that 
will prohibit the use of funds for military operations in Iran without 
congressional authorization. The purpose of this legislation is to 
restore a proper balance between the executive and legislative branches 
when it comes to the commencement of military activities.
  I have taken great care in the preparation of this bill to ensure it 
will not in any way prevent our military forces from carrying out their 
tactical responsibilities in places such as Iraq and in the 
international waters off of Iran's coast.
  I want to put up a chart. These are the exceptions that are clearly 
outlined in this bill: The legislation allows American forces to 
directly respond to attacks or possible attacks that might be initiated 
from Iran as well as those that might be begun elsewhere and then carry 
over into Iranian territory; the so-called hot pursuit exception. I 
have also excluded operations relating to intelligence gathering.
  The major function of this legislation is to prevent this 
administration from commencing unprovoked military activities against 
Iran without the approval of the Congress. The legislation accomplishes 
this goal through the

[[Page S2602]]

proper constitutional process of prohibiting all funding for such an 
endeavor.
  Unlike the current situation in Iraq, where cutting off funds might 
impede or interrupt ongoing operations, this legislation denies funding 
that would be necessary to begin such operations against Iran in the 
first place.
  In the past 2 weeks, we have seen a fresh willingness on the part of 
this administration to pursue new approaches for a regional settlement 
that will eventually allow the United States to withdraw our forces 
from Iraq and also increase stability in the Middle East. I commend 
Secretary of State Rice and Secretary of Defense Gates for their 
efforts in bringing about what seems to be the beginning of a clear and 
much needed course correction.
  It is particularly significant that Iran and Syria have been invited 
to participate and that the United States will join in the upcoming 
regional meetings regarding Iraq. These upcoming meetings will offer 
many different countries the opportunity to address legitimate concerns 
and to emphasize mutual interests. I am hopeful it will open the door 
for a different kind of dialogue with Iran.
  Despite its newfound level of influence in Iraq, it is not in Iran's 
best interest to see Iraq disintegrate into anarchy. Iran also has 
challenges with its own sectarian groups, not the least of which are 
the Kurds. Al-Qaida represents a threat to Iran as well, and it is not 
in Iran's interest to see this terrorist movement gain even more power. 
Free and open access to the Strait of Hormuz also is vital to Iran's 
economy given its overwhelming reliance on oil exports.
  As this regional conference approaches, the rhetoric with respect to 
possible Iranian activities inside Iraq continues, and the increases to 
our naval and missile defense presence in the gulf remain. The 
administration's past failure to engage with Iran diplomatically in a 
meaningful way, coupled with what Iran could perceive as preparations 
for a military strike, creates a potent brew that easily could lead to 
miscalculation on both sides.
  The 1988 incident with the USS Vincennes comes to mind, when an 
overly aggressive commanding officer, operating inside Iranian 
territorial waters, according to a subsequent admission by Joint Chiefs 
of Staff Chairman Admiral Crowe, shot down commercial passenger 
aircraft Iran Air Flight 655.
  These circumstances--the stated desire of many connected to this 
administration to invade Iran, the saber-rattling rhetoric, the 
strategic miscalculations in Iraq--call for this Congress to formalize 
an historic mandate that in recent years seems to have been lost to the 
public's understanding. Quite simply, it is the constitutional 
obligation of the administration to obtain congressional approval in 
order to commence military action against another country, except under 
very limited circumstances. This is the very process our Founding 
Fathers envisioned.
  In fact, the records from the Constitutional Convention in August 
1787 make this abundantly clear. There was much debate during this 
convention regarding how much authority should be in the hands of the 
President with respect to actually initiating military action. The 
Convention's participants carefully decided the President should not be 
given the power to decide with whom this Nation should go to war or to 
undertake aggressive actions without the consent of Congress. The 
President's powers to initiate military action were to be for the 
purpose of repelling sudden attacks--and this is the language I have 
used in this legislation.
  As Constitutional Convention delegate James Wilson explained to the 
Pennsylvania ratifying convention:

       This system will not hurry us into war, it is calculated to 
     guard against it. It will not be in the power of a single 
     man, or a single body of men, to involve us in such distress.

  To state the obvious, Iran is not Iraq. The President has no 
authority to begin unilateral military operations against Iran. In this 
regard, I strongly urge my colleagues to consider that the issue before 
us is not simply policies with respect to Iran but the proper 
procedures with respect to how we as a government lead the United 
States.
  This is far less a matter of possible differences between Republicans 
and Democrats than it is our mutual concern for protecting the rightful 
place of the legislative branch in determining the interests of the 
country and the possible consequences of further military action. In 
this regard, I point out that the principal sponsor of similar 
legislation in the other body is Congressman Walter Jones, a 
Republican, from North Carolina.
  On the one hand, the administration assures us it has no intention of 
launching military operations against Iran. On the other, the 
administration tells us all options remain on the table, at a time when 
our military buildup in the region continues to grow rapidly. While we 
see encouraging diplomatic initiatives with respect to Iraq, it is 
important that we clarify formally the perimeter of our immediate 
military interests in the Middle East.
  It is time we move forward to end our military involvement in Iraq, 
and the path to doing so is not to widen the war into Iran. Proper 
robust diplomacy will enable us to bring greater stability to the 
region, to remove the American military from Iraq, to increase our 
ability to defeat the forces of international terrorism, and, finally, 
to focus on the true strategic challenges that face us around the 
world.

  I hope my colleagues will take note of the news articles today in the 
media around the world that show China again has increased its defense 
budget by double digits last year to the tune of 18 percent. These are 
strategic challenges the United States is ignoring at its peril as it 
remains paralyzed in the Middle East.
  I believe the American people will welcome this legislation. This 
administration has used force recklessly, choosing the military option 
again and again, while never matching the quality of our military's 
performance with robust, creative diplomacy. Furthermore, the 
President's signing statement accompanying the 2002 congressional 
resolution authorizing the use of force in Iraq indicates that this 
administration believes it possesses the broadest imaginable authority 
to commence military action without the consent of the Congress.
  In signing that 2002 Iraq resolution, the President denied that the 
Congress has the power to affect his decisions when it comes to the use 
of our military. He shrugged off this resolution, stating that on the 
question of a threat posed by Iraq, his views and those of the Congress 
merely happen to be the same. He characterized the resolution as simply 
a gesture of additional support rather than as having any legitimate 
authority. He stated, and I think it is worth noting:

       My signing this resolution does not constitute any change 
     in the President's constitutional authority to use force to 
     deter, prevent, or respond to aggression or other threats to 
     the United States interests.

  This is a sweeping assertion of powers that leaves out virtually 
nothing. It is a far different matter than repelling an immediate 
attack or conducting a war that has been authorized by the Congress. 
Let us match up a couple of those words. The President is saying, for 
instance, he possesses the authority to use force to deter threats to 
U.S. interests. How does one use force to deter a threat rather than 
responding to it? What kind of U.S. interest is worthy of the use of 
force? Most importantly, how do these vague terms fit into the 
historically accepted notions of a Commander in Chief's power to repel 
attacks or to conduct military operations once they have been approved 
by the Congress?
  During our recent hearings in the Senate Committee on Foreign 
Relations, I asked both the Secretary of State, and the Deputy 
Secretary of State during his confirmation hearings, for a 
clarification of this paragraph. My question was whether this 
administration believes it has the authority to conduct unilateral 
military operations against Iran in the absence of a direct attack or a 
compelling immediate threat, without the consent of the Congress. Both 
wrote me lengthy letters in reply but neither could give me a clear 
response.
  The situation we now face is that the administration repeatedly 
states it seeks no war with Iran at the same time it claims the 
authority to begin one, and at the same time it continues a military 
buildup in the region. The legislation I introduce today is intended to 
clarify this ambiguity. In so doing, the Congress will be properly 
restating its constitutional relationship

[[Page S2603]]

with the executive branch, the Congress will be reinstituting its 
historical role as it relates to the conduct of foreign policy, and the 
Congress will be reassuring the American people that there will be no 
more shooting from the hip when it comes to the gravely serious 
question of when we send our military people into harm's way.
  I emphasize that this bill will not take any military operations off 
the table nor will it tie the hands of the administration if our 
military forces are actually attacked from Iranian soil or its 
territorial waters or by forces that retreat into Iranian territory. 
Nor does this legislation let Iran off the hook in terms of our 
insistence that Iran become a more responsible nation, including our 
positions regarding Iran's nuclear program and Iran's recognition of 
Israel's right to exist.
  I was one of the early voices warning that in terms of national 
security Iran was a far greater threat than Iraq. This was one of the 
reasons I opposed the invasion of Iraq in the first place. All of the 
options regarding Iran remain on the table. The question is in what 
context these options should be debated, alongside other options 
designed to eventually open Iran and bring it responsibly into the 
world community. In my view, and in terms of the constitutional 
process, absent a direct attack or a clearly imminent threat, the place 
for that debate is here in the open forum of the Congress and not in 
some closed-door meeting at the White House.
  It is my hope we can take up this necessary legislation either in the 
format in which I have introduced it today or as an amendment to the 
2007 supplemental appropriations bill, which we will consider in the 
next few weeks. I look forward to working with my colleagues on both 
sides of the aisle, and I would welcome their support.
                                 ______
                                 
      By Mr. REID (for himself, Mr. McConnell, Mr. Bingaman, Mr. 
        Domenici, Mr. Inouye, Mr. Stevens, Mr. Kennedy. Mr. Enzi, Mr. 
        Lieberman, Mr. Ensign, Ms. Mikulski, Mr. Alexander, Mr. Nelson 
        of Florida, Mrs. Hutchison, Mr. Kerry, Mr. Smith, Mr. Menendez, 
        Mr. Roberts, Mr. Salazar, Mr. Cornyn, Mr. Pryor, Mr. Coleman, 
        Ms. Cantwell, Mr. Martinez, Mr. Carper, Ms. Murkowski, Mrs. 
        Clinton, Mr. Craig, Mr. Kohl, Mr. Lugar, Mr. Brown, Mr. 
        Voinovich, Mr. Rockefeller, Mr. Warner, Ms. Landrieu, and Mr. 
        Obama):
  S. 761. A bill to invest in innovation and education to improve the 
competitiveness of the United States in the global economy; read the 
first time.
  Mr. REID. Mr. President, I ask unanimous consent that the text of the 
bill be printed in the Record.

                                 S. 761

       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 ``America COMPETES Act'' or 
     the ``America Creating Opportunities to Meaningfully Promote 
     Excellence in Technology, Education, and Science Act''.

     SEC. 2. ORGANIZATION OF ACT INTO DIVISIONS; TABLE OF 
                   CONTENTS.

       (a) Divisions.--This Act is organized into 4 divisions as 
     follows:
       (1) Division a.--Commerce and Science.
       (2) Division b.--Department of Energy.
       (3) Division c.--Education.
       (4) Division d.--National Science Foundation.
       (b) Table of Contents.--The table of contents for this Act 
     is as follows:

Sec. 1. Short title.
Sec. 2. Organization of Act into divisions; table of contents.

                    DIVISION A--COMMERCE AND SCIENCE

Sec. 1001. Short title.

   TITLE I--OFFICE OF SCIENCE AND TECHNOLOGY POLICY; GOVERNMENT-WIDE 
                                SCIENCE

Sec. 1101. National Science and Technology Summit.
Sec. 1102. Study on barriers to innovation.
Sec. 1103. National Innovation Medal.
Sec. 1104. Release of scientific research results.
Sec. 1105. Semiannual Science, Technology, Engineering, and Mathematics 
              Days.
Sec. 1106. Study of service science.

                     TITLE II--INNOVATION PROMOTION

Sec. 1201. President's Council on Innovation and Competitiveness.
Sec. 1202. Innovation acceleration research.

        TITLE III--NATIONAL AERONAUTICS AND SPACE ADMINISTRATION

Sec. 1301. NASA's contribution to innovation.
Sec. 1302. Aeronautics Institute for Research.
Sec. 1303. Basic research enhancement.
Sec. 1304. Aging workforce issues program.
Sec. 1305. Conforming amendments.
Sec. 1306. Fiscal year 2008 basic science and research funding.

        TITLE IV--NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY

Sec. 1401. Authorization of appropriations.
Sec. 1402. Amendments to the Stevenson-Wydler Technology Innovation Act 
              of 1980.
Sec. 1403. Innovation acceleration.
Sec. 1404. Manufacturing extension.
Sec. 1405. Experimental Program to Stimulate Competitive Technology.
Sec. 1406. Technical amendments to the National Institute of Standards 
              and Technology Act and other technical amendments.

                TITLE V--OCEAN AND ATMOSPHERIC PROGRAMS

Sec. 1501. Ocean and atmospheric research and development program.
Sec. 1502. NOAA ocean and atmospheric science education programs.

                    DIVISION B--DEPARTMENT OF ENERGY

Sec. 2001. Short title.
Sec. 2002. Definitions.
Sec. 2003. Mathematics, science, and engineering education at the 
              Department of Energy.
Sec. 2004. Department of Energy early-career research grants.
Sec. 2005. Advanced Research Projects Authority-Energy.
Sec. 2006. Authorization of appropriations for the Department of Energy 
              for basic research.
Sec. 2007. Discovery science and engineering innovation institutes.
Sec. 2008. Protecting America's Competitive Edge (PACE) graduate 
              fellowship program.
Sec. 2009. Title IX compliance.
Sec. 2010. High-risk, high-reward research.
Sec. 2011. Distinguished scientist program.

                         DIVISION C--EDUCATION

Sec. 3001. Findings.
Sec. 3002. Definitions.

                      TITLE I--TEACHER ASSISTANCE

            Subtitle A--Teachers for a Competitive Tomorrow

Sec. 3111. Purpose.
Sec. 3112. Definitions.
Sec. 3113. Programs for baccalaureate degrees in mathematics, science, 
              engineering, or critical foreign languages, with 
              concurrent teacher certification.
Sec. 3114. Programs for master's degrees in mathematics, science, or 
              critical foreign languages education.
Sec. 3115. General provisions.
Sec. 3116. Authorization of appropriations.

Subtitle B--Advanced Placement and International Baccalaureate Programs

Sec. 3121. Purpose.
Sec. 3122. Definitions.
Sec. 3123. Advanced Placement and International Baccalaureate programs.

                           TITLE II--MATH NOW

Sec. 3201. Math Now for elementary school and middle school students 
              program.

            TITLE III--FOREIGN LANGUAGE PARTNERSHIP PROGRAM

Sec. 3301. Findings and purpose.
Sec. 3302. Definitions.
Sec. 3303. Program authorized.
Sec. 3304. Authorization of appropriations.

               TITLE IV--ALIGNMENT OF EDUCATION PROGRAMS

Sec. 3401. Alignment of secondary school graduation requirements with 
              the demands of 21st century postsecondary endeavors and 
              support for P-16 education data systems.

                DIVISION D--NATIONAL SCIENCE FOUNDATION

Sec. 4001. Authorization of appropriations.
Sec. 4002. Strengthening of education and human resources directorate 
              through equitable distribution of new funds.
Sec. 4003. Graduate fellowships and graduate traineeships.
Sec. 4004. Professional science master's degree programs.
Sec. 4005. Increased support for science education through the National 
              Science Foundation.
Sec. 4006. Meeting critical national science needs.
Sec. 4007. Reaffirmation of the merit-review process of the National 
              Science Foundation.
Sec. 4008. Experimental Program to Stimulate Competitive Research.
Sec. 4009. Encouraging participation.
Sec. 4010. Cyberinfrastructure.
Sec. 4011. Federal information and communications technology research.
Sec. 4012. Robert Noyce Teacher Scholarship Program.
Sec. 4013. Sense of the Senate regarding the mathematics and science 
              partnership programs of the Department of Education and 
              the National Science Foundation.

[[Page S2604]]

Sec. 4014. National Science Foundation teacher institutes for the 21st 
              century.

                    DIVISION A--COMMERCE AND SCIENCE

     SEC. 1001. SHORT TITLE.

       This division may be cited as the ``American Innovation and 
     Competitiveness Act''.

   TITLE I--OFFICE OF SCIENCE AND TECHNOLOGY POLICY; GOVERNMENT-WIDE 
                                SCIENCE

     SEC. 1101. NATIONAL SCIENCE AND TECHNOLOGY SUMMIT.

       (a) In General.--Not later than 180 days after the date of 
     enactment of this Act, the President shall convene a National 
     Science and Technology Summit to examine the health and 
     direction of the United States' science and technology 
     enterprises. The Summit shall include representatives of 
     industry, small business, labor, academia, State government, 
     Federal research and development agencies, non-profit 
     environmental and energy policy groups concerned with science 
     and technology issues, and other nongovernmental 
     organizations.
       (b) Report.--Not later than 90 days after the date of the 
     conclusion of the Summit, the President shall issue a report 
     on the results of the Summit. The report shall identify key 
     research and technology challenges and recommendations for 
     areas of investment for Federal research and technology 
     programs to be carried out during the 5-year period beginning 
     on the date the report is issued.
       (c) Annual Evaluation.--Beginning in 2008, the Director of 
     the Office of Science and Technology Policy shall publish and 
     submit to Congress an annual report that contains 
     recommendations for areas of investment for Federal research 
     and technology programs, including a justification for each 
     area identified in the report. Each report submitted during 
     the 5-year period beginning on the date of the conclusion of 
     the Summit shall take into account any recommendations made 
     by the Summit.

     SEC. 1102. STUDY ON BARRIERS TO INNOVATION.

       (a) In General.--Not later than 90 days after the date of 
     enactment of this Act, the Director of the Office of Science 
     and Technology Policy shall enter into a contract with the 
     National Academy of Sciences to conduct and complete a study 
     to identify, and to review methods to mitigate, new forms of 
     risk for businesses beyond conventional operational and 
     financial risk that affect the ability to innovate, including 
     studying and reviewing--
       (1) incentive and compensation structures that could 
     effectively encourage long-term value creation and 
     innovation;
       (2) methods of voluntary and supplemental disclosure by 
     industry of intellectual capital, innovation performance, and 
     indicators of future valuation;
       (3) means by which government could work with industry to 
     enhance the legal and regulatory framework to encourage the 
     disclosures described in paragraph (2);
       (4) practices that may be significant deterrents to United 
     States businesses engaging in innovation risk-taking compared 
     to foreign competitors;
       (5) costs faced by United States businesses engaging in 
     innovation compared to foreign competitors, including the 
     burden placed on businesses by high and rising health care 
     costs;
       (6) means by which industry, trade associations, and 
     universities could collaborate to support research on 
     management practices and methodologies for assessing the 
     value and risks of longer term innovation strategies;
       (7) means to encourage new, open, and collaborative 
     dialogue between industry associations, regulatory 
     authorities, management, shareholders, labor, and other 
     concerned interests to encourage appropriate approaches to 
     innovation risk-taking;
       (8) incentives to encourage participation among 
     institutions of higher education, especially those in rural 
     and underserved areas, to engage in innovation;
       (9) relevant Federal regulations that may discourage or 
     encourage innovation;
       (10) the extent to which Federal funding promotes or 
     hinders innovation; and
       (11) the extent to which individuals are being equipped 
     with the knowledge and skills necessary for success in the 
     21st century workforce, as measured by--
       (A) elementary school and secondary school student academic 
     achievement on the State academic assessments required under 
     section 1111(b)(3) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311 (b)(3)), especially in 
     mathematics, science, and reading;
       (B) the rate of student entrance into institutions of 
     higher education by type of institution, and barriers to 
     access to institutions of higher education;
       (C) the rates of--
       (i) students successfully completing postsecondary 
     education programs; and
       (ii) certificates, associate degrees, and baccalaureate 
     degrees awarded in the fields of science, technology, 
     engineering, and mathematics; and
       (D) access to, and availability of, high quality job 
     training programs.
       (b) Report Required.--Not later than 1 year after entering 
     into the contract required by subsection (a) and 4 years 
     after entering into such contract, the National Academy of 
     Sciences shall submit to Congress a report on the study 
     conducted under such subsection.
       (c) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Academy of Sciences 
     $1,000,000 for fiscal year 2008 for the purpose of carrying 
     out the study required under this section.

     SEC. 1103. NATIONAL INNOVATION MEDAL.

       Section 16 of the Stevenson-Wydler Technology Innovation 
     Act of 1980 (15 U.S.C. 3711) is amended--
       (1) by striking the section heading and inserting ``SEC. 
     16. NATIONAL TECHNOLOGY AND INNOVATION MEDAL.''; and
       (2) in subsection (a), by striking ``Technology Medal'' and 
     inserting ``Technology and Innovation Medal''.

     SEC. 1104. RELEASE OF SCIENTIFIC RESEARCH RESULTS.

       (a) Principles.--Not later than 90 days after the date of 
     enactment of this Act, the Director of the Office of Science 
     and Technology Policy, in consultation with the Director of 
     the Office of Management and Budget and the heads of all 
     Federal civilian agencies that conduct scientific research, 
     shall develop and issue an overarching set of principles to 
     ensure the communication and open exchange of data and 
     results to other agencies, policymakers, and the public of 
     research conducted by a scientist employed by a Federal 
     civilian agency and to prevent the intentional or 
     unintentional suppression or distortion of such research 
     findings. The principles shall encourage the open exchange of 
     data and results of research undertaken by a scientist 
     employed by such an agency and shall be consistent with 
     existing Federal laws, including chapter 18 of title 35, 
     United States Code (commonly known as the ``Bayh-Dole Act'').
       (b) Implementation.--Not later than 180 days after the date 
     of enactment of this Act, the Director of the Office of 
     Science and Technology Policy shall ensure that all civilian 
     Federal agencies that conduct scientific research develop 
     specific policies and procedures regarding the public release 
     of data and results of research conducted by a scientist 
     employed by such an agency consistent with the principles 
     established under subsection (a). Such polices and procedures 
     shall--
       (1) specifically address what is and what is not permitted 
     or recommended under such policies and procedures;
       (2) be specifically designed for each such agency;
       (3) be applied uniformly throughout each such agency; and
       (4) be widely communicated and readily accessible to all 
     employees of each such agency and the public.

     SEC. 1105. SEMIANNUAL SCIENCE, TECHNOLOGY, ENGINEERING, AND 
                   MATHEMATICS DAYS.

       It is the sense of Congress that the Director of the Office 
     of Science and Technology Policy should--
       (1) encourage all elementary and middle schools to observe 
     a Science, Technology, Engineering, and Mathematics Day twice 
     in every school year for the purpose of bringing in science, 
     technology, engineering, and mathematics mentors to provide 
     hands-on lessons to excite and inspire students to pursue the 
     science, technology, engineering, and mathematics fields 
     (including continuing education and career paths);
       (2) initiate a program, in consultation with Federal 
     agencies and departments, to provide support systems, tools 
     (from existing outreach offices), and mechanisms to allow and 
     encourage Federal employees with scientific, technological, 
     engineering, or mathematical responsibilities to reach out to 
     local classrooms on such Science, Technology, Engineering, 
     and Mathematics Days to instruct and inspire school children, 
     focusing on real life science, technology, engineering, and 
     mathematics-related applicable experiences along with hands-
     on demonstrations in order to demonstrate the advantages and 
     direct applications of studying the science, technology, 
     engineering, and mathematics fields; and
       (3) promote Science, Technology, Engineering, and 
     Mathematics Days involvement by private sector and 
     institutions of higher education employees in a manner 
     similar to the Federal employee involvement described in 
     paragraph (2).

     SEC. 1106. STUDY OF 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 management and learning 
     discipline known as service science.
       (b) Study.--Not later than 270 days after the date of 
     enactment of this Act, the Director of the Office of Science 
     and Technology Policy, through the National Academy of 
     Sciences, shall conduct a study and report to Congress 
     regarding how the Federal Government should support, through 
     research, education, and training, the emerging management 
     and learning discipline known as service science.
       (c) Outside Resources.--In conducting the study under 
     subsection (b), the National Academy of Sciences shall 
     consult with leaders from 2- and 4-year institutions of 
     higher education, as defined in section 101(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1001(a)), leaders from 
     corporations, and other relevant parties.
       (d) Service Science Defined.--In this section, the term 
     ``service science'' means curricula, training, and research 
     programs that

[[Page S2605]]

     are designed to teach individuals to apply scientific, 
     engineering, and management disciplines that integrate 
     elements of 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.

                     TITLE II--INNOVATION PROMOTION

     SEC. 1201. PRESIDENT'S COUNCIL ON INNOVATION AND 
                   COMPETITIVENESS.

       (a) In General.--The President shall establish a 
     President's Council on Innovation and Competitiveness.
       (b) Duties.--The Council's duties shall include--
       (1) monitoring implementation of public laws and 
     initiatives for promoting innovation, including policies 
     related to research funding, taxation, immigration, trade, 
     and education that are proposed in this Act or in any other 
     Act;
       (2) providing advice to the President with respect to 
     global trends in competitiveness and innovation and 
     allocation of Federal resources in education, job training, 
     and technology research and development considering such 
     global trends in competitiveness and innovation;
       (3) in consultation with the Director of the Office of 
     Management and Budget, developing a process for using metrics 
     to assess the impact of existing and proposed policies and 
     rules that affect innovation capabilities in the United 
     States;
       (4) identifying opportunities and making recommendations 
     for the heads of executive agencies to improve innovation, 
     monitoring, and reporting on the implementation of such 
     recommendations;
       (5) developing metrics for measuring the progress of the 
     Federal Government with respect to improving conditions for 
     innovation, including through talent development, investment, 
     and infrastructure improvements; and
       (6) submitting to the President and Congress an annual 
     report on such progress.
       (c) Membership and Coordination.--
       (1) Membership.--The Council shall be composed of the 
     Secretary or head of each of the following:
       (A) The Department of Commerce.
       (B) The Department of Defense.
       (C) The Department of Education.
       (D) The Department of Energy.
       (E) The Department of Health and Human Services.
       (F) The Department of Homeland Security.
       (G) The Department of Labor.
       (H) The Department of the Treasury.
       (I) The National Aeronautics and Space Administration.
       (J) The Securities and Exchange Commission.
       (K) The National Science Foundation.
       (L) The Office of the United States Trade Representative.
       (M) The Office of Management and Budget.
       (N) The Office of Science and Technology Policy.
       (O) The Environmental Protection Agency.
       (P) Any other department or agency designated by the 
     President.
       (2) Chairperson.--The Secretary of Commerce shall serve as 
     Chairperson of the Council.
       (3) Coordination.--The Chairperson of the Council shall 
     ensure appropriate coordination between the Council and the 
     National Economic Council, the National Security Council, and 
     the National Science and Technology Council.
       (4) Meetings.--The Council shall meet on a semi-annual 
     basis at the call of the Chairperson and the initial meeting 
     of the Council shall occur not later than 6 months after the 
     date of enactment of this Act.
       (d) Development of Innovation Agenda.--
       (1) In general.--The Council shall develop a comprehensive 
     agenda for strengthening the innovation and competitiveness 
     capabilities of the Federal Government, State governments, 
     academia, and the private sector in the United States.
       (2) Contents.--The comprehensive agenda required by 
     paragraph (1) shall include the following:
       (A) An assessment of current strengths and weaknesses of 
     the United States investment in research and development.
       (B) Recommendations for addressing weaknesses and 
     maintaining the United States as a world leader in research 
     and development and technological innovation.
       (C) Recommendations for strengthening the innovation and 
     competitiveness capabilities of the Federal government, State 
     governments, academia, and the private sector in the United 
     States.
       (3) Advisors.--
       (A) Recommendation.--Not later than 30 days after the date 
     of enactment of this Act, the National Academy of Sciences, 
     in consultation with the National Academy of Engineering, the 
     Institute of Medicine, and the National Research Council, 
     shall develop and submit to the President a list of 50 
     individuals that are recommended to serve as advisors to the 
     Council during the development of the comprehensive agenda 
     required by paragraph (1). The list of advisors shall include 
     appropriate representatives from the following:
       (i) The private sector of the economy.
       (ii) Labor.
       (iii) Various fields including information technology, 
     energy, engineering, high-technology manufacturing, health 
     care, and education.
       (iv) Scientific organizations.
       (v) Academic organizations and other nongovernmental 
     organizations working in the area of science or technology.
       (B) Designation.--Not later than 30 days after the date 
     that the National Academy of Sciences submits the list of 
     recommended individuals to serve as advisors, the President 
     shall designate 50 individuals to serve as advisors to the 
     Council.
       (C) Requirement to consult.--The Council shall develop the 
     comprehensive agenda required by paragraph (1) in 
     consultation with the advisors.
       (4) Initial submission and updates.--
       (A) Initial submission.--Not later than 1 year after the 
     date of enactment of this Act, the Council shall submit to 
     Congress and the President the comprehensive agenda required 
     by paragraph (1).
       (B) Updates.--At least once every 2 years, the Council 
     shall update the comprehensive agenda required by paragraph 
     (1) and submit each such update to Congress and the 
     President.
       (e) Technical Amendment.--Section 101(b) of the High-
     Performance Computing Act of 1991 (15 U.S.C. 5511(b)) is 
     amended by striking ``an'' in the first sentence and 
     inserting ``a distinct''.
       (f) Optional Assignment.--Notwithstanding subsection (a) 
     and paragraphs (1) and (2) of subsection (c), the President 
     may designate an existing council to carry out the 
     requirements of this section.

     SEC. 1202. INNOVATION ACCELERATION RESEARCH.

       (a) Program Established.--The President, through the head 
     of each Federal research agency, shall establish a program, 
     to be known as the Innovation Acceleration Research Program, 
     to support and promote innovation in the United States 
     through research projects that can yield results with far-
     ranging or wide-ranging implications but are considered too 
     novel or span too diverse a range of disciplines to fare well 
     in the traditional peer review process. Priority in the 
     awarding of grants under this program shall be given to 
     research projects that--
       (1) meet fundamental technology or scientific challenges;
       (2) involve multidisciplinary work; and
       (3) involve a high degree of novelty.
       (b) Departments and Agencies.--
       (1) Funding goals.--The President shall ensure that it is 
     the goal of each Executive agency (as defined in section 105 
     of title 5, United States Code) that finances research in 
     science, mathematics, engineering, and technology to allocate 
     approximately 8 percent of the agency's total annual research 
     and development budget to funding research, including grants, 
     under the Innovation Acceleration Research Program.
       (2) Administration.--
       (A) In general.--Not later than 90 days after the date of 
     enactment of this Act, the head of each Executive agency 
     participating in the Innovation Acceleration Research Program 
     under paragraph (1) shall submit to the Director of the 
     Office of Science and Technology Policy and the Director of 
     the Office of Management and Budget a plan for implementing 
     the research program within such Executive agency. An 
     implementation plan may incorporate existing initiatives of 
     the Executive agencies that promote research in innovation as 
     described in subsection (a).
       (B) Required metrics.--
       (i) In general.--The head of each Executive agency 
     submitting an implementation plan pursuant to subparagraph 
     (A) shall include metrics upon which grant funding decisions 
     will be made and metrics for assessing the success of the 
     grants awarded.
       (ii) Metrics for basic research.--The metrics developed 
     under clause (i) to assess basic research programs shall 
     assess management of the programs and shall not assess 
     specific scientific outcomes of the research conducted by the 
     programs.
       (C) Grant duration and renewals.--
       (i) In general.--Any grants issued by an Executive agency 
     under this section shall be for a period not to exceed 3 
     years.
       (ii) Evaluation.--Not later than 90 days prior to the 
     expiration of a grant issued under this section, the 
     Executive agency that approved the grant shall complete an 
     evaluation of the effectiveness of the grant based on the 
     metrics established pursuant to subparagraph (B). In its 
     evaluation, the Executive agency shall consider the extent to 
     which the program funded by the grant met the goals of 
     quality improvement and job creation.
       (iii) Publication of review.--The Executive agency shall 
     publish and make available to the public the review of each 
     grant approved pursuant to this section.
       (iv) Failure to meet metrics.--Any grant that the Executive 
     agency awarding the grant determines has failed to satisfy 
     any of the metrics developed pursuant to subparagraph (B), 
     shall not be eligible for a renewal.
       (v) Renewal.--A grant issued under this section that 
     satisfies all of the metrics developed pursuant to 
     subparagraph (B), may be renewed once for a period of not 
     more than 3 years. Additional renewals may be considered only 
     if the head of the Executive agency makes a specific finding 
     that the program being funded involves a significant 
     technology or scientific advance that requires a longer time 
     frame to complete critical research, and the research 
     satisfies all the metrics developed pursuant to subparagraph 
     (B).

[[Page S2606]]

       (vi) Waiver.--The head of the Executive agency may 
     authorize a waiver of the requirement of clauses (iv) and (v) 
     related to satisfying metric requirements if he or she 
     determines that the grant failed to meet a small number of 
     metrics and the failure was not significant for the overall 
     performance of the grant.
       (c) Definitions.--In this section:
       (1) Federal research agency.--The term ``Federal research 
     agency'' means a major organizational component of a 
     department or agency of the Federal Government, or other 
     establishment of the Federal Government operating with 
     appropriated funds, that has as its primary purpose the 
     performance of scientific research.
       (2) Major organizational component.--The term ``major 
     organizational component'', with respect to a department, 
     agency, or other establishment of the Federal Government, 
     means a component of the department, agency, or other 
     establishment that is administered by an individual whose 
     rate of basic pay is not less than the rate of basic pay 
     payable under level V of the Executive Schedule under section 
     5316 of title 5, United States Code.

        TITLE III--NATIONAL AERONAUTICS AND SPACE ADMINISTRATION

     SEC. 1301. NASA'S CONTRIBUTION TO INNOVATION.

       (a) Participation in Interagency Activities.--The National 
     Aeronautics and Space Administration shall be a full 
     participant in any interagency effort to promote innovation 
     and economic competitiveness through near-term and long-term 
     basic scientific research and development and the promotion 
     of science, technology, engineering, and mathematics 
     education.
       (b) Historic Foundation.--In order to carry out the 
     participation described in subsection (a), the Administrator 
     of the National Aeronautics and Space Administration shall 
     build on the historic role of the National Aeronautics and 
     Space Administration in stimulating excellence in the 
     advancement of physical science and engineering disciplines 
     and in providing opportunities and incentives for the pursuit 
     of academic studies in science, technology, engineering, and 
     mathematics.
       (c) Balanced Science Program and Robust Authorization 
     Levels.--The balanced science program authorized by section 
     101(d) of the National Aeronautics and Space Administration 
     Authorization Act of 2005 (42 U.S.C. 16611) shall be an 
     element of the contribution by the National Aeronautics and 
     Space Administration to such interagency programs. It is the 
     sense of Congress that a robust National Aeronautics and 
     Space Administration, funded at the levels authorized for 
     fiscal years 2007 and 2008 under sections 202 and 203 of such 
     Act (42 U.S.C. 16631 and 16632) and at appropriate levels in 
     subsequent fiscal years would enable a fair balance among 
     science, aeronautics, education, exploration, and human space 
     flight programs and allow full participation in any 
     interagency efforts to promote innovation and economic 
     competitiveness.
       (d) Annual Report.--
       (1) Requirement.--The Administrator shall submit to 
     Congress and the President an annual report describing the 
     activities conducted pursuant to this section, including a 
     description of the goals and the objective metrics upon which 
     funding decisions were made.
       (2) Content.--Each report submitted pursuant to paragraph 
     (1) shall include, with regard to science, technology, 
     engineering, and mathematics education programs, at a 
     minimum, the following:
       (A) A description of each program.
       (B) The amount spent on each program.
       (C) The number of students or teachers served by each 
     program.
       (D) Measurement of how each program improved student 
     achievement, including with regard to challenging State 
     achievement standards.

     SEC. 1302. AERONAUTICS INSTITUTE FOR RESEARCH.

       (a) Establishment.--
       (1) In general.--The Administrator of the National 
     Aeronautics and Space Administration shall establish within 
     the Administration an Aeronautics Institute for Research for 
     the purpose of managing the aeronautics research carried out 
     by the Administration.
       (2) Director.--The Institute shall be headed by a Director 
     with appropriate experience in aeronautics research and 
     development.
       (b) Duties.--The Institute shall implement the programs 
     authorized under title IV of the National Aeronautics and 
     Space Administration Authorization Act of 2005 (42 U.S.C. 
     16701 et seq.).
       (c) Cooperation With Other Agencies.--
       (1) In general.--The Institute shall operate in conjunction 
     with relevant programs in the Department of Transportation, 
     the Department of Defense, the Department of Commerce, and 
     the Department of Homeland Security, including the activities 
     of the Joint Planning and Development Office established 
     under the Vision 100--Century of Aviation Reauthorization Act 
     (Public Law 108-176; 117 Stat. 2490).
       (2) Resources.--The Director of the Institute may accept 
     assistance, staff, and funding from those Departments and 
     other Federal agencies. Any such funding shall be in addition 
     to funds authorized for aeronautics under the National 
     Aeronautics and Space Administration Authorization Act of 
     2005 (Public Law 109-155).
       (3) Other coordination.--The Director of the Institute may 
     utilize the Next Generation Air Transportation Senior Policy 
     Committee established under section 710 of the Vision 100--
     Century of Aviation Reauthorization Act (Public Law 108-176; 
     49 U.S.C. 40101 note) to coordinate its programs with other 
     Departments and agencies.
       (d) Partnerships.--In developing and carrying out its 
     plans, the Institute shall consult with the public and ensure 
     the participation of experts from the private sector 
     including representatives of commercial aviation, general 
     aviation, aviation labor groups, aviation research and 
     development entities, aircraft and air traffic control 
     suppliers, and the space industry.

     SEC. 1303. BASIC RESEARCH ENHANCEMENT.

       (a) In General.--The Administrator of the National 
     Aeronautics and Space Administration, the Director of the 
     National Science Foundation, the Secretary of Energy, the 
     Secretary of Defense, and Secretary of Commerce shall, to the 
     extent practicable, coordinate basic and fundamental research 
     activities related to physical sciences, technology, 
     engineering and mathematics.
       (b) Establishment of Basic Research Executive Council.--In 
     order to ensure effective application of resources to basic 
     science activity and to facilitate cooperative basic and 
     fundamental research activities with other governmental 
     organizations, the Administrator of the National Aeronautics 
     and Space Administration shall establish within the 
     Administration a Basic Research Executive Council to oversee 
     the distribution and management of programs and resources 
     engaged in support of basic research activity.
       (c) Membership.--The membership of the Basic Research 
     Executive Council shall consist of the most senior agency 
     official representing each of the following areas of 
     research:
       (1) Space Science.
       (2) Earth Science.
       (3) Life and Microgravity Sciences.
       (4) Aeronautical Research.
       (d) Leadership.--The Basic Research Executive Council shall 
     be chaired by an individual appointed for that purpose who 
     shall have, as a minimum, a appropriate graduate degree in a 
     recognizable discipline in the physical sciences, and 
     appropriate experience in the conduct and management of basic 
     research activity. The Chairman of the Council shall report 
     directly to the Administrator of the National Aeronautics and 
     Space Administration.
       (e) Supporting Resources and Personnel.--The Chairman of 
     the Basic Research Executive Council shall be provided with 
     adequate administrative staff support to conduct the activity 
     and functions of the Council.
       (f) Duties.--The Basic Research Executive Council shall 
     have, at minimum, the following duties:
       (1) To establish criteria for the identification of 
     research activity as basic in nature.
       (2) To establish, in consultation with the Office of 
     Science and Technology Policy, the National Science 
     Foundation, the National Academy of Sciences, the National 
     Institutes of Health, and other appropriate external 
     organizations, a prioritization of fundamental research 
     activity to be conducted by the National Aeronautics and 
     Space Administration, to be reviewed and updated on an annual 
     basis, taking into consideration evolving national research 
     priorities.
       (3) To monitor, review, and evaluate all basic research 
     activity of the National Aeronautics and Space Administration 
     for compliance with basic research priorities established 
     under paragraph (2).
       (4) To make recommendations to the Administrator of the 
     National Aeronautics and Space Administration regarding 
     adjustments in the basic research activities of the 
     Administration to ensure consistency with the research 
     priorities established under this section.
       (5) To provide an annual report to the Committee on 
     Commerce, Science, and Transportation of the Senate and the 
     Committee on Science of the House of Representatives 
     outlining the activities of the Council during the preceding 
     year and the status of basic research activity within the 
     Administration. The initial such report, to serve as a 
     baseline document, shall be provided within 90 days after the 
     establishment and initial operations of the Council.

     SEC. 1304. AGING WORKFORCE ISSUES PROGRAM.

       It is the sense of Congress that the Administrator of the 
     National Aeronautics and Space Administration should 
     implement a program to address aging work force issues in 
     aerospace that--
       (1) documents technical and management experiences before 
     senior people leave the Administration, including--
       (A) documenting lessons learned;
       (B) briefing organizations;
       (C) providing opportunities for archiving lessons in a 
     database; and
       (D) providing opportunities for near-term retirees to 
     transition out early from their primary assignment in order 
     to document their career lessons learned and brief new 
     employees prior to their separation from the Administration;
       (2) provides incentives for retirees to return and teach 
     new employees about their career lessons and experiences; and
       (3) provides for the development of an award to recognize 
     and reward outstanding senior employees for their 
     contributions to knowledge sharing.

[[Page S2607]]

     SEC. 1305. CONFORMING AMENDMENTS.

       Section 101(d) of the National Aeronautics and Space 
     Administration Authorization Act of 2005 (42 U.S.C. 16611(d)) 
     is amended--
       (1) by striking ``and'' after the semicolon in paragraph 
     (2)(B);
       (2) by striking ``Act.'' in paragraph (2)(C) and inserting 
     ``Act; and'';
       (3) by adding at the end of paragraph (2) the following:
       ``(D) the number and content of science activities which 
     are undertaken in support of science missions described in 
     subparagraph (A), and the number and content of science 
     activities which may be considered as fundamental, or basic 
     research, whether incorporated within specific missions or 
     conducted independently of any specific mission.''; and
       (4) by adding at the end of paragraph (3) the following:
       ``(H) How NASA science activities can best be structured to 
     ensure that basic and fundamental research can be effectively 
     maintained and coordinated in response to national goals in 
     competitiveness and innovation, and in contributing to 
     national scientific, technology, engineering and mathematics 
     leadership.''.

     SEC. 1306. FISCAL YEAR 2008 BASIC SCIENCE AND RESEARCH 
                   FUNDING.

       Notwithstanding any other provision of law, the 
     Administrator of the National Aeronautics and Space 
     Administration shall increase funding for basic science and 
     research, including for the Explorer Program, for fiscal year 
     2008 by $160,000,000 by transferring such amount for such 
     purpose from accounts of the National Aeronautics and Space 
     Administration. The transfer shall be contingent upon the 
     availability of unobligated balances to the National 
     Aeronautics and Space Administration.

        TITLE IV--NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY

     SEC. 1401. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to the Secretary of 
     Commerce for the use of the National Institute of Standards 
     and Technology--
       (1) for fiscal year 2008, $703,611,000, of which 
     $115,000,000 shall be used for the Hollings Manufacturing 
     Extension Partnership Program;
       (2) for fiscal year 2009, $773,972,000, of which 
     $120,000,000 shall be used for the Hollings Manufacturing 
     Extension Partnership Program;
       (3) for fiscal year 2010, $851,369,000, of which 
     $125,000,000 shall be used for the Hollings Manufacturing 
     Extension Partnership Program; and
       (4) for fiscal year 2011, $936,506,000, of which 
     $130,000,000 shall be used for the Hollings Manufacturing 
     Extension Partnership Program.

     SEC. 1402. AMENDMENTS TO THE STEVENSON-WYDLER TECHNOLOGY 
                   INNOVATION ACT OF 1980.

       (a) In General.--Section 5 of the Stevenson-Wydler 
     Technology Innovation Act of 1980 (15 U.S.C. 3704) is 
     repealed.
       (b) Conforming Amendments.--
       (1) Title 5, united states code.--Section 5314 of title 5, 
     United States Code, is amended by striking ``Under Secretary 
     of Commerce for Technology.''.
       (2) Definitions.--Section 4 of the Stevenson-Wydler 
     Technology Innovation Act of 1980 (15 U.S.C. 3703) is 
     amended--
       (A) by striking paragraphs (1) and (3); and
       (B) by redesignating paragraphs (2) through (13) as 
     paragraphs (1) through (11), respectively.
       (3) Repeal of authorization.--Section 21(a) of the 
     Stevenson-Wydler Technology Innovation Act of 1980 (15 U.S.C. 
     3713(a)) is amended--
       (A) in paragraph (1), by striking ``sections 5, 11(g), and 
     16'' and inserting ``sections 11(g) and 16''; and
       (B) in paragraph (2), by striking ``$500,000 is authorized 
     only for the purpose of carrying out the requirements of the 
     Japanese technical literature program established under 
     section 5(d) of this Act;''.
       (4) High-performance computing act of 1991.--Section 208 of 
     the High-Performance Computing Act of 1991 (15 U.S.C. 5528) 
     is amended by striking subsection (c) and redesignating 
     subsection (d) as subsection (c).
       (5) Assistive technology act of 1998.--Section 
     6(b)(4)(B)(v) of the Assistive Technology Act of 1998 (29 
     U.S.C. 3005(b)(4)(B)(v)) is amended by striking ``the 
     Technology Administration of the Department of Commerce,'' 
     and inserting ``the National Institute of Standards and 
     Technology,''.

     SEC. 1403. INNOVATION ACCELERATION.

       (a) Program.--In order to implement section 1202 of this 
     Act, the Director of the National Institute of Standards and 
     Technology shall--
       (1) establish a program linked to the goals and objectives 
     of the measurement laboratories, to be known as the 
     ``Standards and Technology Acceleration Research Program'', 
     to support and promote innovation in the United States 
     through high-risk, high-reward research; and
       (2) set aside, from funds available to the measurement 
     laboratories, an amount equal to not less than 8 percent of 
     the funds available to the Institute each fiscal year for 
     such Program.
       (b) External Funding.--The Director shall ensure that at 
     least 80 percent of the funds available for such Program 
     shall be used to award competitive, merit-reviewed grants, 
     cooperative agreements, or contracts to public or private 
     entities, including businesses and universities. In selecting 
     entities to receive such assistance, the Director shall 
     ensure that the project proposed by an entity has scientific 
     and technical merit and that any resulting intellectual 
     property shall vest in a United States entity that can 
     commercialize the technology in a timely manner. Each 
     external project shall involve at least one small or medium-
     sized business and the Director shall give priority to joint 
     ventures between small or medium-sized businesses and 
     educational institutions. Any grant shall be for a period not 
     to exceed 3 years.
       (c) Competitions.--The Director shall solicit proposals 
     annually to address areas of national need for high-risk, 
     high-reward research, as identified by the Director.
       (d) Annual Report.--Each year the Director shall issue an 
     annual report describing the program's activities, including 
     include a description of the metrics upon which grant funding 
     decisions were made in the previous fiscal year, any proposed 
     changes to those metrics, metrics for evaluating the success 
     of ongoing and completed grants, and an evaluation of ongoing 
     and completed grants. The first annual report shall include 
     best practices for management of programs to stimulate high-
     risk, high-reward research.
       (e) Administrative Expenses.--No more than 5 percent of the 
     finding available to the program may be used for 
     administrative expenses.
       (f) High-Risk, High-Reward Research Defined.--In this 
     section, the term ``high-risk, high-reward research'' means 
     research that--
       (1) has the potential for yielding results with far-ranging 
     or wide-ranging implications;
       (2) addresses critical national needs related to 
     measurement standards and technology; and
       (3) is too novel or spans too diverse a range of 
     disciplines to fare well in the traditional peer review 
     process.

     SEC. 1404. MANUFACTURING EXTENSION.

       (a) Manufacturing Center Evaluation.--Section 25(c)(5) of 
     the National Institute of Standards and Technology Act (15 
     U.S.C. 278k(c)(5)) is amended by inserting ``A Center that 
     has not received a positive evaluation by the evaluation 
     panel shall be notified by the panel of the deficiencies in 
     its performance and shall be placed on probation for one 
     year, after which time the panel shall reevaluate the Center. 
     If the Center has not addressed the deficiencies identified 
     by the panel, or shown a significant improvement in its 
     performance, the Director shall conduct a new competition to 
     select an operator for the Center or may close the Center.'' 
     after ``at declining levels.''.
       (b) Federal Share.--Section 25 of the National Institute of 
     Standards and Technology Act (15 U.S.C. 278k) is amended by 
     striking subsection (d) and inserting the following:
       ``(d) Acceptance of Funds.--In addition to such sums as may 
     be appropriated to the Secretary and Director to operate the 
     Centers program, the Secretary and Director also may accept 
     funds from other Federal departments and agencies and under 
     section 2(c)(7) from the private sector for the purpose of 
     strengthening United States manufacturing. Such funds from 
     the private sector, if allocated to a Center or Centers, 
     shall not be considered in the calculation of the Federal 
     share of capital and annual operating and maintenance costs 
     under subsection (c).''.

     SEC. 1405. EXPERIMENTAL PROGRAM TO STIMULATE COMPETITIVE 
                   TECHNOLOGY.

       (a) In General.--The Director of the National Institutes of 
     Standards and Technology shall re-establish the Experimental 
     Program to Stimulate Competitive Technology. The purpose of 
     the program shall be to strengthen the technological 
     competitiveness of those States that have historically 
     received less Federal research and development funds than a 
     majority of the States have received.
       (b) Arrangements.--In carrying out the program, the 
     Director shall cooperate with State, regional, or local 
     science and technology-based economic development 
     organization and with representatives of small business firms 
     and other appropriate technology-based businesses.
       (c) Grants and Cooperative Agreements.--In carrying out the 
     program, the Director may make grants or enter into 
     cooperative agreements to provide for--
       (1) technology research and development;
       (2) technology transfer from university research;
       (3) technology deployment and diffusion; and
       (4) the strengthening of technological and innovation 
     capabilities through consortia comprised of--
       (A) technology-based small business firms;
       (B) industries and emerging companies;
       (C) institutions of higher education including community 
     colleges; and
       (D) State and local development agencies and entities.
       (d) Requirements for Making Awards.--
       (1) In general.--In making awards under this section, the 
     Director shall ensure that the awards are awarded on a 
     competitive basis that includes a review of the merits of the 
     activities that are the subject of the award, giving special 
     emphasis to those projects which will increase the 
     participation of women, Native Americans (including Native 
     Hawaiians and Alaska Natives), and underrepresented groups in 
     science and technology.
       (2) Matching requirement.--The non-Federal share of the 
     activities (other than planning activities) carried out under 
     an award under this subsection shall be not less than 50 
     percent of the cost of those activities.

[[Page S2608]]

       (e) Criteria for States.--The Director shall establish 
     criteria for achievement by each State that participates in 
     the program. Upon the achievement of all such criteria, a 
     State shall cease to be eligible to participate in the 
     program.
       (f) Coordination.--To the extent practicable, in carrying 
     out this subsection, the Director shall coordinate the 
     program with other programs of the Department of Commerce.
       (g) Report.--
       (1) In general.--Not later than 90 days after the date of 
     enactment of this Act, the Director shall prepare and submit 
     to the Committee on Commerce, Science, and Transportation of 
     the Senate and the Committee on Science of the House of 
     Representatives a report that meets the requirements of this 
     subsection.
       (2) Requirements for report.--The report required by this 
     subsection shall contain--
       (A) a description of the structure and procedures of the 
     program;
       (B) a management plan for the program;
       (C) a description of the merit-based review process to be 
     used in the program;
       (D) milestones for the evaluation of activities to be 
     assisted under the program in fiscal year 2008;
       (E) an assessment of the eligibility of each State that 
     participates in the Experimental Program to Stimulate 
     Competitive Research of the National Science Foundation to 
     participate in the program under this subsection; and
       (F) the evaluation criteria with respect to which the 
     overall management and effectiveness of the program will be 
     evaluated.

     SEC. 1406. TECHNICAL AMENDMENTS TO THE NATIONAL INSTITUTE OF 
                   STANDARDS AND TECHNOLOGY ACT AND OTHER 
                   TECHNICAL AMENDMENTS.

       (a) Research Fellowships.--Section 18 of the National 
     Institute of Standards and Technology Act (15 U.S.C. 278g-1) 
     is amended by striking ``up to 1 per centum of the'' in the 
     first sentence.
       (b) Financial Agreements.--
       (1) Clarification.--Section 2(b)(4) of the National 
     Institute of Standards and Technology Act (15 U.S.C. 
     272(b)(4)) is amended by inserting ``and grants and 
     cooperative agreements,'' after ``arrangements,''.
       (2) Memberships.--Section 2(c) of the National Institute of 
     Standards and Technology Act (15 U.S.C. 272(c)) is amended--
       (A) by striking ``and'' after the semicolon in paragraph 
     (21);
       (B) by redesignating paragraph (22) as paragraph (23); and
       (C) by inserting after paragraph (21) the following:
       ``(22) notwithstanding subsection (b)(4) of this section, 
     sections 6301 through 6308 of title 31, United States Code 
     (commonly known as the `Grants and Cooperative Agreements 
     Act'), sections 3551 through 3556 of such title (commonly 
     known as the `Competition in Contracting Act'), and the 
     Federal Acquisition Regulations set forth in title 48, Code 
     of Federal Regulations, to expend appropriated funds for 
     National Institute of Standards and Technology memberships in 
     scientific organizations, registration fees for attendance at 
     conferences, and sponsorship of conferences in furtherance of 
     technology transfer; and''.
       (c) Working Capital Fund.--Section 12 of the National 
     Institute of Standards and Development Act (15 U.S.C. 278b) 
     is amended by adding at the end the following:
       ``(g) Amount and Source of Transfers.--Not to exceed one-
     quarter per centum of the amounts appropriated to the 
     Institute for any fiscal year may be transferred to the fund, 
     in addition to any other transfer authority. In addition, 
     funds provided to the Institute from other Federal agencies 
     for the purpose of production of Standard Reference Materials 
     may be transferred to the fund.''.
       (d) Outdated Specifications.--
       (1) Redefinition of metric system.--Section 2 of the Act of 
     July 28, 1866, entitled ``An Act to authorize the Use of the 
     Metric System of Weights and Measures'' (15 U.S.C. 205; 14 
     Stat. 339) is amended to read as follows:

     ``SEC. 2. METRIC SYSTEM DEFINED.

       ``The metric system of measurement shall be defined as the 
     International System of Units as established in 1960, and 
     subsequently maintained, by the General Conference of Weights 
     and Measures, and as interpreted or modified for the United 
     States by the Secretary of Commerce.''.
       (2) Repeal of redundant and obsolete authority.--The Act of 
     July 21, 1950, entitled, ``An Act To redefine the units and 
     establish the standards of electrical and photometric 
     measurements of 1950'' (15 U.S.C. 223) is hereby repealed.
       (3) Idaho time zone.--Section 3 of the Act of March 19, 
     1918, (commonly known as the ``Calder Act'') (15 U.S.C. 264) 
     is amended--
       (A) in the section heading, by striking ``third zone'' and 
     inserting ``fourth zone''; and
       (B) by striking ``third zone'' and inserting ``fourth 
     zone''.
       (4) Standard time.--Section 1 of the Act of March 19, 1918, 
     (commonly known as the ``Calder Act'') (15 U.S.C. 261) is 
     amended--
       (A) by inserting ``(a) In General.--'' before ``For the 
     purpose'';
       (B) by striking the second sentence and the extra period 
     after it and inserting ``Except as provided in section 3(a) 
     of the Uniform Time Act of 1966 (15 U.S.C. 260a), the 
     standard time of the first zone shall be Coordinated 
     Universal Time retarded by 4 hours; that of the second zone 
     retarded by 5 hours; that of the third zone retarded by 6 
     hours; that of the fourth zone retarded by 7 hours; that of 
     the fifth zone retarded 8 hours; that of the sixth zone 
     retarded by 9 hours; that of the seventh zone retarded by 10 
     hours; that of the eighth zone retarded by 11 hours; and that 
     of the ninth zone shall be Coordinated Universal Time 
     advanced by 10 hours.''; and
       (C) by adding at the end the following:
       ``(b) Coordinated Universal Time Defined.--In this section, 
     the term `Coordinated Universal Time' means the time scale 
     maintained through the General Conference of Weights and 
     Measures and interpreted or modified for the United States by 
     the Secretary of Commerce in coordination with the Secretary 
     of the Navy.''.
       (e) Retention of Depreciation Surcharge.--Section 14 of the 
     National Institute of Standards and Technology Act (15 U.S.C. 
     278d) is amended--
       (1) by inserting ``(a) In General.--'' before ``Within''; 
     and
       (2) by adding at the end the following:
       ``(b) Retention of Fees.--The Director is authorized to 
     retain all building use and depreciation surcharge fees 
     collected pursuant to OMB Circular A-25. Such fees shall be 
     collected and credited to the Construction of Research 
     Facilities Appropriation Account for use in maintenance and 
     repair of National Institute of Standards and Technology's 
     existing facilities.''.
       (f) Non-Energy Inventions Program.--Section 27 of the 
     National Institute of Standards and Technology Act (15 U.S.C. 
     278m) is repealed.

                TITLE V--OCEAN AND ATMOSPHERIC PROGRAMS

     SEC. 1501. OCEAN AND ATMOSPHERIC RESEARCH AND DEVELOPMENT 
                   PROGRAM.

       The Administrator of the National Oceanic and Atmospheric 
     Administration, in consultation with the Director of the 
     National Science Foundation and the Administrator of the 
     National Aeronautics and Space Administration, shall 
     establish a coordinated program of ocean and atmospheric 
     research and development, in collaboration with academic 
     institutions and other nongovernmental entities, that shall 
     focus on the development of advanced technologies and 
     analytical methods that will promote United States leadership 
     in ocean and atmospheric science and competitiveness in the 
     applied uses of such knowledge.

     SEC. 1502. NOAA OCEAN AND ATMOSPHERIC SCIENCE EDUCATION 
                   PROGRAMS.

       (a) In General.--The Administrator of the National Oceanic 
     and Atmospheric Administration shall conduct, develop, 
     support, promote, and coordinate formal and informal 
     educational activities at all levels to enhance public 
     awareness and understanding of ocean, coastal, and 
     atmospheric science and stewardship by the general public and 
     other coastal stakeholders, including underrepresented groups 
     in ocean and atmospheric science and policy careers. In 
     conducting those activities, the Administrator shall build 
     upon the educational programs and activities of the agency.
       (b) NOAA Science Education Plan.--The Administrator, 
     appropriate National Oceanic and Atmospheric Administration 
     programs, ocean atmospheric science and education experts, 
     and interested members of the public shall develop a science 
     education plan setting forth education goals and strategies 
     for the Administration, as well as programmatic actions to 
     carry out such goals and priorities over the next 20 years, 
     and evaluate and update such plan every 5 years.
       (c) Construction.--Nothing in this section may be construed 
     to affect the application of section 438 of the General 
     Education Provisions Act (20 U.S.C. 1232a) or sections 504 
     and 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794 and 
     794d).

                    DIVISION B--DEPARTMENT OF ENERGY

     SEC. 2001. SHORT TITLE.

       This division may be cited as the ``Protecting America's 
     Competitive Edge Through Energy Act'' or the ``PACE-Energy 
     Act''.

     SEC. 2002. DEFINITIONS.

       In this division:
       (1) Department.--The term ``Department'' means the 
     Department of Energy.
       (2) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given in 
     section 101(a) of the Higher Education Act of 1965 (20 U.S.C. 
     1001(a)).
       (3) National laboratory.--The term ``National Laboratory'' 
     has the meaning given the term in section 2 of the Energy 
     Policy Act of 2005 (42 U.S.C. 15801).
       (4) Secretary.--The term ``Secretary'' means the Secretary 
     of Energy, acting through the Under Secretary for Science 
     appointed under section 202(b) of the Department of Energy 
     Organization Act (42 U.S.C. 7132(b)).

     SEC. 2003. MATHEMATICS, SCIENCE, AND ENGINEERING EDUCATION AT 
                   THE DEPARTMENT OF ENERGY.

       (a) Science Education Programs.--Section 3164 of the 
     Department of Energy Science Education Enhancement Act (42 
     U.S.C. 7381a) is amended--
       (1) by redesignating subsections (b) through (d) as 
     subsections (c) through (e), respectively;
       (2) by inserting after subsection (a) the following:
       ``(b) Organization of Mathematics, Science, and Engineering 
     Education Programs.--

[[Page S2609]]

       ``(1) Director of mathematics, science and engineering 
     education.--Notwithstanding any other provision of law, the 
     Secretary, acting through the Under Secretary for Science 
     (referred to in this subsection as the `Under Secretary'), 
     shall appoint a Director of Mathematics, Science, and 
     Engineering Education (referred to in this subsection as the 
     `Director') with the principal responsibility for 
     administering mathematics, science, and engineering education 
     programs across all functions of the Department.
       ``(2) Qualifications.--The Director shall be an individual, 
     who by reason of professional background and experience, is 
     specially qualified to advise the Under Secretary on all 
     matters pertaining to mathematics, science, and engineering 
     education at the Department.
       ``(3) Duties.--The Director shall--
       ``(A) oversee all mathematics, science, and engineering 
     education programs of the Department;
       ``(B) represent the Department as the principal interagency 
     liaison for all mathematics, science, and engineering 
     education programs, unless otherwise represented by the 
     Secretary or the Under Secretary;
       ``(C) prepare the annual budget and advise the Under 
     Secretary on all budgetary issues for mathematics, science, 
     and engineering education programs of the Department;
       ``(D) increase, to the maximum extent practicable, the 
     participation and advancement of women and underrepresented 
     minorities at every level of science, technology, 
     engineering, and mathematics education; and
       ``(E) perform other such matters related to mathematics, 
     science, and engineering education as are required by the 
     Secretary or the Under Secretary.
       ``(4) Staff and other resources.--The Secretary shall 
     assign to the Director such personnel and other resources as 
     the Secretary considers necessary to permit the Director to 
     carry out the duties of the Director.
       ``(5) Assessment.--
       ``(A) In general.--The Secretary shall offer to enter into 
     a contract with the National Academy of Sciences under which 
     the National Academy, not later than 5 years after, and not 
     later than 10 years after, the date of enactment of this 
     paragraph, shall assess the performance of the mathematics, 
     science, and engineering education programs of the 
     Department.
       ``(B) Considerations.--An assessment under this paragraph 
     shall be conducted taking into consideration, where 
     applicable, the effect of mathematics, science, and 
     engineering education programs of the Department on student 
     academic achievement in math and science.
       ``(6) Authorization of appropriations.--There are 
     authorized to be appropriated such sums as are necessary to 
     carry out this subsection.''; and
       (3) by striking subsection (d) (as redesignated by 
     paragraph (1)) and inserting the following:
       ``(d) Mathematics, Science, and Engineering Education 
     Fund.--The Secretary shall establish a Mathematics, Science, 
     and Engineering Education Fund, using not less than 0.3 
     percent of the amount made available to the Department for 
     research, development, demonstration, and commercial 
     application for each fiscal year, to carry out sections 3165, 
     3166, and 3167.''.
       (b) Consultation.--The Secretary shall--
       (1) consult with the Secretary of Education regarding 
     activities authorized under subpart B of the Department of 
     Energy Science Education Enhancement Act (as added by 
     subsection (d)(3)) to improve mathematics and science 
     education; and
       (2) otherwise make available to the Secretary of Education 
     reports associated with programs authorized under that 
     section.
       (c) Definition.--Section 3168 of the Department of Energy 
     Science Education Enhancement Act (42 U.S.C. 7381d) is 
     amended by adding at the end the following:
       ``(5) National laboratory.--The term `National Laboratory' 
     has the meaning given the term in section 2 of the Energy 
     Policy Act of 2005 (42 U.S.C. 15801).''.
       (d) Mathematics, Science, and Engineering Education 
     Programs.--The Department of Energy Science Education 
     Enhancement Act (42 U.S.C. 7381 et seq.) is amended--
       (1) by inserting after section 3162 the following:

             ``Subpart A--Science Education Enhancement'';

       (2) in section 3169, by striking ``part'' and inserting 
     ``subpart''; and
       (3) by adding at the end the following:

 ``Subpart B--Mathematics, Science, and Engineering Education Programs

     ``SEC. 3170. DEFINITIONS.

       ``In this subpart:
       ``(1) Director.--The term `Director' means the Director of 
     Mathematics, Science, and Engineering Education.
       ``(2) National laboratory.--The term `National Laboratory' 
     has the meaning given the term in section 2 of the Energy 
     Policy Act of 2005 (42 U.S.C. 15801).

   ``CHAPTER 1--ASSISTANCE FOR SPECIALTY SCHOOLS FOR MATHEMATICS AND 
                                SCIENCE

     ``SEC. 3171. SPECIALTY SCHOOLS FOR MATHEMATICS AND SCIENCE.

       ``(a) Purpose.--The purpose of this section is to provide 
     assistance to States to establish or expand public, statewide 
     specialty secondary schools that provide comprehensive 
     mathematics and science (including engineering) education to 
     improve the academic achievement of students in mathematics 
     and science.
       ``(b) Definition of Specialty School for Mathematics and 
     Science.--In this chapter, the term `specialty school for 
     mathematics and science' means a public secondary school 
     (including a school that provides residential services to 
     students) that--
       ``(1) serves students residing in the State in which the 
     school is located; and
       ``(2) offers to those students a high-quality, 
     comprehensive mathematics and science (including engineering) 
     curriculum designed to improve the academic achievement of 
     students in mathematics and science.
       ``(c) Grants Authorized.--
       ``(1) In general.--From the amounts authorized under 
     subsection (i), the Secretary, acting through the Director, 
     shall award grants, on a competitive basis, to States in 
     order to provide assistance to the States for the costs of 
     establishing or expanding public, statewide specialty schools 
     for mathematics and science.
       ``(2) Resources.--The Director shall ensure that 
     appropriate resources of the Department, including the 
     National Laboratories, are available to schools funded under 
     this section in order to--
       ``(A) increase experiential, hands-on learning 
     opportunities in mathematics and science for students 
     attending such schools; and
       ``(B) provide ongoing professional development 
     opportunities for teachers employed at such schools.
       ``(3) Assistance.--Consistent with sections 3165 and 3166, 
     the Director shall make available necessary funds for a 
     program using scientific and engineering staff of the 
     National Laboratories, during which the staff--
       ``(A) assists teachers in teaching courses at the schools 
     funded under this section;
       ``(B) uses National Laboratory scientific equipment in 
     teaching the courses; and
       ``(C) uses distance education and other technologies to 
     provide assistance described in subparagraphs (A) and (B) to 
     schools funded under this section that are not located near 
     the National Laboratories.
       ``(4) Restriction.--No State shall receive funding for more 
     than 1 specialty school for mathematics and science for a 
     fiscal year.
       ``(d) Federal and Non-Federal Shares.--
       ``(1) Federal share.--The Federal share of the costs 
     described in subsection (c)(1) shall not exceed 50 percent.
       ``(2) Non-federal share.--The non-Federal share of the 
     costs described in subsection (c)(1) shall be--
       ``(A) not less than 50 percent; and
       ``(B) provided from non-Federal sources, in cash or in 
     kind, fairly evaluated, including services.
       ``(e) Application.--Each State desiring a grant under this 
     section shall submit an application to the Director at such 
     time, in such manner, and accompanied by such information as 
     the Director may require that describes--
       ``(1) the process by which and selection criteria with 
     which the State will select and designate a school as a 
     specialty school for mathematics and science in accordance 
     with this section;
       ``(2) how the State will ensure that funds made available 
     under this section are used to establish or expand a 
     specialty school for mathematics and science--
       ``(A) in accordance with the activities described in 
     subsection (g); and
       ``(B) that has the capacity to improve the academic 
     achievement of all students in all core academic subjects, 
     and particularly in mathematics and science;
       ``(3) how the State will measure the extent to which the 
     school increases student academic achievement on State 
     academic achievement standards in mathematics and science;
       ``(4) the curricula and materials to be used in the school;
       ``(5) the availability of funds from non-Federal sources 
     for the non-Federal share of the costs of the activities 
     authorized under this section; and
       ``(6) how the State will use technical assistance and 
     support from the Department, including the National 
     Laboratories, and other entities with experience and 
     expertise in mathematics and science education, including 
     institutions of higher education.
       ``(f) Distribution.--In awarding grants under this section, 
     the Director shall--
       ``(1) ensure a wide, equitable distribution among States 
     that propose to serve students from urban and rural areas; 
     and
       ``(2) provide equal consideration to States without 
     National Laboratories.
       ``(g) Uses of Funds.--
       ``(1) In general.--A State that receives a grant under this 
     section shall use the funds made available through the grant 
     to--
       ``(A) employ proven strategies and methods for improving 
     student learning and teaching in mathematics and science;
       ``(B) integrate into the curriculum of the school 
     comprehensive mathematics and science education, including 
     instruction and assessments that are aligned with the State's 
     academic content and student academic achievement standards 
     (within the meaning of section 1111 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311)), classroom 
     management, professional development, parental involvement, 
     and school management; and
       ``(C) provide high-quality and continuous teacher and staff 
     professional development.
       ``(2) Special rule.--Grant funds under this section may be 
     used for activities described

[[Page S2610]]

     in paragraph (1) only if the activities are directly related 
     to improving student academic achievement in mathematics and 
     science.
       ``(h) Evaluation and Report.--
       ``(1) State evaluation and report.--
       ``(A) Evaluation.--Each State that receives a grant under 
     this section shall develop and carry out an evaluation and 
     accountability plan for the activities funded through the 
     grant that measures the impact of the activities, including 
     measurable objectives for improved student academic 
     achievement on State mathematics and science assessments.
       ``(B) Report.--The State shall submit to the Director a 
     report containing the results of the evaluation and 
     accountability plan.
       ``(2) Report to congress.--Not later than 2 years after the 
     date of enactment of the PACE-Energy Act, the Director shall 
     submit a report to the appropriate committees of Congress 
     detailing the impact of the activities assisted with funds 
     made available under this section.
       ``(i) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section--
       ``(1) $20,000,000 for fiscal year 2008;
       ``(2) $30,000,000 for fiscal year 2009;
       ``(3) $40,000,000 for fiscal year 2010; and
       ``(4) $50,000,000 for fiscal year 2011.

         ``CHAPTER 2--EXPERIENTIAL-BASED LEARNING OPPORTUNITIES

     ``SEC. 3175. EXPERIENTIAL-BASED LEARNING OPPORTUNITIES.

       ``(a) Internships Authorized.--
       ``(1) In general.--From the amounts authorized under 
     subsection (f), the Secretary, acting through the Director, 
     shall establish a summer internship program for middle school 
     and secondary school students that shall--
       ``(A) provide the students with internships at the National 
     Laboratories; and
       ``(B) promote experiential, hands-on learning in 
     mathematics or science.
       ``(2) Residential services.--The Director may provide 
     residential services to students participating in the 
     Internship authorized under this chapter.
       ``(b) Selection Criteria.--
       ``(1) In general.--The Director shall establish criteria to 
     determine the sufficient level of academic preparedness 
     necessary for a student to be eligible for an internship 
     under this section.
       ``(2) Participation.--The Director shall ensure the 
     participation of students from a wide distribution of States, 
     including States without National Laboratories.
       ``(c) Priority.--
       ``(1) In general.--The Director shall give priority for an 
     internship under this section to a student who meets the 
     eligibility criteria described in subsection (b) and who 
     attends a school--
       ``(A)(i) in which not less than 30 percent of the children 
     enrolled in the school are from low-income families; or
       ``(ii) that is designated with a school locale code of 6, 
     7, or 8, as determined by the Secretary of Education; and
       ``(B) for which there is--
       ``(i) a high percentage of teachers who are not teaching in 
     the academic subject areas or grade levels in which the 
     teachers were trained to teach;
       ``(ii) a high teacher turnover rate; or
       ``(iii) a high percentage of teachers with emergency, 
     provisional, or temporary certification or licenses.
       ``(2) Coordination.--The Director shall consult with the 
     Secretary of Education in order to determine whether a 
     student meets the priority requirements of this subsection.
       ``(d) Outreach and Experiential-Based Programs for Minority 
     Students.--
       ``(1) In general.--The Secretary, acting through the 
     Director, in cooperation with Hispanic-serving institutions, 
     historically Black colleges and universities, tribally 
     controlled colleges and universities, Alaska Native- and 
     Native Hawaiian-serving institutions, and other minority-
     serving institutions and nonprofit entities with substantial 
     experience relating to outreach and experiential-based 
     learning projects, shall establish outreach and experiential-
     based learning programs that will encourage underrepresented 
     minority students in kindergarten through grade 12 to pursue 
     careers in math, science, and engineering.
       ``(2) Community involvement.--The Secretary shall ensure 
     that the programs established under paragraph (1) involve, to 
     the maximum extent practicable--
       ``(A) participation by parents and educators; and
       ``(B) the establishment of partnerships with business 
     organizations and appropriate Federal, State, and local 
     agencies.
       ``(3) Distribution.--The Secretary shall ensure that the 
     programs established under paragraph (1) are located in 
     diverse geographic regions of the United States, to the 
     maximum extent practicable.
       ``(e) Evaluation and Accountability Plan.--The Director 
     shall develop an evaluation and accountability plan for the 
     activities funded under this chapter that objectively 
     measures the impact of the activities.
       ``(f) Authorization of Appropriations.--There is authorized 
     to be appropriated to carry out this section $15,000,000 for 
     each of fiscal years 2008 through 2011.

``CHAPTER 3--NATIONAL LABORATORIES CENTERS OF EXCELLENCE IN MATHEMATICS 
                         AND SCIENCE EDUCATION

     ``SEC. 3181. NATIONAL LABORATORIES CENTERS OF EXCELLENCE IN 
                   MATHEMATICS AND SCIENCE EDUCATION.

       ``(a) Definition of High-Need Public Secondary School.--In 
     this chapter, the term `high-need public secondary school' 
     means a secondary school--
       ``(1) with a high concentration of low-income individuals 
     (as defined in section 1707 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6537)); or
       ``(2) designated with a school locale code of 6, 7, or 8, 
     as determined by the Secretary of Education.
       ``(b) Establishment.--The Secretary shall establish at each 
     of the National Laboratories a program to support a Center of 
     Excellence in Mathematics and Science at 1 high-need public 
     secondary school located in the region of the National 
     Laboratory to provide assistance in accordance with 
     subsection (f).
       ``(c) Partnership.--Each high-need public secondary school 
     selected as a Center of Excellence shall form a partnership 
     with a department that provides training for teachers and 
     principals at an institution of higher education for purposes 
     of compliance with subsection (g).
       ``(d) Selection.--
       ``(1) In general.--The Secretary, acting through the 
     Director, shall establish criteria to guide the National 
     Laboratories in selecting the sites of the Centers of 
     Excellence.
       ``(2) Process.--The National Laboratories shall select the 
     sites of the Centers of Excellence through an open, widely 
     publicized, and competitive process.
       ``(e) Goals.--The Secretary shall establish goals and 
     performance assessments for each Center of Excellence 
     authorized under subsection (b).
       ``(f) Assistance.--Consistent with sections 3165 and 3166, 
     the Director shall make available necessary funds for a 
     program using scientific and engineering staff of the 
     National Laboratories, during which the staff--
       ``(1) assists teachers in teaching courses at the Centers 
     of Excellence in Mathematics and Science; and
       ``(2) uses National Laboratory scientific equipment in the 
     teaching of the courses.
       ``(g) Special Rule.--Each Center of Excellence shall 
     ensure--
       ``(1) provision of clinical practicum, student teaching, or 
     internship experiences for math and science teacher 
     candidates as part of its teacher preparation program;
       ``(2) provision of supervision and mentoring for teacher 
     candidates in the teacher preparation program; and
       ``(3) to the maximum extent practicable, provision of 
     professional development for veteran teachers in the public 
     secondary schools in the region.
       ``(h) Evaluation.--The Secretary shall consider the results 
     of performance assessments required under subsection (e) in 
     determining the contract award fee of a National Laboratory 
     management and operations contractor.
       ``(i) Plan.--The Director shall--
       ``(1) develop an evaluation and accountability plan for the 
     activities funded under this chapter that objectively 
     measures the impact of the activities; and
       ``(2) disseminate information obtained from those 
     measurements.
       ``(j) No Effect on Similar Programs.--Nothing in this 
     section displaces or otherwise affects any similar program 
     being carried out as of the date of enactment of this subpart 
     at any National Laboratory under any other provision of law.

                     ``CHAPTER 4--SUMMER INSTITUTES

     ``SEC. 3185. SUMMER INSTITUTES.

       ``(a) Definitions.--In this section:
       ``(1) Eligible partner.--The term `eligible partner' 
     means--
       ``(A) the mathematics or science (including engineering) 
     department at an institution of higher education, acting in 
     coordination with a department at an institution of higher 
     education that provides training for teachers and principals; 
     or
       ``(B) a nonprofit entity with expertise in providing 
     professional development for mathematics or science teachers.
       ``(2) Summer institute.--The term `summer institute' means 
     an institute, conducted during the summer, that--
       ``(A) is conducted for a period of not less than 2 weeks;
       ``(B) includes, as a component, a program that provides 
     direct interaction between students and faculty, including 
     personnel of 1 or more National Laboratories who have 
     scientific expertise; and
       ``(C) provides for follow-up training, during the academic 
     year, that is conducted in the classroom.
       ``(b) Summer Institute Programs Authorized.--
       ``(1) Programs at the national laboratories.--The 
     Secretary, acting through the Director, shall establish or 
     expand programs of summer institutes at each of the National 
     Laboratories to provide additional training to strengthen the 
     mathematics and science teaching skills of teachers employed 
     at public schools for kindergarten through grade 12, in 
     accordance with the activities authorized under subsections 
     (c) and (d).
       ``(2) Programs with eligible partners.--
       ``(A) In general.--The Secretary, acting through the 
     Director, shall identify and provide assistance to eligible 
     partners to establish or expand programs of summer institutes 
     that provide additional training to strengthen the 
     mathematics and science teaching skills of teachers employed 
     at public schools for kindergarten through grade 12, in 
     accordance with the activities authorized under subsections 
     (c) and (d).

[[Page S2611]]

       ``(B) Assistance.--Consistent with sections 3165 and 3166, 
     the Director shall make available necessary funds for a 
     program using scientific and engineering staff of the 
     National Laboratories, during which the staff--
       ``(i) assists in providing training to teachers at summer 
     institutes; and
       ``(ii) uses National Laboratory scientific equipment in the 
     training.
       ``(C) Limitation of amount.--To carry out this paragraph, 
     the Director may use not more than 50 percent of the amounts 
     authorized under subsection (h) for a fiscal year.
       ``(c) Required Activities.--Each program authorized under 
     subsection (b) shall--
       ``(1) create opportunities for enhanced and ongoing 
     professional development for teachers that improves the 
     mathematics and science content knowledge of such teachers;
       ``(2) include material pertaining to recent developments in 
     mathematics and science pedagogy;
       ``(3) provide training on the use and integration of 
     technology in the classroom;
       ``(4) directly relate to the curriculum and academic areas 
     in which the teachers provide instruction;
       ``(5) enhance the ability of the teachers to understand and 
     use the challenging State academic content standards for 
     mathematics and science and to select appropriate curricula;
       ``(6) train teachers to use curricula that are--
       ``(A) based on scientific research;
       ``(B) aligned with challenging State academic content 
     standards; and
       ``(C) object-centered, experiment-oriented, and concept- 
     and content-based;
       ``(7) provide professional development activities, 
     including supplemental and follow-up activities; and
       ``(8) allow for the exchange of best practices among the 
     participants.
       ``(d) Permissible Activities.--A program authorized under 
     subsection (b) may include--
       ``(1) a program that provides teachers with opportunities 
     to work under the guidance of experienced teachers and 
     college faculty;
       ``(2) instruction in the use and integration of data and 
     assessments to inform and instruct classroom practice; and
       ``(3) extended master teacher programs.
       ``(e) Priority.--To the maximum extent practicable, the 
     Director shall ensure that each summer institute program 
     authorized under subsection (b) provides training to--
       ``(1) teachers from a wide range of school districts;
       ``(2) teachers from disadvantaged school districts; and
       ``(3) teachers from groups underrepresented in the fields 
     of mathematics and science teaching, including women and 
     members of minority groups.
       ``(f) Coordination and Consultation.--The Director shall 
     consult and coordinate with the Secretary of Education and 
     the Director of the National Science Foundation regarding the 
     implementation of the programs authorized under subsection 
     (b).
       ``(g) Evaluation and Accountability Plan.--
       ``(1) In general.--The Director shall develop an evaluation 
     and accountability plan for the activities funded under this 
     section that measures the impact of the activities.
       ``(2) Contents.--The evaluation and accountability plan 
     shall include--
       ``(A) measurable objectives to increase the number of 
     mathematics and science teachers who participate in the 
     summer institutes involved; and
       ``(B) measurable objectives for improved student academic 
     achievement on State mathematics and science assessments.
       ``(3) Report to congress.--The Secretary shall submit to 
     Congress with the annual budget submission of the Secretary a 
     report on how the activities assisted under this section 
     improve the mathematics and science teaching skills of 
     participating teachers.
       ``(h) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section--
       ``(1) $25,000,000 for fiscal year 2008;
       ``(2) $40,000,000 for fiscal year 2009;
       ``(3) $50,000,000 for fiscal year 2010; and
       ``(4) $75,000,000 for fiscal year 2011.

                 ``CHAPTER 5--NUCLEAR SCIENCE EDUCATION

     ``SEC. 3191. NUCLEAR SCIENCE TALENT EXPANSION PROGRAM FOR 
                   INSTITUTIONS OF HIGHER EDUCATION.

       ``(a) Purposes.--The purposes of this section are--
       ``(1) to address the decline in the number of and resources 
     available to nuclear science programs of institutions of 
     higher education; and
       ``(2) to increase the number of graduates with degrees in 
     nuclear science, an area of strategic importance to the 
     economic competitiveness and energy security of the United 
     States.
       ``(b) Definition of Nuclear Science.--In this section, the 
     term `nuclear science' includes--
       ``(1) nuclear science;
       ``(2) nuclear engineering;
       ``(3) nuclear chemistry;
       ``(4) radio chemistry; and
       ``(5) health physics.
       ``(c) Establishment.--The Secretary, acting through the 
     Director, shall establish in accordance with this section a 
     program to expand and enhance institution of higher education 
     nuclear science educational capabilities.
       ``(d) Nuclear Science Program Expansion Grants for 
     Institutions of Higher Education.--
       ``(1) In general.--The Secretary, acting through the 
     Director, shall award up to 3 competitive grants for each 
     fiscal year to institutions of higher education that 
     establish new academic degree programs in nuclear science.
       ``(2) Eligibility.--To be eligible for a grant under this 
     subsection, an applicant shall partner with a National 
     Laboratory or other eligible nuclear-related entity, as 
     determined by the Secretary.
       ``(3) Criteria.--Criteria for a grant awarded under this 
     subsection shall be based on--
       ``(A) the potential to attract new students to the program;
       ``(B) academic rigor; and
       ``(C) the ability to offer hands-on learning opportunities.
       ``(4) Duration and amount.--
       ``(A) Duration.--A grant under this subsection shall be 5 
     years in duration.
       ``(B) Amount.--An institution of higher education that 
     receives a grant under this subsection shall be eligible for 
     up to $1,000,000 for each year of the grant period.
       ``(5) Use of funds.--An institution of higher education 
     that receives a grant under this subsection may use the grant 
     to--
       ``(A) recruit and retain new faculty;
       ``(B) develop core and specialized course content;
       ``(C) encourage collaboration between faculty and 
     researchers in the nuclear science field; or
       ``(D) support outreach efforts to recruit students.
       ``(e) Nuclear Science Competitiveness Grants for 
     Institutions of Higher Education.--
       ``(1) In general.--The Secretary, acting through the 
     Director shall award up to 10 competitive grants for each 
     fiscal year to institutions of higher education with existing 
     academic degree programs that produce graduates in nuclear 
     science.
       ``(2) Criteria.--Criteria for a grant awarded under this 
     subsection shall be based on the potential for increasing the 
     number and academic quality of graduates in the nuclear 
     sciences who enter into careers in nuclear-related fields.
       ``(3) Duration and amount.--
       ``(A) Duration.--A grant under this subsection shall be 5 
     years in duration.
       ``(B) Amount.--An institution of higher education that 
     receives a grant under this subsection shall be eligible for 
     up to $500,000 for each year of the grant period.
       ``(4) Use of funds.--An institution of higher education 
     that receives a grant under this subsection may use the grant 
     to--
       ``(A) increase the number of graduates in nuclear science 
     that enter into careers in the nuclear science field;
       ``(B) enhance the teaching of advanced nuclear 
     technologies;
       ``(C) aggressively pursue collaboration opportunities with 
     industry and National Laboratories;
       ``(D) bolster or sustain nuclear infrastructure and 
     research facilities of the institution of higher education, 
     such as research and training reactors or laboratories; and
       ``(E) provide tuition assistance and stipends to 
     undergraduate and graduate students.
       ``(f) Authorization of Appropriations.--
       ``(1) Nuclear science program expansion grants for 
     institutions of higher education.--There are authorized to be 
     appropriated to carry out subsection (d)--
       ``(A) $9,000,000 for fiscal year 2008;
       ``(B) $13,000,000 for fiscal year 2009;
       ``(C) $18,000,000 for fiscal year 2010; and
       ``(D) $22,500,000 for fiscal year 2011.
       ``(2) Nuclear science competitiveness grants for 
     institutions of higher education.--There are authorized to be 
     appropriated to carry out subsection (e)--
       ``(A) $11,000,000 for fiscal year 2008;
       ``(B) $16,500,000 for fiscal year 2009;
       ``(C) $22,000,000 for fiscal year 2010; and
       ``(D) $27,500,000 for fiscal year 2011.''.

     SEC. 2004. DEPARTMENT OF ENERGY EARLY-CAREER RESEARCH GRANTS.

       (a) Purpose.--It is the purpose of this section to 
     authorize research grants in the Department for early-career 
     scientists and engineers for purposes of pursuing independent 
     research.
       (b) Definition of Eligible Early-Career Researcher.--In 
     this section, the term ``eligible early-career researcher'' 
     means an individual who--
       (1) completed a doctorate or other terminal degree not more 
     than 10 years before the date of application for a grant 
     authorized under this section, except as provided in 
     subsection (c)(3); and
       (2) has demonstrated promise in the field of science, 
     technology, engineering, mathematics, computer science, or 
     computational science.
       (c) Grant Program Authorized.--
       (1) In general.--The Secretary shall award not less than 65 
     grants per year to outstanding eligible early-career 
     researchers to support the work of such researchers in the 
     Department, particularly at the National Laboratories, or 
     other federally-funded research and development centers.
       (2) Application.--An eligible early-career researcher who 
     desires to receive a grant under this section shall submit to 
     the Secretary an application at such time, in such manner, 
     and accompanied by such information as the Secretary may 
     require.

[[Page S2612]]

       (3) Waiver.--The Secretary may find eligible a candidate 
     who has completed a doctorate more than 10 years prior to the 
     date of application if the candidate was unable to conduct 
     research for a period of time because of extenuating 
     circumstances, including military service or family 
     responsibilities.
       (4) Duration and amount.--
       (A) Duration.--A grant under this section shall be 5 years 
     in duration.
       (B) Amount.--An eligible early career-researcher who 
     receives a grant under this section shall receive up to 
     $100,000 for each year of the grant period.
       (5) Use of funds.--An eligible early career-researcher who 
     receives a grant under this section shall use the grant funds 
     for basic research in natural sciences, engineering, 
     mathematics, or computer sciences at the Department, 
     particularly the National Laboratories, or other federally-
     funded research and development center.
       (6) Authorization of appropriations.--There are authorized 
     to be appropriated to carry out this section--
       (A) $13,000,000 for fiscal year 2008;
       (B) $19,500,000 for fiscal year 2009;
       (C) $26,000,000 for fiscal year 2010; and
       (D) $32,500,000 for fiscal year 2011.

     SEC. 2005. ADVANCED RESEARCH PROJECTS AUTHORITY-ENERGY.

       (a) Definitions.--In this section:
       (1) Advisory board.--The term ``Advisory Board'' means the 
     Advisory Board established under subsection (d).
       (2) Authority.--The term ``Authority'' means the Advanced 
     Research Projects Authority--Energy established under 
     subsection (b).
       (3) Director.--The term ``Director'' means the Director of 
     the Authority appointed under subsection (c)(1).
       (4) Energy technology.--The term ``energy technology'' 
     means technology, including carbon-neutral technology, used 
     for--
       (A) fossil energy;
       (B) carbon sequestration;
       (C) nuclear energy;
       (D) renewable energy;
       (E) energy distribution; or
       (F) energy efficiency technology.
       (b) Establishment.--The Secretary shall establish an 
     Advanced Research Projects Authority-Energy to overcome the 
     long-term and high-risk technological barriers in the 
     development of energy technologies.
       (c) Director.--
       (1) Appointment.--The Secretary shall appoint a Director of 
     the Authority.
       (2) Qualifications.--The Director shall be an individual 
     who, by reason of professional background and experience, is 
     especially qualified to advise the Secretary on matters 
     pertaining to long-term, high-risk programs to overcome long-
     term and high-risk technological barriers to the development 
     of energy technologies.
       (3) Duties.--The Director shall--
       (A) employ such qualified technical staff as are necessary 
     to carry out the duties of the Authority, including providing 
     staff for the Advisory Committee;
       (B) serve as the selection official for proposals relating 
     to energy technologies that are solicited within the 
     Department;
       (C) develop metrics to assist in developing funding 
     criteria and for assessing the success of existing programs;
       (D) terminate programs carried out under this section that 
     are not achieving the goals of the programs; and
       (E) perform such duties relating to long-term and high-risk 
     technological barriers in the development of energy 
     technologies as are determined to be appropriate by the 
     Secretary.
       (d) Advisory Board.--
       (1) Appointment.--The Secretary shall, consistent with the 
     Federal Advisory Committee Act (5 U.S.C. App.), establish, 
     and appoint members to, an Advisory Board to make 
     recommendations to the Secretary and the Director on actions 
     necessary to carry out this section.
       (2) Qualifications.--The Advisory Board shall consist of 
     individuals who, by reason of professional background and 
     experience, are especially qualified to advise the Secretary 
     and the Director on matters pertaining to long-term and high-
     risk technological barriers in the development of energy 
     technologies.
       (3) Term.--A member of the Advisory Board shall be 
     appointed for a term of 5 years.
       (4) Information.--Each fiscal year, individuals who carry 
     out energy technology programs of the Department and staff of 
     the Authority shall provide to the Advisory Board written 
     proposals and oral briefings on long-term and high-risk 
     technological barriers that are critical to overcome for the 
     successful development of energy technologies.
       (5) Duties.--Each fiscal year, the Advisory Board shall--
       (A) recommend to the Secretary and the Director--
       (i) in order of priority, proposals of energy programs of 
     the Department that are critical to overcoming long-term and 
     high-risk technological barriers to enable the successful 
     development of energy technologies; and
       (ii) additional programs not covered in the proposals that 
     are critical to overcoming the barriers described in clause 
     (i); and
       (B) based on the metrics described in subsection (c)(3)(C), 
     make recommendations to the Secretary and the Directory 
     concerning whether programs funded under this section are 
     achieving the goals of the programs.
       (e) Review.--Not later than 1 year after the date of 
     enactment of this Act, the Secretary shall enter into an 
     agreement with the National Academy of Sciences under which 
     the Academy shall--
       (1) conduct reviews during each of calendar years 2010 and 
     2012 to determine the success of the activities carried out 
     under this section; and
       (2) submit to Congress, the Secretary, and the Director a 
     report describing the results of each review.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated such sums as are necessary to carry out 
     this section for each of fiscal years 2008 through 2011.

     SEC. 2006. AUTHORIZATION OF APPROPRIATIONS FOR THE DEPARTMENT 
                   OF ENERGY FOR BASIC RESEARCH.

       Section 971(b) of the Energy Policy Act of 2005 (42 U.S.C. 
     16311(b)) is amended--
       (1) in paragraph (2), by striking ``and'' at the end;
       (2) in paragraph (3)--
       (A) by striking ``$5,200,000,000'' and inserting 
     ``$4,800,000,000''; and
       (B) by striking the period at the end and inserting a 
     semicolon; and
       (3) by adding at the end the following:
       ``(4) $4,945,000,000 for fiscal year 2010; and
       ``(5) $5,265,000,000 for fiscal year 2011.''.

     SEC. 2007. DISCOVERY SCIENCE AND ENGINEERING INNOVATION 
                   INSTITUTES.

       (a) In General.--The Secretary shall establish distributed, 
     multidisciplinary institutes (referred to in this section as 
     ``Institutes'') centered at National Laboratories to apply 
     fundamental science and engineering discoveries to 
     technological innovations related to the missions of the 
     Department and the global competitiveness of the United 
     States.
       (b) Topical Areas.--The Institutes shall support scientific 
     and engineering research and education activities on critical 
     emerging technologies determined by the Secretary to be 
     essential to global competitiveness, including activities 
     related to--
       (1) sustainable energy technologies;
       (2) multi-scale materials and processes;
       (3) micro- and nano-engineering;
       (4) computational and information engineering; and
       (5) genomics and proteomics.
       (c) Partnerships.--In carrying out this section, the 
     Secretary shall establish partnerships between the Institutes 
     and--
       (1) institutions of higher education to--
       (A) train undergraduate and graduate engineering and 
     science students;
       (B) develop innovative educational curricula; and
       (C) conduct research within the topical areas described in 
     subsection (b);
       (2) private industry to develop innovative technologies 
     within the topical areas described in subsection (b);
       (3) State and local governments to promote regionally-based 
     commercialization and entrepreneurship; and
       (4) financing entities to guide successful technology 
     commercialization.
       (d) Merit-Based Selection.--The selection of Institutes 
     under this section shall be merit-based and made through an 
     open, competitive selection process.
       (e) Restriction.--Not more than 3 Institutes shall receive 
     grants for a fiscal year.
       (f) Review.--The Secretary shall enter into an agreement 
     with the National Academy of Sciences under which the Academy 
     shall, not later than 3 and 6 years after the date of 
     enactment of this Act--
       (1) review the performance of the Institutes under this 
     section; and
       (2) submit to Congress and the Secretary a report 
     describing the results of the review.
       (g) Authorization of Appropriations.--There is authorized 
     to be appropriated to carry out the activities of each 
     Institute selected under this section $10,000,000 for each of 
     fiscal years 2008 through 2011.

     SEC. 2008. PROTECTING AMERICA'S COMPETITIVE EDGE (PACE) 
                   GRADUATE FELLOWSHIP PROGRAM.

       (a) Definition of Eligible Student.--In this section, the 
     term ``eligible student'' means a student who attends an 
     institution of higher education that offers a doctoral degree 
     in a field relevant to a mission area of the Department.
       (b) Establishment.--The Secretary shall establish a 
     graduate fellowship program for eligible students pursuing a 
     doctoral degree in a mission area of the Department.
       (c) Selection.--
       (1) In general.--The Secretary shall award fellowships to 
     eligible students under this section through a competitive 
     merit review process (involving written and oral interviews) 
     that will result in a wide distribution of awards throughout 
     the United States.
       (2) Criteria.--The Secretary shall establish selection 
     criteria for awarding fellowships under this section that 
     require an eligible student to--
       (A) pursue a field of science or engineering of importance 
     to the mission area of the Department;
       (B) rank in the upper 10 percent of the class of the 
     eligible student;
       (C) demonstrate to the Secretary--
       (i) the capacity to understand technical topics related to 
     the fellowship that can be derived from the first principles 
     of the technical topics;
       (ii) imagination and creativity;
       (iii) leadership skills in organizations or intellectual 
     endeavors, demonstrated through awards and past experience; 
     and
       (iv) excellent verbal and communication skills to explain, 
     defend, and demonstrate an understanding of technical 
     subjects related to the fellowship; and

[[Page S2613]]

       (D) be a citizen or legal permanent resident of the United 
     States.
       (d) Awards.--
       (1) Amount.--A fellowship awarded under this section 
     shall--
       (A) provide an annual living stipend; and
       (B) cover--
       (i) graduate tuition at an institution of higher education; 
     and
       (ii) incidental expenses associated with curricula and 
     research at the institution of higher education (including 
     books, computers and software).
       (2) Duration.--A fellowship awarded under this section 
     shall be for a period of not greater than 5 years.
       (3) Portability.--A fellowship awarded under this section 
     shall be portable with the fellow.
       (e) Administration.--The Secretary (acting through the 
     Director of Mathematics, Science, and Engineering 
     Education)--
       (1) shall administer the program established under this 
     section; and,
       (2) may enter into a contract with a nonprofit entity to 
     administer the program, including the selection and award of 
     fellowships.
       (f) Authorization of Appropriations.--
       (1) Fellowships.--There are authorized to be appropriated 
     to award fellowships under this section--
       (A) $9,300,000 for 200 fellowships for fiscal year 2008;
       (B) $14,500,000 for 300 fellowships for fiscal year 2009 
     (including non-expiring fellowships for prior fiscal years);
       (C) $25,000,000 for 500 fellowships for fiscal year 2010 
     (including non-expiring fellowships for prior fiscal years); 
     and
       (D) $35,500,000 for 700 fellowships for fiscal year 2011 
     (including non-expiring fellowships for prior fiscal years).
       (2) Administration.--There are authorized to be 
     appropriated for administrative expenses incurred in carrying 
     out this section--
       (A) $1,000,000 for fiscal year 2008;
       (B) $1,500,000 for fiscal year 2009;
       (C) $2,500,000 for fiscal year 2010; and
       (D) $3,500,000 for fiscal year 2011.

     SEC. 2009. TITLE IX COMPLIANCE.

       (a) In General.--Not later than 180 days after the date of 
     enactment of this Act, the Secretary of Energy shall submit 
     to the Committee on Energy and Commerce of the House of 
     Representatives and the Committee on Energy and Natural 
     Resources of the Senate a report that describes actions taken 
     by the Department of Energy to implement the recommendations 
     in the report of the Government Accountability Office 
     numbered 04-639.
       (b) Compliance.--To comply with title IX of the Education 
     Amendments of 1972 (20 U.S.C. 1681 et seq.), the Secretary of 
     Energy shall annually conduct compliance reviews of at least 
     2 recipients of Department of Energy grants.

     SEC. 2010. HIGH-RISK, HIGH-REWARD RESEARCH.

       (a) Definition of High-Risk, High-Reward Research.--In this 
     section, the term ``high-risk, high reward research'' means 
     research that--
       (1) has the potential for yielding results with far-ranging 
     implications;
       (2) is too novel or spans too diverse a range of 
     disciplines to fare well in the traditional peer review 
     process; and
       (3) is supportive of the missions of the sponsoring agency.
       (b) Establishment of Grant Programs.--
       (1) Energy grant program.--The Secretary shall establish a 
     grant program to encourage the conduct of high-risk, high-
     reward research at the Department.
       (2) Geological grant program.--The Director of the United 
     States Geological Survey shall establish a grant program to 
     encourage the conduct of high-risk, high-reward research at 
     the United States Geological Survey.

     SEC. 2011. DISTINGUISHED SCIENTIST PROGRAM.

       (a) Purpose.--The purpose of this section is to promote 
     scientific and academic excellence through collaborations 
     between institutions of higher education and the National 
     Laboratories.
       (b) Establishment.--The Secretary shall establish a program 
     to support the joint appointment of distinguished scientists 
     by institutions of higher education and National 
     Laboratories.
       (c) Qualifications.--Successful candidates under this 
     section shall be persons who, by reason of professional 
     background and experience, are able to bring international 
     recognition to the appointing institution of higher education 
     and National Laboratory in their field of scientific 
     endeavor.
       (d) Selection.--A distinguished scientist appointed under 
     this section shall be selected through an open, competitive 
     process.
       (e) Appointment.--
       (1) Institution of higher education.--An appointment by an 
     institution of higher education under this section shall be 
     filled within the tenure allotment of the institution of 
     higher education at a minimum rank of professor.
       (2) National laboratory.--An appointment by a National 
     Laboratory under this section shall be at the rank of the 
     highest grade of distinguished scientist or technical staff 
     of the National Laboratory.
       (f) Duration.--An appointment under this section shall be 
     for 6 years, consisting of 2 3-year funding allotments.
       (g) Use of Funds.--Funds made available under this section 
     may be used for--
       (1) the salary of the distinguished scientist and support 
     staff;
       (2) undergraduate, graduate, and post-doctoral 
     appointments;
       (3) research-related equipment;
       (4) professional travel; and
       (5) such other requirements as the Director determines are 
     necessary to carry out the purpose of the program.
       (h) Review.--
       (1) In general.--The appointment of a distinguished 
     scientist under this section shall be reviewed at the end of 
     the first 3-year allotment for the distinguished scientist 
     through an open peer-review process to determine whether the 
     appointment is meeting the purpose of this section under 
     subsection (a).
       (2) Funding.--Funding of the appointment of the 
     distinguished scientist for the second 3-year allotment shall 
     be determined based on the review conducted under paragraph 
     (1).
       (i) Cost Sharing.--To be eligible for assistance under this 
     section, an appointing institution of higher education shall 
     pay at least 50 percent of the total costs of the 
     appointment.
       (j) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section--
       (1) $30,000,000 for fiscal year 2008 (to support up to 30 
     appointments under this section);
       (2) $60,000,000 for fiscal year 2009 (to support up to 60 
     such appointments); and
       (3) $100,000,000 for each of fiscal years 2010 and 2011 (to 
     support up to 100 such appointments).

                         DIVISION C--EDUCATION

     SEC. 3001. FINDINGS.

       Congress makes the following findings:
       (1) A well-educated population is essential to retaining 
     America's competitiveness in the global economy.
       (2) The United States needs to build on and expand the 
     impact of existing programs by taking additional, well-
     coordinated steps to ensure that all students are able to 
     obtain the knowledge the students need to obtain 
     postsecondary education and participate successfully in the 
     workforce or the Armed Forces.
       (3) The next steps must be informed by independent 
     information on the effectiveness of current programs in 
     science, technology, engineering, and mathematics education, 
     and by identification of best practices that can be 
     replicated.
       (4) Teacher preparation and elementary school and secondary 
     school programs and activities must be aligned with the 
     requirements of the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 6301 et seq.) and the requirements of the 
     Higher Education Act of 1965 (20 U.S.C. 1001 et seq.).
       (5) The ever increasing knowledge and skill demands of the 
     21st century require that secondary school preparation and 
     requirements be better aligned with the knowledge and skills 
     needed to succeed in postsecondary education and the 
     workforce, and States need better data systems to track 
     educational achievement from prekindergarten through 
     baccalaureate degrees.

     SEC. 3002. DEFINITIONS.

       (a) ESEA Definitions.--Unless otherwise specified in this 
     division, the terms used in this division have the meanings 
     given the terms in section 9101 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 7801).
       (b) Other Definitions.--In this division:
       (1) Critical foreign language.--The term ``critical foreign 
     language'' means a foreign language that the Secretary 
     determines, in consultation with the heads of such Federal 
     departments and agencies as the Secretary determines 
     appropriate, is critical to the national security and 
     economic competitiveness of the United States.
       (2) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.

                      TITLE I--TEACHER ASSISTANCE

            Subtitle A--Teachers for a Competitive Tomorrow

     SEC. 3111. PURPOSE.

       The purpose of this subtitle is--
       (1) to develop and implement programs to provide integrated 
     courses of study in mathematics, science, engineering, or 
     critical foreign languages, and teacher education, that lead 
     to a baccalaureate degree with concurrent teacher 
     certification; and
       (2) to develop and implement 2- or 3-year part-time 
     master's degree programs in mathematics, science, or critical 
     foreign language education for teachers in order to enhance 
     the teachers' content knowledge and pedagogical skills.

     SEC. 3112. DEFINITIONS.

       In this subtitle:
       (1) Children from low-income families.--The term ``children 
     from low-income families'' means children described in 
     section 1124(c)(1)(A) of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6333(c)(1)(A)).
       (2) Eligible recipient.--The term ``eligible recipient'' 
     means an institution of higher education that receives grant 
     funds under this subtitle on behalf of a department of 
     mathematics, engineering, science, or critical foreign 
     language for use in carrying out activities assisted under 
     this subtitle.
       (3) High-need local educational agency.--The term ``high-
     need local educational agency'' means a local educational 
     agency or educational service agency--
       (A)(i) that serves not fewer than 10,000 children from low-
     income families;
       (ii) for which not less than 20 percent of the children 
     served by the agency are children from low-income families; 
     or

[[Page S2614]]

       (iii) with a total of less than 600 students in average 
     daily attendance at the schools that are served by the agency 
     and all of whose schools are designated with a school locale 
     code of 6, 7, or 8, as determined by the Secretary; and
       (B)(i) for which there is a high percentage of teachers 
     providing instruction in academic subject areas or grade 
     levels for which the teachers are not highly qualified; or
       (ii) for which there is a high teacher turnover rate or a 
     high percentage of teachers with emergency, provisional, or 
     temporary certification or licensure.
       (4) Highly qualified.--The term ``highly qualified'' has 
     the meaning given such term in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801) and, 
     with respect to special education teachers, in section 602 of 
     the Individuals with Disabilities Education Act (20 U.S.C. 
     1401).
       (5) Partnership.--The term ``partnership'' means a 
     partnership that--
       (A) shall include--
       (i) an eligible recipient;
       (ii) a department within the eligible recipient that 
     provides a program of study in mathematics, engineering, 
     science, or critical foreign languages;
       (iii)(I) a school or department within the eligible 
     recipient that provides a teacher preparation program; or
       (II) a 2-year institution of higher education that has a 
     teacher preparation offering or a dual enrollment program 
     with the eligible recipient; and
       (iv) not less than 1 high-need local educational agency and 
     a public school or a consortium of public schools served by 
     the agency; and
       (B) may include a nonprofit organization that has the 
     capacity to provide expertise or support to meet the purposes 
     of this subtitle.
       (6) Teaching skills.--The term ``teaching skills'' means 
     the ability to--
       (A) increase student achievement;
       (B) effectively convey and explain academic subject matter;
       (C) employ strategies that--
       (i) are based on scientifically based research;
       (ii) are specific to academic subject matter; and
       (iii) focus on the identification of, and tailoring of 
     academic instruction to, students' specific learning needs, 
     particularly children with disabilities, students who are 
     limited English proficient, and students who are gifted and 
     talented;
       (D) conduct ongoing assessment of student learning;
       (E) effectively manage a classroom; and
       (F) communicate and work with parents and guardians, and 
     involve parents and guardians in their children's education.

     SEC. 3113. PROGRAMS FOR BACCALAUREATE DEGREES IN MATHEMATICS, 
                   SCIENCE, ENGINEERING, OR CRITICAL FOREIGN 
                   LANGUAGES, WITH CONCURRENT TEACHER 
                   CERTIFICATION.

       (a) Program Authorized.--From the amounts made available to 
     carry out this section under section 3116(1) and not reserved 
     under section 3115(d) for a fiscal year, the Secretary is 
     authorized to award grants, on a competitive basis, to 
     eligible recipients to enable partnerships served by the 
     eligible recipients to develop and implement programs to 
     provide courses of study in mathematics, science, 
     engineering, or critical foreign languages that--
       (1) are integrated with teacher education; and
       (2) lead to a baccalaureate degree with concurrent teacher 
     certification.
       (b) Application.--Each eligible recipient desiring a grant 
     under this section shall submit an application to the 
     Secretary at such time and in such manner as the Secretary 
     may require. Each application shall--
       (1) describe the program for which assistance is sought;
       (2) describe how a department of mathematics, science, 
     engineering, or a critical foreign language participating in 
     the partnership will ensure significant collaboration with a 
     teacher preparation program in the development of 
     undergraduate degrees in mathematics, science, engineering, 
     or a critical foreign language, with concurrent teacher 
     certification, including providing student teaching and other 
     clinical classroom experiences;
       (3) describe the high-quality research, laboratory, or 
     internship experiences, integrated with coursework, that will 
     be provided under the program;
       (4) describe how members of groups that are 
     underrepresented in the teaching of mathematics, science, or 
     critical foreign languages will be encouraged to participate 
     in the program;
       (5) describe how program participants will be encouraged to 
     teach in schools determined by the partnership to be most in 
     need, and what assistance in finding employment in such 
     schools will be provided;
       (6) describe the ongoing activities and services that will 
     be provided to graduates of the program;
       (7) describe how the activities of the partnership will be 
     coordinated with any activities funded through other Federal 
     grants, and how the partnership will continue the activities 
     assisted under the program when the grant period ends;
       (8) describe how the partnership will assess the content 
     knowledge and teaching skills of the program participants; 
     and
       (9) provide any other information the Secretary may 
     reasonably require.
       (c) Authorized Activities.--
       (1) In general.--Each eligible recipient receiving a grant 
     under this section shall use the grant funds to enable a 
     partnership to develop and implement a program to provide 
     courses of study in mathematics, science, engineering, or a 
     critical foreign language that--
       (A) are integrated with teacher education programs that 
     promote effective teaching skills; and
       (B) lead to a baccalaureate degree in mathematics, science, 
     engineering, or a critical foreign language with concurrent 
     teacher certification.
       (2) Program requirements.--The program shall--
       (A) provide high-quality research, laboratory, or 
     internship experiences for program participants;
       (B) provide student teaching or other clinical classroom 
     experiences that--
       (i) are integrated with coursework; and
       (ii) lead to the participants' ability to demonstrate 
     effective teaching skills;
       (C) if implementing a program in which program participants 
     are prepared to teach mathematics or science courses, include 
     strategies for improving student literacy;
       (D) encourage the participation of individuals who are 
     members of groups that are underrepresented in the teaching 
     of mathematics, science or critical foreign languages;
       (E) encourage participants to teach in schools determined 
     by the partnership to be most in need, and actively assist 
     the participants in finding employment in such schools;
       (F) offer training in the use of and integration of 
     educational technology;
       (G) collect data regarding and evaluate, using measurable 
     objectives and benchmarks, the extent to which the program 
     succeeded in--
       (i) increasing the percentage of highly qualified 
     mathematics, science, or critical foreign language teachers, 
     including increasing the percentage of such teachers teaching 
     in those schools determined by the partnership to be most in 
     need;
       (ii) improving student academic achievement in mathematics 
     and science;
       (iii) increasing the number of students in secondary 
     schools enrolled in upper level mathematics and science 
     courses; and
       (iv) increasing the numbers of elementary school, middle 
     school, and secondary school students enrolled in and 
     continuing in critical foreign language courses;
       (H) collect data on the employment placement of all 
     graduates of the program, including information on how many 
     graduates are teaching and in what kinds of schools;
       (I) provide ongoing activities and services to graduates of 
     the program who teach elementary school, middle school, or 
     secondary school, by--
       (i) keeping the graduates informed of the latest 
     developments in their respective academic fields; and
       (ii) supporting the graduates of the program who are 
     employed in schools in the local educational agency 
     participating in the partnership during the initial years of 
     teaching through--

       (I) induction programs;
       (II) promotion of effective teaching skills; and
       (III) providing opportunities for regular professional 
     development; and

       (J) develop recommendations to improve the teacher 
     preparation program participating in the partnership.
       (d) Annual Report.--Each eligible recipient receiving a 
     grant under this section shall collect and report to the 
     Secretary annually such information as the Secretary may 
     reasonably require, including--
       (1) the number of participants in the program;
       (2) information on the academic majors of participating 
     students;
       (3) the race, gender, income, and disability status of 
     program participants;
       (4) the employment placement of program participants as 
     teachers in schools determined by the partnership to be most 
     in need;
       (5) the extent to which the program succeeded in meeting 
     the objectives and benchmarks described in subsection 
     (c)(2)(G); and
       (6) the data collected under subparagraphs (G) and (H) of 
     subsection (c)(2).
       (e) Technical Assistance.--From the funds made available 
     under section 3116(1), the Secretary may provide technical 
     assistance to an eligible recipient developing a 
     baccalaureate degree program with concurrent teacher 
     certification, including technical assistance provided 
     through a grant or contract awarded on a competitive basis to 
     an institution of higher education or a technical assistance 
     center.

     SEC. 3114. PROGRAMS FOR MASTER'S DEGREES IN MATHEMATICS, 
                   SCIENCE, OR CRITICAL FOREIGN LANGUAGES 
                   EDUCATION.

       (a) Program Authorized.--From the amounts made available to 
     carry out this section under section 3116(2) and not reserved 
     under section 3115(d) for a fiscal year, the Secretary is 
     authorized to award grants, on a competitive basis, to 
     eligible recipients to enable the partnerships served by the 
     eligible recipients to develop and implement 2- or 3-year 
     part-time master's degree programs in mathematics, science, 
     or critical foreign language education for teachers in order 
     to enhance the teacher's content knowledge and teaching 
     skills.
       (b) Application.--Each eligible recipient desiring a grant 
     under this section shall submit an application to the 
     Secretary at such time and in such manner as the Secretary 
     may require. Each application shall describe--

[[Page S2615]]

       (1) how a department of mathematics, science, or a critical 
     foreign language will ensure significant collaboration with a 
     teacher preparation program in the development of master's 
     degree programs in mathematics, science, or a critical 
     foreign language for teachers that enhance the teachers' 
     content knowledge and teaching skills;
       (2) the role of the local educational agency in the 
     partnership in developing and administering the program and 
     how feedback from the local educational agency, school, and 
     participants will be used to improve the program;
       (3) how the program will help increase the percentage of 
     highly qualified mathematics, science, or critical foreign 
     language teachers, including increasing the percentage of 
     such teachers teaching in schools determined by the 
     partnership to be most in need;
       (4) how the program will--
       (A) improve student academic achievement in mathematics and 
     science and increase the number of students taking upper-
     level courses in such subjects; or
       (B) increase the numbers of elementary school, middle 
     school, and secondary school students enrolled and continuing 
     in critical foreign language courses;
       (5) how the program will prepare teachers to become more 
     effective mathematics, science, or critical foreign language 
     teachers;
       (6) how the program will prepare teachers to assume 
     leadership roles in their schools;
       (7) how teachers who are members of groups that are 
     underrepresented in the teaching of mathematics, science, or 
     critical foreign languages and teachers from schools 
     determined by the partnership to be most in need will be 
     encouraged to apply for and participate in the program;
       (8) the ongoing activities and services that will be 
     provided to graduates of the program;
       (9) how the partnership will continue the activities 
     assisted under the grant when the grant period ends; and
       (10) how the partnership will assess, during the program, 
     the content knowledge and teaching skills of teachers 
     participating in the program.
       (c) Authorized Activities.--Each eligible recipient 
     receiving a grant under this section shall use the grant 
     funds to develop and implement a 2- or 3-year part-time 
     master's degree program in mathematics, science, or critical 
     foreign language education for teachers in order to enhance 
     the teachers' content knowledge and teaching skills. The 
     program shall--
       (1) promote effective teaching skills so the teachers 
     participating in the program become more effective 
     mathematics, science, or critical foreign language teachers;
       (2) prepare teachers to assume leadership roles in their 
     schools by participating in activities such as teacher 
     mentoring, development of curricula that integrate state of 
     the art applications of mathematics and science into the 
     classroom, working with school administrators in establishing 
     in-service professional development of teachers, and 
     assisting in evaluating data and assessments to improve 
     student academic achievement;
       (3) use high-quality research, laboratory, or internship 
     experiences for program participants that are integrated with 
     coursework;
       (4) provide student teaching or clinical classroom 
     experience;
       (5) if implementing a program in which participants are 
     prepared to teach mathematics or science courses, provide 
     strategies for improving student literacy;
       (6) align the content knowledge in the master's degree 
     program with challenging student academic achievement 
     standards and challenging academic content standards 
     established by the State in which the program is conducted;
       (7) encourage the participation of--
       (A) individuals who are members of groups that are 
     underrepresented in the teaching of mathematics, science, or 
     critical foreign languages; and
       (B) teachers teaching in schools determined by the 
     partnership to be most in need;
       (8) offer tuition assistance, based on need, as 
     appropriate; and
       (9) evaluate and report on the impact of the program, in 
     accordance with subsection (d).
       (d) Evaluation and Report.--Each eligible recipient 
     receiving a grant under this section shall evaluate, using 
     measurable objectives and benchmarks, and provide an annual 
     report to the Secretary regarding, the extent to which the 
     program assisted under this section succeeded in increasing 
     the following:
       (1) The number and percentage of mathematics, science, or 
     critical foreign language teachers who have a master's degree 
     and meet 1 or more of the following requirements:
       (A) Are teaching in schools determined by the partnership 
     to be most in need, and taught in such schools prior to 
     participation in the program.
       (B) Are teaching in schools determined by the partnership 
     to be most in need, and did not teach in such schools prior 
     to participation in the program.
       (C) Are members of a group underrepresented in the teaching 
     of mathematics, science, or a critical foreign language.
       (2) The retention of teachers who participate in the 
     program.

     SEC. 3115. GENERAL PROVISIONS.

       (a) Duration of Grants.--The Secretary shall award each 
     grant under this subtitle for a period of not more than 5 
     years.
       (b) Matching Requirement.--Each eligible recipient that 
     receives a grant under this section shall provide, from non-
     Federal sources, an amount equal to 50 percent of the amount 
     of the grant (which may be provided in cash or in kind) to 
     carry out the activities supported by the grant.
       (c) Supplement, Not Supplant.--Grant funds provided under 
     this subtitle shall be used to supplement, and not supplant, 
     other Federal or State funds.
       (d) Evaluation.--From amounts made available for any fiscal 
     year under section 3116, the Secretary shall reserve such 
     sums as may be necessary--
       (1) to provide for the conduct of an annual independent 
     evaluation, by grant or by contract, of the activities 
     assisted under this subtitle, which shall include an 
     assessment of the impact of the activities on student 
     academic achievement; and
       (2) to prepare and submit an annual report on the results 
     of the evaluation described in paragraph (1) to the Committee 
     on Health, Education, Labor, and Pensions of the Senate, the 
     Committee on Education and the Workforce of the House of 
     Representatives, and the Committees on Appropriations of the 
     Senate and House of Representatives.

     SEC. 3116. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to carry out this 
     section $210,000,000 for fiscal year 2008, and such sums as 
     may be necessary for each of the 3 succeeding fiscal years, 
     of which--
       (1) 57.1 percent shall be available to carry out section 
     3113 for fiscal year 2008 and each succeeding fiscal year; 
     and
       (2) 42.9 percent shall be available to carry out section 
     3114 for fiscal year 2008 and each succeeding fiscal year.

Subtitle B--Advanced Placement and International Baccalaureate Programs

     SEC. 3121. PURPOSE.

       It is the purpose of this subtitle--
       (1) to raise academic achievement through Advanced 
     Placement and International Baccalaureate programs by 
     increasing, by 70,000, over a 4-year period beginning in 
     2008, the number of teachers serving high-need schools who 
     are qualified to teach Advanced Placement or International 
     Baccalaureate courses in mathematics, science, and critical 
     foreign languages;
       (2) to increase, to 700,000 per year, the number of 
     students attending high-need schools who--
       (A) take and score a 3, 4, or 5 on an Advanced Placement 
     examination in mathematics, science, or a critical foreign 
     language administered by the College Board; or
       (B) achieve a passing score on an examination administered 
     by the International Baccalaureate Organization in such a 
     subject;
       (3) to increase the availability of, and enrollment in, 
     Advanced Placement or International Baccalaureate courses in 
     mathematics, science, and critical foreign languages, and 
     pre-Advanced Placement or pre-International Baccalaureate 
     courses in such subjects, in high-need schools; and
       (4) to support statewide efforts to increase the 
     availability of, and enrollment in, Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     and critical foreign languages, and pre-Advanced Placement or 
     pre-International Baccalaureate courses in such subjects, in 
     high-need schools.

     SEC. 3122. DEFINITIONS.

       In this subtitle:
       (1) Advanced placement or international baccalaureate 
     course.--The term ``Advanced Placement or International 
     Baccalaureate course'' means a course of college-level 
     instruction provided to middle or secondary school students, 
     terminating in an examination administered by the College 
     Board or the International Baccalaureate Organization, or 
     another such examination approved by the Secretary.
       (2) Eligible entity.--The term ``eligible entity'' means--
       (A) a State educational agency;
       (B) a local educational agency; or
       (C) a partnership consisting of--
       (i) a national, regional, or statewide nonprofit 
     organization, with expertise and experience in providing 
     Advanced Placement or International Baccalaureate services; 
     and
       (ii) a State educational agency or local educational 
     agency.
       (3) Low-income student.--The term ``low-income student'' 
     has the meaning given the term ``low-income individual'' in 
     section 1707(3) of the Elementary and Secondary Education Act 
     of 1965 (20 U.S.C. 6537(3)).
       (4) High concentration of low-income students.--The term 
     ``high concentration of low-income students'' has the meaning 
     given the term in section 1707(2) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6537(2)).
       (5) High-need local educational agency.--The term ``high-
     need local educational agency'' means a local educational 
     agency or educational service agency described in 3112(3)(A).
       (6) High-need school.--The term ``high-need school'' means 
     a middle school or secondary school--
       (A) with a pervasive need for Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     or critical foreign languages, or for additional Advanced 
     Placement or International Baccalaureate courses in such a 
     subject; and
       (B)(i) with a high concentration of low-income students; or

[[Page S2616]]

       (ii) designated with a school locale code of 6, 7 or 8, as 
     determined by the Secretary.

     SEC. 3123. ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE 
                   PROGRAMS.

       (a) Program Authorized.--From the amounts appropriated 
     under subsection (l), the Secretary is authorized to award 
     grants, on a competitive basis, to eligible entities to 
     enable the eligible entities to carry out the authorized 
     activities described in subsection (g).
       (b) Duration of Grants.--The Secretary may award grants 
     under this section for a period of not more than 5 years.
       (c) Coordination.--The Secretary shall coordinate the 
     activities carried out under this section with the activities 
     carried out under section 1705 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6535).
       (d) Priority.--In awarding grants under this section, the 
     Secretary shall give priority to eligible entities that are 
     part of a statewide strategy for increasing the availability 
     of Advanced Placement or International Baccalaureate courses 
     in mathematics, science, and critical foreign languages, and 
     pre-Advanced Placement or pre-International Baccalaureate 
     courses in such subjects, in high-need schools.
       (e) Equitable Distribution.--The Secretary, to the extent 
     practicable, shall--
       (1) ensure an equitable geographic distribution of grants 
     under this section among the States; and
       (2) promote an increase in participation in Advanced 
     Placement or International Baccalaureate mathematics, 
     science, and critical foreign language courses and 
     examinations in all States.
       (f) Application.--
       (1) In general.--Each eligible entity desiring a grant 
     under this section shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information as the Secretary may reasonably require.
       (2) Contents.--The application shall, at a minimum, include 
     a description of--
       (A) the goals and objectives for the project, including--
       (i) increasing the number of teachers serving high-need 
     schools who are qualified to teach Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     or critical foreign languages;
       (ii) increasing the number of qualified teachers serving 
     high-need schools who are teaching Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     or critical foreign languages to students in the high-need 
     schools;
       (iii) increasing the number of Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     and critical foreign languages that are available to students 
     attending high-need schools; and
       (iv) increasing the number of students attending a high-
     need school, particularly low-income students, who enroll in 
     and pass--

       (I) Advanced Placement or International Baccalaureate 
     courses in mathematics, science, or critical foreign 
     languages; and
       (II) pre-Advanced Placement or pre-International 
     Baccalaureate courses in such a subject (where provided in 
     accordance with subparagraph (B));

       (B) how the eligible entity will ensure that students have 
     access to courses, including pre-Advanced Placement and pre-
     International Baccalaureate courses, that will prepare the 
     students to enroll and succeed in Advanced Placement or 
     International Baccalaureate courses in mathematics, science, 
     or critical foreign languages;
       (C) how the eligible entity will provide professional 
     development for teachers assisted under this section;
       (D) how the eligible entity will ensure that teachers 
     serving high-need schools are qualified to teach Advanced 
     Placement or International Baccalaureate courses in 
     mathematics, science, or critical foreign languages;
       (E) how the eligible entity will provide for the 
     involvement of business and community organizations and other 
     entities, including institutions of higher education, in the 
     activities to be assisted; and
       (F) how the eligible entity will use funds received under 
     this section, including how the eligible entity will evaluate 
     the success of its project.
       (g) Authorized Activities.--
       (1) In general.--Each eligible entity that receives a grant 
     under this section shall use the grant funds to carry out 
     activities designed to increase--
       (A) the number of qualified teachers serving high-need 
     schools who are teaching Advanced Placement or International 
     Baccalaureate courses in mathematics, science, or critical 
     foreign languages; and
       (B) the number of students attending high-need schools who 
     enroll in, and pass, the examinations for such Advanced 
     Placement or International Baccalaureate courses.
       (2) Permissive activities.--The activities described in 
     paragraph (1) may include--
       (A) teacher professional development, in order to expand 
     the pool of teachers in the participating State, local 
     educational agency, or high-need school who are qualified to 
     teach Advanced Placement or International Baccalaureate 
     courses in mathematics, science, or critical foreign 
     languages;
       (B) pre-Advanced Placement or pre-International 
     Baccalaureate course development and professional 
     development;
       (C) coordination and articulation between grade levels to 
     prepare students to enroll and succeed in Advanced Placement 
     or International Baccalaureate courses in mathematics, 
     science, or critical foreign languages;
       (D) purchase of instructional materials;
       (E) activities to increase the availability of, and 
     participation in, online Advanced Placement or International 
     Baccalaureate courses in mathematics, science, and critical 
     foreign languages;
       (F) reimbursing low-income students attending high-need 
     schools for part or all of the cost of Advanced Placement or 
     International Baccalaureate examination fees;
       (G) carrying out subsection (j), relating to collecting and 
     reporting data;
       (H) in the case of a State educational agency that receives 
     a grant under this section, awarding subgrants to local 
     educational agencies to enable the local educational agencies 
     to carry out authorized activities described in subparagraphs 
     (A) through (G); and
       (I) providing salary increments or bonuses to teachers 
     serving high-need schools who--
       (i) become qualified to teach, and teach, Advanced 
     Placement or International Baccalaureate courses in 
     mathematics, science, or a critical foreign language; or
       (ii) increase the number of low-income students, who take 
     Advanced Placement or International Baccalaureate 
     examinations in mathematics, science, or a critical foreign 
     language with the goal of successfully passing such 
     examinations.
       (h) Matching Requirement.--
       (1) In general.--Subject to paragraph (2), each eligible 
     entity that receives a grant under this section shall 
     provide, toward the cost of the activities assisted under the 
     grant, from non-Federal sources, an amount equal to 200 
     percent of the amount of the grant, except that an eligible 
     entity that is a high-need local educational agency shall 
     provide an amount equal to not more than 100 percent of the 
     amount of the grant.
       (2) Waiver.--The Secretary may waive all or part of the 
     matching requirement described in paragraph (1) for any 
     fiscal year for an eligible entity described in subparagraph 
     (A) or (B) of section 3122(2), if the Secretary determines 
     that applying the matching requirement to such eligible 
     entity would result in serious hardship or an inability to 
     carry out the authorized activities described in subsection 
     (g).
       (i) Supplement Not Supplant.--Grant funds provided under 
     this section shall be used to supplement, not supplant, other 
     Federal and non-Federal funds available to carry out the 
     activities described in subsection (g).
       (j) Collecting and Reporting Requirements.--
       (1) Report.--Each eligible entity receiving a grant under 
     this section shall collect and report to the Secretary 
     annually such data on the results of the grant as the 
     Secretary may reasonably require, including data regarding--
       (A) the number of students enrolling in Advanced Placement 
     or International Baccalaureate courses in mathematics, 
     science, or a critical foreign language, and pre-Advanced 
     Placement or pre-International Baccalaureate courses in such 
     a subject, and the distribution of grades those students 
     receive;
       (B) the number of students taking Advanced Placement or 
     International Baccalaureate examinations in mathematics, 
     science, or a critical foreign language, and the distribution 
     of scores on those examinations;
       (C) the number of teachers receiving training in teaching 
     Advanced Placement or International Baccalaureate courses in 
     mathematics, science, or a critical foreign language who will 
     be teaching such courses in the next school year;
       (D) the number of teachers becoming qualified to teach 
     Advanced Placement or International Baccalaureate courses in 
     mathematics, science, or a critical foreign language; and
       (E) the number of qualified teachers who are teaching 
     Advanced Placement or International Baccalaureate courses in 
     mathematics, science, or critical foreign languages to 
     students in a high-need school.
       (2) Reporting of data.--Each eligible entity receiving a 
     grant under this section shall report data required under 
     paragraph (1)--
       (A) disaggregated by subject area;
       (B) in the case of student data, disaggregated in the same 
     manner as information is disaggregated under section 
     1111(h)(1)(C)(i) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311(h)(1)(C)(i)); and
       (C) to the extent feasible, in a manner that allows 
     comparison of conditions before, during, and after the 
     project.
       (k) Evaluation and Report.--From the amount made available 
     for any fiscal year under subsection (l), the Secretary shall 
     reserve such sums as may be necessary--
       (1) to conduct an annual independent evaluation, by grant 
     or by contract, of the program carried out under this 
     section, which shall include an assessment of the impact of 
     the program on student academic achievement; and
       (2) to prepare and submit an annual report on the results 
     of the evaluation described in paragraph (1) to the Committee 
     on Health, Education, Labor, and Pensions of the Senate, the 
     Committee on Education and the Workforce of the House of 
     Representatives, and the Committees on Appropriations of the 
     Senate and House of Representatives.
       (l) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $58,000,000 for 
     fiscal

[[Page S2617]]

     year 2008, and such sums as may be necessary for each of the 
     3 succeeding fiscal years.

                           TITLE II--MATH NOW

     SEC. 3201. MATH NOW FOR ELEMENTARY SCHOOL AND MIDDLE SCHOOL 
                   STUDENTS PROGRAM.

       (a) Purpose.--The purpose of this section is to enable all 
     students to reach or exceed grade-level academic achievement 
     standards and to prepare the students to enroll in and pass 
     algebra courses by--
       (1) improving instruction in mathematics for students in 
     kindergarten through grade 9 through the implementation of 
     mathematics programs and the support of comprehensive 
     mathematics initiatives that are based on the best available 
     evidence of effectiveness; and
       (2) providing targeted help to low-income students who are 
     struggling with mathematics and whose achievement is 
     significantly below grade level.
       (b) Definition of Eligible Local Educational Agency.--In 
     this section, the term ``eligible local educational agency'' 
     means a high-need local educational agency (as defined in 
     section 3112(3)) serving 1 or more schools--
       (1) with significant numbers or percentages of students 
     whose mathematics skills are below grade level;
       (2) that are not making adequate yearly progress in 
     mathematics under section 1111(b)(2) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)); or
       (3) in which students are receiving instruction in 
     mathematics from teachers who do not have mathematical 
     content knowledge or expertise in the teaching of 
     mathematics.
       (c) Program Authorized.--
       (1) In general.--From the amounts appropriated under 
     subsection (k) for any fiscal year, the Secretary is 
     authorized to award grants, on a competitive basis, for not 
     more than 5 years, to State educational agencies to enable 
     the State educational agencies to award grants to eligible 
     local educational agencies to carry out the activities 
     described in subsection (e).
       (2) Priority.--In awarding grants under this section, the 
     Secretary shall give priority to applications for projects 
     that will implement statewide strategies for improving 
     mathematics instruction and raising the mathematics 
     achievement of students, particularly students in grades 4 
     through 8.
       (d) State Uses of Funds.--
       (1) In general.--Each State educational agency that 
     receives a grant under this section for a fiscal year--
       (A) shall expend not more than a total of 10 percent of the 
     grant funds to carry out the activities described in 
     paragraphs (2) or (3) for the fiscal year; and
       (B) shall use not less than 90 percent of the grant funds 
     to award grants, on a competitive basis, to eligible local 
     educational agencies to enable the eligible local educational 
     agencies to carry out the activities described in subsection 
     (e) for the fiscal year.
       (2) Mandatory uses of funds.--A State educational agency 
     shall use the grant funds made available under paragraph 
     (1)(A) to carry out each of the following activities:
       (A) Planning and administration.--Planning and 
     administration, including--
       (i) evaluating applications from eligible local educational 
     agencies using peer review teams described in subsection 
     (f)(1)(D);
       (ii) administering the distribution of grants to eligible 
     local educational agencies; and
       (iii) assessing and evaluating, on a regular basis, 
     eligible local educational agency activities assisted under 
     this section, with respect to whether the activities have 
     been effective in increasing the number of children--

       (I) making progress toward meeting grade-level mathematics 
     achievement; and
       (II) meeting or exceeding grade-level mathematics 
     achievement.

       (B) Reporting.--Annually providing the Secretary with a 
     report on the implementation of this section as described in 
     subsection (i).
       (3) Permissive use of funds; technical assistance.--
       (A) In general.--A State educational agency may use the 
     grant funds made available under paragraph (1)(A) for 1 or 
     more of the following technical assistance activities that 
     assist an eligible local educational agency, upon request by 
     the eligible local educational agency, in accomplishing the 
     tasks required to design and implement a project under this 
     section, including assistance in--
       (i) selecting and implementing a program of mathematics 
     instruction, or materials and interventions, based on the 
     best available evidence of effectiveness;
       (ii) evaluating and selecting diagnostic and classroom 
     based instructional mathematics assessments; and
       (iii) identifying eligible professional development 
     providers to conduct the professional development activities 
     described in subsection (e)(1)(B).
       (B) Guidance.--The technical assistance described in 
     subparagraph (A) shall be guided by researchers with 
     expertise in the pedagogy of mathematics, mathematicians, and 
     mathematics educators from high-risk, high-achievement 
     schools and eligible local educational agencies.
       (e) Local Uses of Funds.--
       (1) Mandatory uses of funds.--Each eligible local 
     educational agency receiving a grant under this section shall 
     use the grant funds to carry out each of the following 
     activities:
       (A) To implement mathematics instructional materials and 
     interventions (including intensive and systematic 
     instruction)--
       (i) for students in the grades of a participating school as 
     identified in the application submitted under subsection 
     (f)(2)(A); and
       (ii) that are based on the best available evidence of 
     effectiveness.
       (B) To provide professional development and instructional 
     leadership activities for teachers and, if appropriate, for 
     administrators and other school staff, on the implementation 
     of comprehensive mathematics initiatives designed--
       (i) to improve the achievement of students performing 
     significantly below grade level;
       (ii) to improve the mathematical content knowledge of the 
     teachers, administrators, and other school staff;
       (iii) to increase the use of effective instructional 
     practices; and
       (iv) to monitor student progress.
       (C) To conduct continuous progress monitoring, which may 
     include the adoption and use of assessments that--
       (i) measure student progress and identify areas in which 
     students need help in learning mathematics; and
       (ii) reflect mathematics content that is consistent with 
     State academic achievement standards in mathematics described 
     in section 1111(b) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311(b)).
       (2) Permissive uses of funds.--An eligible local 
     educational agency may use grant funds under this section 
     to--
       (A) adopt and use mathematics instructional materials and 
     assessments;
       (B) implement classroom-based assessments, including 
     diagnostic or formative assessments;
       (C) provide remedial coursework and interventions for 
     students, which may be provided before or after school;
       (D) provide small groups with individualized instruction in 
     mathematics;
       (E) conduct activities designed to improve the content 
     knowledge and expertise of teachers, such as the use of a 
     mathematics coach, enrichment activities, and 
     interdisciplinary methods of mathematics instruction; and
       (F) collect and report performance data.
       (f) Applications.--
       (1) State educational agency.--Each State educational 
     agency desiring a grant under this section shall submit an 
     application to the Secretary at such time and in such manner 
     as the Secretary may require. Each application shall 
     include--
       (A) an assurance that the core mathematics instructional 
     materials or program, supplemental instructional materials, 
     and intervention programs used by the eligible local 
     educational agencies for the project, are based on the best 
     available evidence of effectiveness and are aligned with 
     State academic achievement standards;
       (B) an assurance that eligible local educational agencies 
     will meet the requirements described in paragraph (2);
       (C) an assurance that local applications will be evaluated 
     using a peer review process; and
       (D) a description of the qualifications of the peer review 
     teams, which shall consist of--
       (i) researchers with expertise in the pedagogy of 
     mathematics;
       (ii) mathematicians; and
       (iii) mathematics educators serving high-risk, high-
     achievement schools and eligible local educational agencies.
       (2) Eligible local educational agency.--Each eligible local 
     educational agency desiring a grant under this section shall 
     submit an application to the State educational agency at such 
     time and in such manner as the State educational agency may 
     require. Each application shall include--
       (A) an assurance that the eligible local educational agency 
     will provide assistance to 1 or more schools that are--
       (i) served by the eligible local educational agency; and
       (ii) described in section 3201(b);
       (B) a description of the grades kindergarten through grade 
     9, and of the schools, that will be served;
       (C) information, on an aggregate basis, on each school to 
     be served by the project, including such demographic, 
     socioeconomic, and mathematics achievement data as the State 
     educational agency may request;
       (D) a description of the core mathematics instructional 
     materials or program, supplemental instructional materials, 
     and intervention programs or strategies that will be used for 
     the project, including an assurance that the programs or 
     strategies and materials are based on the best available 
     evidence of effectiveness and are aligned with State academic 
     achievement standards;
       (E) a description of the activities that will be carried 
     out under the grant, including a description of the 
     professional development that will be provided to teachers, 
     and, if appropriate, administrators and other school staff, 
     and a description of how the activities will support 
     achievement of the purpose of this section;
       (F) an assurance that the eligible local educational agency 
     will report to the State educational agency all data on 
     student academic achievement that is necessary for the State 
     educational agency's report under subsection (i);
       (G) a description of the eligible entity's plans for 
     evaluating the impact of professional development and 
     leadership activities in mathematics on the content knowledge

[[Page S2618]]

     and expertise of teachers, administrators, or other school 
     staff; and
       (H) any other information the State educational agency may 
     reasonably require.
       (g) Prohibition on Endorsement of Curriculum.--
       (1) In general.--In implementing this section, the 
     Secretary shall not--
       (A) endorse, approve, or sanction any mathematics 
     curriculum designed for use in any school; or
       (B) engage in oversight, technical assistance, or 
     activities that will require the adoption of a specific 
     mathematics program or instructional materials by a State, 
     local educational agency, or school.
       (2) Rule of construction.--Nothing in this title shall be 
     construed to authorize or permit the Department of Education, 
     or a Department of Education contractor, to mandate, direct, 
     control, or suggest the selection of a mathematics 
     curriculum, supplemental instructional materials, or program 
     of instruction by a State, local educational agency, or 
     school.
       (h) Matching Requirements.--
       (1) State educational agency.--A State educational agency 
     that receives a grant under this section shall provide, from 
     non-Federal sources, an amount equal to 50 percent of the 
     amount of the grant, in cash or in kind, to carry out the 
     activities supported by the grant, of which not more than 20 
     percent of such 50 percent may be provided by local 
     educational agencies within the State.
       (2) Waiver.--The Secretary may waive all of or a portion of 
     the matching requirement described in paragraph (1) for any 
     fiscal year, if the Secretary determines that--
       (A) the application of the matching requirement will result 
     in serious hardship for the State educational agency; or
       (B) providing a waiver best serves the purpose of the 
     program assisted under this section.
       (i) Program Performance and Accountability.--
       (1) Information.--Each State educational agency receiving a 
     grant under this section shall collect and report to the 
     Secretary annually such information on the results of the 
     grant as the Secretary may reasonably require, including 
     information on--
       (A) mathematics achievement data that show the progress of 
     students participating in projects under this section 
     (including, to the extent practicable, comparable data from 
     students not participating in such projects), based primarily 
     on the results of State, school district wide, or classroom-
     based, assessments, including--
       (i) specific identification of those schools and eligible 
     local educational agencies that report the largest gains in 
     mathematics achievement; and
       (ii) evidence on whether the State educational agency and 
     eligible local educational agencies within the State have--

       (I) significantly increased the number of students 
     achieving at grade level or above in mathematics;
       (II) significantly increased the percentages of students 
     described in section 1111(b)(2)(C)(v)(II) of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(2)(C)(v)(II)) who are achieving at grade level or 
     above in mathematics;
       (III) significantly increased the number of students making 
     significant progress toward meeting grade-level mathematics 
     achievement standards; and
       (IV) successfully implemented this section;

       (B) the percentage of students in the schools served by the 
     eligible local educational agency who enroll in algebra 
     courses and the percentage of such students who pass algebra 
     courses; and
       (C) the progress made in increasing the quality and 
     accessibility of professional development and leadership 
     activities in mathematics, especially activities resulting in 
     greater content knowledge and expertise of teachers, 
     administrators, and other school staff, except that the 
     Secretary shall not require such information until after the 
     third year of a grant awarded under this section.
       (2) Reporting and disaggregation.--The information required 
     under paragraph (1) shall be--
       (A) reported in a manner that allows for a comparison of 
     aggregated score differentials of student academic 
     achievement before (to the extent feasible) and after 
     implementation of the project assisted under this section; 
     and
       (B) disaggregated in the same manner as information is 
     disaggregated under section 1111(h)(1)(C)(i) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(h)(1)(C)(i)).
       (3) Privacy protection.--The data in the report shall be 
     reported in a manner that--
       (A) protects the privacy of individuals; and
       (B) complies with the requirements of the Family 
     Educational Rights and Privacy Act of 1974 (20 U.S.C. 1232g).
       (j) Evaluation and Technical Assistance.--
       (1) Evaluation.--
       (A) In general.--The Secretary shall conduct an annual 
     independent evaluation, by grant or by contract, of the 
     program assisted under this section, which shall include an 
     assessment of the impact of the program on student academic 
     achievement and teacher performance, and may use funds 
     available to carry out this section to conduct the 
     evaluation.
       (B) Report.--The Secretary shall annually submit, to the 
     Committee on Health, Education, Labor, and Pensions of the 
     Senate, the Committee on Education and the Workforce of the 
     House of Representatives, and the Committees on 
     Appropriations of the Senate and House of Representatives, a 
     report on the results of the evaluation.
       (2) Technical assistance.--The Secretary may use funds made 
     available under paragraph (3) to provide technical assistance 
     to prospective applicants and to eligible local educational 
     agencies receiving a grant under this section.
       (3) Reservation of funds.--The Secretary may reserve not 
     more than 2.5 percent of funds appropriated under subsection 
     (k) for a fiscal year to carry out this subsection.
       (k) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $146,700,000 for 
     fiscal year 2008, and such sums as may be necessary for each 
     of the 3 succeeding fiscal years.

            TITLE III--FOREIGN LANGUAGE PARTNERSHIP PROGRAM

     SEC. 3301. FINDINGS AND PURPOSE.

       (a) Findings.--Congress makes the following findings:
       (1) The United States faces a shortage of skilled 
     professionals with higher levels of proficiency in foreign 
     languages and area knowledge critical to the Nation's 
     security.
       (2) Given the Nation's economic competitiveness interests, 
     it is crucial that our Nation expand the number of Americans 
     who are able to function effectively in the environments in 
     which critical foreign languages are spoken.
       (3) Students' ability to become proficient in foreign 
     languages can be addressed by starting language learning at a 
     younger age and expanding opportunities for continuous 
     foreign language education from elementary school through 
     postsecondary education.
       (b) Purpose.--The purpose of this title is to significantly 
     increase--
       (1) the opportunities to study critical foreign languages 
     and the context in which the critical foreign languages are 
     spoken; and
       (2) the number of American students who achieve the highest 
     level of proficiency in critical foreign languages.

     SEC. 3302. DEFINITIONS.

       In this title:
       (1) Eligible recipient.--The term ``eligible recipient'' 
     means an institution of higher education that receives grant 
     funds under this title on behalf of a partnership for use in 
     carrying out the activities assisted under this title.
       (2) Partnership.--The term ``partnership'' means a 
     partnership that--
       (A) shall include--
       (i) an institution of higher education; and
       (ii) 1 or more local educational agencies; and
       (B) may include 1 or more entities that support the 
     purposes of this title.
       (3) Superior level of proficiency.--The term ``superior 
     level of proficiency'' means level 3, the professional 
     working level, as measured by the Federal Interagency 
     Language Roundtable (ILR) or by other generally recognized 
     measures of superior standards.

     SEC. 3303. PROGRAM AUTHORIZED.

       (a) Program Authorized.--
       (1) In general.--The Secretary is authorized to award 
     grants to eligible recipients to enable partnerships served 
     by the eligible recipients to establish articulated programs 
     of study in critical foreign languages that will enable 
     students to advance successfully from elementary school 
     through postsecondary education and achieve higher levels of 
     proficiency in a critical foreign language.
       (2) Duration.--A grant awarded under paragraph (1) shall be 
     for a period of not more than 5 years. A grant may be renewed 
     for not more than 2 additional 5-year periods, if the 
     Secretary determines that the partnership's program is 
     effective and the renewal will best serve the purposes of 
     this title.
       (b) Applications.--
       (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 containing such 
     information as the Secretary may require.
       (2) Contents.--Each application shall--
       (A) identify each local educational agency partner, 
     including contact information and letters of commitment, and 
     describe the responsibilities of each member of the 
     partnership, including--
       (i) how each of the partners will be involved in planning, 
     developing, and implementing--

       (I) program curriculum and materials; and
       (II) teacher professional development;

       (ii) what resources each of the partners will provide; and
       (iii) how the partners will contribute to ensuring the 
     continuity of student progress from elementary school through 
     the postsecondary level;
       (B) describe how an articulated curriculum for students 
     will be developed and implemented, which may include the use 
     and integration of technology into such curriculum;
       (C) identify target proficiency levels for students at 
     critical benchmarks (such as grades 4, 8, and 12), and 
     describe how progress toward those proficiency levels will be 
     assessed at the benchmarks, and how the program will use the 
     results of the assessments to ensure continuous progress 
     toward achieving a superior level of proficiency at the 
     postsecondary level;
       (D) describe how the partnership will--
       (i) ensure that students from a program assisted under this 
     title who are beginning

[[Page S2619]]

     postsecondary education will be assessed and enabled to 
     progress to a superior level of proficiency;
       (ii) address the needs of students already at, or near, the 
     superior level of proficiency, which may include diagnostic 
     assessments for placement purposes, customized and 
     individualized language learning opportunities, and 
     experimental and interdisciplinary language learning; and
       (iii) identify and describe how the partnership will work 
     with institutions of higher education outside the partnership 
     to provide participating students with multiple options for 
     postsecondary education consistent with the purposes of this 
     title;
       (E) describe how the partnership will support and continue 
     the program after the grant has expired, including how the 
     partnership will seek support from other sources, such as 
     State and local governments, foundations, and the private 
     sector; and
       (F) describe what assessments will be used or, if 
     assessments not available, how assessments will be developed.
       (c) Uses of Funds.--Grant funds awarded under this title--
       (1) shall be used to develop and implement programs at the 
     elementary school level through postsecondary education, 
     consistent with the purpose of this title, including--
       (A) the development of curriculum and instructional 
     materials; and
       (B) recruitment of students; and
       (2) may be used for--
       (A) teacher recruitment (including recruitment from other 
     professions and recruitment of native-language speakers in 
     the community) and professional development directly related 
     to the purposes of this title at the elementary school 
     through secondary school levels;
       (B) development of appropriate assessments;
       (C) opportunities for maximum language exposure for 
     students in the program, such as the creation of immersion 
     environments (such as language houses, language tables, 
     immersion classrooms, and weekend and summer experiences) and 
     special tutoring and academic support;
       (D) dual language immersion programs;
       (E) scholarships and study-abroad opportunities, related to 
     the program, for postsecondary students and newly recruited 
     teachers who have advanced levels of proficiency in a 
     critical foreign language, except that not more than 20 
     percent of the grant funds provided to an eligible recipient 
     under this section for a fiscal year may be used to carry out 
     this subparagraph;
       (F) activities to encourage community involvement to assist 
     in meeting the purposes of this title;
       (G) summer institutes for students and teachers;
       (H) bridge programs that allow dual enrollment for 
     secondary school students in institutions of higher 
     education;
       (I) programs that expand the understanding and knowledge of 
     historic, geographic, and contextual factors within countries 
     with populations who speak critical foreign languages, if 
     such programs are carried out in conjunction with language 
     instruction;
       (J) research on, and evaluation of, the teaching of 
     critical foreign languages;
       (K) data collection and analysis regarding the results of--
       (i) various student recruitment strategies;
       (ii) program design; and
       (iii) curricular approaches; and
       (L) the impact of the strategies, program design, and 
     curricular approaches described in subparagraph (K) on 
     increasing--
       (i) the number of students studying critical foreign 
     languages; and
       (ii) the proficiency of the students in the critical 
     foreign languages.
       (d) Matching Requirement.--
       (1) In general.--An eligible recipient that receives a 
     grant under this title shall provide, toward the cost of 
     carrying out the activities supported by the grant, from non-
     Federal sources, an amount equal to--
       (A) 20 percent of the amount of the grant payment for the 
     first fiscal year for which a grant payment is made;
       (B) 30 percent of the amount of the grant payment for the 
     second such fiscal year;
       (C) 40 percent of the amount of the grant payment for the 
     third such fiscal year; and
       (D) 50 percent of the amount of the grant payment for each 
     of the fourth and fifth such fiscal years.
       (2) Non-federal share.--The non-Federal share required 
     under paragraph (1) may be provided in cash or in-kind.
       (3) Waiver.--The Secretary may waive all or part of the 
     matching requirement of paragraph (1), for any fiscal year, 
     if the Secretary determines that--
       (A) the application of the matching requirement will result 
     in serious hardship for the partnership; or
       (B) the waiver will best serve the purposes of this title.
       (e) Supplement Not Supplant.--Grant funds provided under 
     this title shall be used to supplement, not supplant, other 
     Federal and non-Federal funds available to carry out the 
     activities described in subsection (c).
       (f) Technical Assistance.--The Secretary shall enter into a 
     contract to establish a technical assistance center to 
     provide technical assistance to partnerships developing 
     critical foreign language programs assisted under this 
     section. The center shall--
       (1) assist the partnerships in the development of critical 
     foreign language instructional materials and assessments; and
       (2) disseminate promising foreign language instructional 
     practices.
       (g) Program Evaluation.--
       (1) In general.--The Secretary may reserve not more than 5 
     percent of the total amount appropriated for this title for 
     any fiscal year to annually evaluate the programs under this 
     title.
       (2) Report.--The Secretary shall prepare and annually 
     submit, to the Committee on Health, Education, Labor, and 
     Pensions of the Senate, the Committee on Education and the 
     Workforce of the House of Representatives, and the Committees 
     on Appropriations of the Senate and House of Representatives, 
     a report on the results of any program evaluation conducted 
     under this subsection.

     SEC. 3304. AUTHORIZATION OF APPROPRIATIONS.

       For the purpose of carrying out this title, there are 
     authorized to be appropriated $22,000,000 for fiscal year 
     2008, and such sums as may be necessary for each of the 3 
     succeeding fiscal years.

               TITLE IV--ALIGNMENT OF EDUCATION PROGRAMS

     SEC. 3401. ALIGNMENT OF SECONDARY SCHOOL GRADUATION 
                   REQUIREMENTS WITH THE DEMANDS OF 21ST CENTURY 
                   POSTSECONDARY ENDEAVORS AND SUPPORT FOR P-16 
                   EDUCATION DATA SYSTEMS.

       (a) Purpose.--It is the purpose of this section--
       (1) to promote more accountability with respect to 
     preparation for higher education, the 21st century workforce, 
     and the Armed Forces, by aligning--
       (A) student knowledge, student skills, State academic 
     content standards and assessments, and curricula, in 
     elementary and secondary education, especially with respect 
     to mathematics, science, reading, and, where applicable, 
     engineering and technology; with
       (B) the demands of higher education, the 21st century 
     workforce, and the Armed Forces;
       (2) to support the establishment or improvement of 
     statewide P-16 education data systems that--
       (A) assist States in improving the rigor and quality of 
     elementary and secondary education content knowledge 
     requirements and assessments;
       (B) ensure students are prepared to succeed in--
       (i) academic credit-bearing coursework in higher education 
     without the need for remediation;
       (ii) the 21st century workforce; or
       (iii) the Armed Forces; and
       (3) enable States to have valid and reliable information to 
     inform education policy and practice.
       (b) Definitions.--In this section:
       (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) P-16 education.--The term ``P-16 education'' means the 
     educational system from prekindergarten through the 
     conferring of a baccalaureate degree.
       (3) Statewide partnership.--The term ``statewide 
     partnership'' means a partnership that--
       (A) shall include--
       (i) the Governor of the State or the designee of the 
     Governor;
       (ii) the heads of the State systems for public higher 
     education, or, if such a position does not exist, not less 
     than 1 representative of a public degree-granting institution 
     of higher education;
       (iii) not less than 1 representative of a technical school;
       (iv) not less than 1 representative of a public secondary 
     school;
       (v) the chief State school officer;
       (vi) the chief executive officer of the State higher 
     education coordinating board;
       (vii) not less than 1 public elementary school teacher 
     employed in the State;
       (viii) not less than 1 public elementary school teacher 
     certified in early childhood education;
       (ix) not less than 1 public secondary school teacher 
     employed in the State;
       (x) not less than 1 representative of the business 
     community in the State; and
       (xi) not less than 1 member of the Armed Forces; and
       (B) may include other individuals or representatives of 
     other organizations, such as a school administrator, a 
     faculty member at an institution of higher education, a 
     member of a civic or community organization, a representative 
     from a private institution of higher education, a dean or 
     similar representative of a school of education at an 
     institution of higher education or a similar teacher 
     certification or licensure program, or the State official 
     responsible for economic development.
       (c) Grants Authorized.--The Secretary is authorized to 
     award grants, on a competitive basis, to States to enable 
     each such State to work with a statewide partnership--
       (1) to promote better alignment of content knowledge 
     requirements for secondary school graduation with the 
     knowledge and skills needed to succeed in postsecondary 
     education, the 21st century workforce, or the Armed Forces; 
     or
       (2) to establish or improve a statewide P-16 education data 
     system.
       (d) Period of Grants; Non-Renewability.--
       (1) Grant period.--The Secretary shall award a grant under 
     this section for a period of not more than 3 years.

[[Page S2620]]

       (2) Non-renewability.--The Secretary shall not award a 
     State more than 1 grant under this section.
       (e) Authorized Activities.--
       (1) Grants for p-16 alignment.--Each State receiving a 
     grant under subsection (c)(1)--
       (A) shall use the grant funds for--
       (i) identifying and describing the content knowledge and 
     skills students who enter institutions of higher education, 
     the workforce, and the Armed Forces need to have in order to 
     succeed without any remediation based on detailed 
     requirements obtained from institutions of higher education, 
     employers, and the Armed Forces;
       (ii) identifying and making changes that need to be made to 
     a State's secondary school graduation requirements, academic 
     content standards, academic achievement standards, and 
     assessments preceding graduation from secondary school in 
     order to align the requirements, standards, and assessments 
     with the knowledge and skills necessary for success in 
     academic credit-bearing coursework in postsecondary 
     education, in the 21st century workforce, and in the Armed 
     Forces without the need for remediation;
       (iii) convening stakeholders within the State and creating 
     a forum for identifying and deliberating on education issues 
     that--

       (I) involve prekindergarten through grade 12 education, 
     postsecondary education, the 21st century workforce, and the 
     Armed Forces; and
       (II) transcend any single system of education's ability to 
     address; and

       (iv) implementing activities designed to ensure the 
     enrollment of all elementary school and secondary school 
     students in rigorous coursework, which may include--

       (I) specifying the courses and performance levels necessary 
     for acceptance into institutions of higher education; and
       (II) developing curricula and assessments aligned with 
     State academic content standards, which assessments may be 
     used as measures of student academic achievement in secondary 
     school as well as for entrance or placement at institutions 
     of higher education, including through collaboration with 
     institutions of higher education in, or State educational 
     agencies serving, other States; and

       (B) may use the grant funds for--
       (i) developing and making available specific opportunities 
     for extensive professional development for teachers, 
     paraprofessionals, principals, and school administrators, 
     including collection and dissemination of effective teaching 
     practices to improve instruction and instructional support 
     mechanisms;
       (ii) identifying changes in State academic content 
     standards, academic achievement standards, and assessments 
     for students in grades preceding secondary school in order to 
     ensure the students are adequately prepared when the students 
     enter secondary school;
       (iii) developing a plan to provide remediation and 
     additional learning opportunities for students who are 
     performing below grade level to ensure that all students will 
     have the opportunity to meet secondary school graduation 
     requirements; or
       (iv) identifying and addressing teacher certification 
     needs.
       (2) Grants for statewide p-16 education data systems.--
       (A) Establishment of system.--Each State that receives a 
     grant under subsection (c)(2) shall establish a statewide P-
     16 education longitudinal data system that--
       (i) provides each student, upon enrollment in a public 
     elementary school or secondary school in the State, with a 
     unique identifier, such as a bar code, that--

       (I) does not permit a student to be individually identified 
     by users of the system; and
       (II) is retained throughout the student's enrollment in P-
     16 education in the State; and

       (ii) meets the requirements of subparagraphs (B) through 
     (E).
       (B) Improvement of existing system.--Each State that 
     receives a grant under subsection (c)(2) for the improvement 
     of a statewide P-16 education data system may employ, 
     coordinate, or revise an existing statewide data system to 
     establish a statewide longitudinal P-16 education data system 
     that meets the requirements of subparagraph (A), if the 
     statewide longitudinal P-16 education data system produces 
     valid and reliable data.
       (C) Data and compliance with ferpa.--The State, through the 
     implementation of the statewide P-16 education data system, 
     shall--
       (i) ensure the implementation and use of valid and reliable 
     secondary school dropout data; and
       (ii) ensure that the statewide P-16 education data system 
     meets the requirements of the Family Educational Rights and 
     Privacy Act of 1974 (20 U.S.C. 1232g).
       (D) Required elements of a statewide p-16 education data 
     system.--The State shall ensure that the statewide P-16 
     education data system includes the following elements:
       (i) Prekindergarten through grade 12 education and 
     postsecondary education.--With respect to prekindergarten 
     through grade 12 education and postsecondary education--

       (I) a unique statewide student identifier that does not 
     permit a student to be individually identified by users of 
     the system;
       (II) student-level enrollment, demographic, and program 
     participation information;
       (III) student-level information about the points at which 
     students exit, transfer in, transfer out, drop out, or 
     complete P-16 education programs;
       (IV) the capacity to communicate with higher education data 
     systems; and
       (V) a State data audit system assessing data quality, 
     validity, and reliability.

       (ii) Prekindergarten through grade 12 education.--With 
     respect to prekindergarten through grade 12 education--

       (I) yearly test records of individual students with respect 
     to assessments under section 1111(b) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(b));
       (II) information on students not tested by grade and 
     subject;
       (III) a teacher identifier system with the ability to match 
     teachers to students;
       (IV) student-level transcript information, including 
     information on courses completed and grades earned; and
       (V) student-level college readiness test scores.

       (iii) Postsecondary education.--With respect to 
     postsecondary education, data that provide--

       (I) information regarding the extent to which students 
     transition successfully from secondary school to 
     postsecondary education, including whether students enroll in 
     remedial coursework; and
       (II) other information determined necessary to address 
     alignment and adequate preparation for success in 
     postsecondary education.

       (E) Functions of the statewide p-16 education data 
     system.--In implementing the statewide P-16 education data 
     system, the State shall--
       (i) 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;
       (ii) 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
       (iii) use the data in the system to otherwise inform 
     education policy and practice in order to better align 
     student knowledge and skills, and curricula, with the demands 
     of postsecondary education, the 21st century workforce, and 
     the Armed Forces.
       (f) Application.--
       (1) In general.--Each State desiring a grant under this 
     section shall submit an application to the Secretary at such 
     time, in such manner, and containing such information as the 
     Secretary may reasonably require.
       (2) Application contents.--Each application submitted under 
     this section shall specify whether the State application is 
     for the conduct P-16 education alignment activities, or the 
     establishment or improvement of a statewide P-16 education 
     data system. The application shall include, at a minimum, the 
     following:
       (A) A description of the activities and programs to be 
     carried out with the grant funds and a comprehensive plan for 
     carrying out the activities.
       (B) A description of how the concerns and interests of the 
     larger education community, including parents, students, 
     teachers, teacher educators, principals, and school 
     administrators will be represented in carrying out the 
     authorized activities described in subsection (e).
       (C) in the case of a State applying for funding for P-16 
     education alignment, a description of how the State will 
     provide assistance to local educational agencies in 
     implementing rigorous State content knowledge requirements 
     through substantive curricula and other changes the State 
     determines necessary, including scientifically based 
     remediation and acceleration opportunities for students.
       (D) in the case of a State applying for funding to 
     establish or improve a statewide P-16 education data system--
       (i) a description of and the timetable for the 
     establishment or improvement of such system; and
       (ii) an assurance that the State will continue to fund the 
     statewide P-16 education data system after the end of the 
     grant period.
       (g) Supplement Not Supplant.--Grant funds provided under 
     this section shall be used to supplement, not supplant, other 
     Federal, State, and local funds available to carry out the 
     authorized activities described in subsection (e).
       (h) Matching Requirement.--Each State that receives a grant 
     under this section shall provide, from non-Federal sources, 
     an amount equal to 100 percent of the amount of the grant, in 
     cash or in kind, to carry out the activities supported by the 
     grant.
       (i) Rule of Construction.--Nothing in this section shall be 
     construed to require States to provide raw data to the 
     Secretary.
       (j) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $100,000,000 for 
     fiscal year 2008 and such sums as may be necessary for fiscal 
     year 2009.

                DIVISION D--NATIONAL SCIENCE FOUNDATION

     SEC. 4001. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated to 
     the National Science Foundation--
       (1) $6,808,000,000 for fiscal year 2008;
       (2) $7,433,000,000 for fiscal year 2009;

[[Page S2621]]

       (3) $8,446,000,000 for fiscal year 2010; and
       (4) $11,200,000,000 for fiscal year 2011.
       (b) Plan for Increased Research.--
       (1) In general.--Not later than 180 days after the date of 
     the enactment of this Act, the Director of the National 
     Science Foundation, in consultation with the National Science 
     Board, shall submit a comprehensive, multiyear plan that 
     describes how the funds authorized in subsection (a) would be 
     used, if appropriated, to the Committee on Commerce, Science, 
     and Transportation of the Senate, the Committee on Health, 
     Education, Labor, and Pensions of the Senate, and the 
     Committee on Science of the House of Representatives.
       (2) Plan requirements.--The Director shall--
       (A) develop the plan with a focus on strengthening the 
     Nation's lead in physical science and technology, increasing 
     overall workforce skills in physical science, technology, 
     engineering, and mathematics at all levels, and strengthening 
     innovation by expanding the focus of competitiveness and 
     innovation policy at the regional and local level; and
       (B) emphasize spending increased research funds 
     appropriated pursuant to subsection (a) in areas of 
     investment for Federal research and technology programs 
     identified under section 1101(c) of this Act.

     SEC. 4002. STRENGTHENING OF EDUCATION AND HUMAN RESOURCES 
                   DIRECTORATE THROUGH EQUITABLE DISTRIBUTION OF 
                   NEW FUNDS.

       (a) Purpose.--The purpose of this section is to ensure the 
     continued involvement of experts at the National Science 
     Foundation in improving science, technology, engineering, and 
     mathematics education at the elementary, secondary, and 
     postsecondary school levels by providing annual funding 
     increases for the education and human resources programs of 
     the National Science Foundation that are proportional to the 
     funding increases provided to the Foundation overall.
       (b) Equitable Distribution of New Funds.--Within the 
     amounts authorized to be appropriated by section 4001, there 
     are authorized to be appropriated for the education and human 
     resources programs of the National Science Foundation, for 
     each of the fiscal years 2008 through 2011, an amount equal 
     to $1,050,000,000 increased for each such fiscal year by an 
     amount equal to the percentage increase in the appropriation 
     for the National Science Foundation for such fiscal year 
     above the amount appropriated to the National Science 
     Foundation for fiscal year 2007.

     SEC. 4003. 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 National Science 
     Foundation so that an additional 1,250 fellowships are 
     awarded to citizens or nationals of the United States or 
     eligible lawful permanent residents under the Program during 
     that period.
       (2) Extension of fellowship period.--The Director is 
     authorized to award fellowships under the Graduate Research 
     Fellowship Program for a period of up to 5 years.
       (3) Authorization of appropriations.--Within the amounts 
     authorized to be appropriated by section 4001, there are 
     authorized to be appropriated, to provide an additional 250 
     fellowships under the Graduate Research Fellowship Program 
     during each of the fiscal years 2008 through 2011, the 
     following:
       (A) $24,000,000 for fiscal year 2008.
       (B) $36,000,000 for fiscal year 2009.
       (C) $48,000,000 for fiscal year 2010.
       (D) $60,000,000 for fiscal year 2011.
       (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 shall expand 
     the Integrative Graduate Education and Research Traineeship 
     program of the National Science Foundation so that an 
     additional 1,250 individuals who are citizens or nationals of 
     the United States or eligible lawful permanent residents are 
     awarded grants under the program during that period.
       (2) Authorization of appropriations.--Within the amounts 
     authorized to be appropriated by section 4001, there are 
     authorized to be appropriated, to provide grants to an 
     additional 250 individuals under the Integrative Graduate 
     Education and Research Traineeship program during each of the 
     fiscal years 2008 through 2011, the following:
       (A) $22,000,000 for fiscal year 2008.
       (B) $33,000,000 for fiscal year 2009.
       (C) $44,000,000 for fiscal year 2010.
       (D) $55,000,000 for fiscal year 2011.
       (c) Definition of Eligible Lawful Permanent Resident.--In 
     this section, the term ``eligible lawful permanent resident'' 
     means a lawful permanent resident of the United States who 
     declares an intent--
       (1) to apply for United States citizenship; or
       (2) to reside in the United States for not less than 5 
     years after the completion of a graduate fellowship or 
     traineeship awarded under this section.

     SEC. 4004. PROFESSIONAL SCIENCE MASTER'S DEGREE PROGRAMS.

       (a) Clearinghouse.--
       (1) Development.--The Director of the National Science 
     Foundation shall establish a clearinghouse, in collaboration 
     with 4-year institutions of higher education (including 
     applicable graduate schools and academic departments), and 
     industries and Federal agencies that employ science-trained 
     personnel, to share program elements used in successful 
     professional science master's degree programs and other 
     advanced degree programs related to science, mathematics, 
     technology, and engineering.
       (2) Availability.--The Director 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) Programs.--
       (1) Programs authorized.--The Director shall award grants 
     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 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 titles IV 
     and VII of the Higher Education Act of 1965 (20 U.S.C. 1070 
     et seq., 1133 et seq.).
       (3) Preference for applicants with alternative funding 
     sources.--The Director shall give preference in making awards 
     to 4-year institutions of higher education seeking Federal 
     funding to create or improve 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 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 Director of the National 
     Science Foundation, in collaboration with 4-year institutions 
     of higher education (including applicable graduate schools 
     and academic departments), and industries and Federal 
     agencies that employ science-trained personnel, shall develop 
     performance benchmarks to evaluate the pilot programs 
     assisted by grants under this section.
       (B) Evaluation.--For each year of the grant period, the 
     Director, in consultation with 4-year institutions of higher 
     education (including applicable graduate schools and academic 
     departments), and industries and Federal agencies that employ 
     science-trained personnel, shall complete an evaluation of 
     each program assisted by grants under this section. Any 
     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 
     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) Institution of Higher Education Defined.--In this 
     section, the term ``institution of higher education'' has the 
     meaning given that term in section 101(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1001(a)).
       (d) Authorization of Appropriations.--Within the amounts 
     authorized to be appropriated by section 4001, there are 
     authorized to be appropriated to carry out this section--
       (1) $15,000,000 for fiscal year 2008;
       (2) $18,000,000 for fiscal year 2009; and
       (3) $20,000,000 for each of the fiscal years 2010 and 2011.

     SEC. 4005. INCREASED SUPPORT FOR SCIENCE EDUCATION THROUGH 
                   THE NATIONAL SCIENCE FOUNDATION.

       (a) In General.--Within the amounts authorized to be 
     appropriated by section 4001, 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)--
       (1) $40,000,000 for fiscal year 2008;
       (2) $45,000,000 for fiscal year 2009;
       (3) $50,000,000 for fiscal year 2010; and
       (4) $55,000,000 for fiscal year 2011.
       (b) Promoting Outreach and High Quality.--Section 8(7)(C) 
     of the National Science Foundation Authorization Act of 2002 
     (Public Law 107-368, 116 Stat. 3042) is amended--

[[Page S2622]]

       (1) by redesignating clauses (i) through (vi) as subclauses 
     (I) through (VI), respectively, and indenting appropriately;
       (2) by striking ``include those that promote high quality--
     '' and inserting ``include programs that--
       ``(i) promote high-quality--'';
       (3) in clause (i) (as inserted by paragraph (2))--
       (A) in subclause (III) (as redesignated by paragraph (1)), 
     by striking ``for students;'' and inserting ``for students, 
     especially underrepresented minority and female mathematics, 
     science, engineering, and technology students;'';
       (B) in subclause (V) (as redesignated by paragraph (1)), by 
     striking ``and'' after the semicolon;
       (C) in subclause (VI) (as redesignated by paragraph (1)), 
     by striking ``students.'' and inserting ``students; and''; 
     and
       (D) by adding at the end the following:
       ``(VII) outreach programs that provide middle and secondary 
     school students and their science and math teachers 
     opportunities to increase the students' and teachers' 
     exposure to engineering and technology;''; and
       (4) by adding at the end the following:
       ``(ii) finance summer internships for mathematics, science, 
     engineering, and technology undergraduate students;
       ``(iii) facilitate the hiring of additional mathematics, 
     science, engineering, and technology faculty; and
       ``(iv) serve as bridges to enable underrepresented minority 
     and female secondary school students to obtain extra 
     mathematics, science, engineering, and technology training 
     prior to entering an institution of higher education.''.

     SEC. 4006. MEETING CRITICAL NATIONAL SCIENCE NEEDS.

       (a) In General.--In addition to any other criteria, the 
     Director of the National Science Foundation shall include 
     consideration of the degree to which awards and research 
     activities that otherwise qualify for support by the National 
     Science Foundation may assist in meeting critical national 
     needs in innovation, competitiveness, the physical and 
     natural sciences, technology, engineering, and mathematics.
       (b) Priority Treatment.--The Director shall give priority 
     in the selection of awards and the allocation of National 
     Science Foundation resources to proposed research activities, 
     and grants funded under the National Science Foundation's 
     Research and Related Activities Account, that can be expected 
     to make contributions in physical or natural science, 
     technology, engineering, or mathematics, or that enhance 
     competitiveness or innovation in the United States.
       (c) Limitation.--Nothing in this section shall be construed 
     to restrict or bias the grant selection process against 
     funding other areas of research deemed by the National 
     Science Foundation to be consistent with its mandate nor to 
     change the core mission of the National Science Foundation.

     SEC. 4007. REAFFIRMATION OF THE MERIT-REVIEW PROCESS OF THE 
                   NATIONAL SCIENCE FOUNDATION.

       Nothing in this division or division A, or the amendments 
     made by this division or division A, shall be interpreted to 
     require or recommend that the National Science Foundation--
       (1) alter or modify its merit-review system or peer-review 
     process; or
       (2) exclude the awarding of any proposal by means of the 
     merit-review or peer-review process.

     SEC. 4008. EXPERIMENTAL PROGRAM TO STIMULATE COMPETITIVE 
                   RESEARCH.

       Within the amounts authorized to be appropriated by section 
     4001, there are authorized to be appropriated to the National 
     Science Foundation for the Experimental Program to Stimulate 
     Competitive Research authorized under section 113 of the 
     National Science Foundation Authorization Act of 1988 (42 
     U.S.C. 1862g), for each of fiscal years 2008 through 2011, an 
     amount equal to $125,000,000 increased for each such year by 
     an amount equal to the percentage increase in the 
     appropriation for the National Science Foundation for such 
     fiscal year above the total amount appropriated to the 
     National Science Foundation for fiscal year 2007.

     SEC. 4009. ENCOURAGING PARTICIPATION.

       (a) Mentoring Program.--The Director of the National 
     Science Foundation shall establish a program to recruit and 
     provide mentors for women who are interested in careers in 
     science, technology, engineering, and mathematics by pairing 
     such women who are in science, technology, engineering, or 
     mathematics programs of study in secondary school, community 
     college, undergraduate or graduate school with mentors who 
     are working in industry.
       (b) Additional Learning Program.--The Director shall also 
     establish a program to provide grants to community colleges 
     to provide additional learning and other appropriate training 
     to allow women to enter higher-paying technical jobs in 
     fields related to science, technology, engineering, or 
     mathematics.
       (c) Applications.--An institution of higher education, 
     including a community college, desiring a grant under this 
     section shall submit an application at such time, in such 
     manner, and accompanied by such information as the Director 
     may require.
       (d) Program Evaluation.--The Director shall establish 
     metrics to evaluate the success of the programs established 
     under subsections (a) and (b) annually and report the 
     findings and conclusions of the evaluations annually to 
     Congress.

     SEC. 4010. CYBERINFRASTRUCTURE.

       In order to continue and expand efforts to ensure that 
     research institutions throughout the Nation can fully 
     participate in research programs of the National Science 
     Foundation and collaborate with colleagues throughout the 
     nation, the Director of the National Science Foundation, 
     within 180 days after the date of enactment of this Act, 
     shall develop and publish a plan that describes the current 
     status of broadband access for scientific research purposes 
     in States located in EPSCoR-eligible jurisdictions and 
     outlines actions which can be taken to ensure that such 
     connections are available to enable participation in those 
     National Science Foundation programs which rely heavily on 
     high-speed networking and collaborations across institutions 
     and regions.

     SEC. 4011. FEDERAL INFORMATION AND COMMUNICATIONS TECHNOLOGY 
                   RESEARCH.

       (a) Advanced Information and Communications Technology 
     Research.--
       (1) National science foundation information and 
     communications technology research.--The Director of the 
     National Science Foundation shall establish a program of 
     basic research in advanced information and communications 
     technologies focused on enhancing or facilitating the 
     availability and affordability of advanced communications 
     services to all people of the United States. In developing 
     and carrying out the program, the Director shall consult with 
     the Board established under paragraph (2).
       (2) Federal advanced information and communications 
     technology research board.--There is established within the 
     National Science Foundation a Federal Advanced Information 
     and Communications Technology Research Board (referred to in 
     this subsection as ``the Board'') which shall advise the 
     Director of the National Science Foundation in carrying out 
     the program authorized under paragraph (1). The Board shall 
     be composed of individuals with expertise in information and 
     communications technologies, including representatives from 
     the National Telecommunications and Information 
     Administration, the Federal Communications Commission, the 
     National Institute of Standards and Technology, and the 
     Department of Defense, and representatives from industry and 
     educational institutions.
       (3) Grant program.--The Director of the National Science 
     Foundation, in consultation with the Board, shall award 
     grants for basic research into advanced information and 
     communications technologies that will contribute to enhancing 
     or facilitating the availability and affordability of 
     advanced communications services to all people of the United 
     States. Areas of research to be supported through the grants 
     include--
       (A) affordable broadband access, including wireless 
     technologies;
       (B) network security and reliability;
       (C) communications interoperability;
       (D) networking protocols and architectures, including 
     resilience to outages or attacks;
       (E) trusted software;
       (F) privacy;
       (G) nanoelectronics for communications applications;
       (H) low-power communications electronics;
       (I) implementation of equitable access to national advanced 
     fiber optic research and educational networks in 
     noncontiguous States; and
       (J) such other related areas as the Director, in 
     consultation with the Board, finds appropriate.
       (4) Centers.--The Director shall award multiyear grants, 
     subject to the availability of appropriations, to 
     institutions of higher education (as defined in section 
     101(a) of the Higher Education Act of 1965 (20 U.S.C. 
     1001(a)), nonprofit research institutions affiliated with 
     institutions of higher education, or consortia thereof to 
     establish multidisciplinary Centers for Communications 
     Research. The purpose of the Centers shall be to generate 
     innovative approaches to problems in communications and 
     information technology research, including the research areas 
     described in paragraph (3). Institutions of higher education, 
     nonprofit research institutions affiliated with institutions 
     of higher education, or consortia receiving such grants may 
     partner with 1 or more government laboratories or for-profit 
     entities, or other institutions of higher education or 
     nonprofit research institutions.
       (5) Applications.--The Director of the National Science 
     Foundation, in consultation with the Board, shall establish 
     criteria for the award of grants under paragraphs (3) and 
     (4). Such grants shall be awarded under the programs on a 
     merit-reviewed competitive basis. The Director shall give 
     priority to grants that offer the potential for revolutionary 
     rather than evolutionary breakthroughs.
       (6) Authorization of appropriations.--Within the amounts 
     authorized to be appropriated by section 4001, there are 
     authorized to be appropriated to the National Science 
     Foundation to carry out this subsection--
       (A) $45,000,000 for fiscal year 2008;
       (B) $50,000,000 for fiscal year 2009;
       (C) $55,000,000 for fiscal year 2010; and
       (D) $60,000,000 for fiscal year 2011.
       (b) National Institute of Standards and Technology 
     Responsibilities.--The Director of the National Institute of 
     Standards and Technology shall continue to support research 
     and support standards development in

[[Page S2623]]

     advanced information and communications technologies focused 
     on enhancing or facilitating the availability and 
     affordability of advanced communications services to all 
     people of the United States, in order to implement the 
     Institute's responsibilities under section 2(c)(12) of the 
     National Institute of Standards and Technology Act (15 U.S.C. 
     272(c)(12)). The Director shall support intramural research 
     and cooperative research with institutions of higher 
     education (as defined in section 101(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1001(a)) and industry.

     SEC. 4012. ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM.

       (a) In General.--Section 10 of the National Science 
     Foundation Authorization Act of 2002 (42 U.S.C. 1862n-1) is 
     amended--
       (1) in the section heading, by inserting ``TEACHER'' after 
     ``NOYCE'';
       (2) in subsection (a)--
       (A) in paragraph (1)--
       (i) by striking ``to provide scholarships, stipends, and 
     programming designed'';
       (ii) by inserting ``and to provide scholarships and 
     stipends to students participating in the program'' after 
     ``science teachers''; and
       (iii) by inserting ``Teacher'' after ``Noyce'';
       (B) in paragraph (3)--
       (i) in subparagraph (A)--

       (I) in the matter preceding clause (i)--

       (aa) by striking ``encourage top college juniors and 
     seniors majoring in'' and inserting ``recruit and prepare 
     undergraduate students to pursue degrees in''; and
       (bb) by striking ``to become'' and inserting ``and become 
     qualified as'';

       (II) in clause (ii)--

       (aa) by striking ``programs to help scholarship 
     recipients'' and inserting ``academic courses and clinical 
     teaching experiences designed to prepare students 
     participating in the program'';
       (bb) by striking ``programs that will result in'' and 
     inserting ``such preparation as is necessary to meet 
     requirements for''; and
       (cc) by striking ``licensing; and'' and inserting 
     ``licensing;'';

       (III) in clause (iii)--

       (aa) by striking ``scholarship recipients'' and inserting 
     ``students participating in the program'';
       (bb) by striking ``enable the recipients'' and inserting 
     ``enable the students''; and
       (cc) by striking ``; or'' and inserting ``; and''; and

       (IV) by adding at the end the following:

       ``(iv) providing summer internships for freshman and 
     sophomore students participating in the program; or''; and
       (ii) in subparagraph (B)--

       (I) in the matter preceding clause (i)--

       (aa) by striking ``encourage'' and inserting ``recruit and 
     prepare''; and
       (bb) by inserting ``qualified as'' after ``to become'';

       (II) by striking clause (ii) and inserting the following:

       ``(ii) offering academic courses and clinical teaching 
     experiences designed to prepare stipend recipients to teach 
     in elementary schools and secondary schools, including such 
     preparation as necessary to meet requirements for teacher 
     certification or licensing;''; and
       (C) by adding at the end the following:
       ``(4) Eligibility requirement.--To be eligible for an award 
     under this section, an institution of higher education (or a 
     consortium of such institutions) shall ensure that specific 
     faculty members and staff from the mathematics, science, or 
     engineering department of the institution (or a participating 
     institution of the consortium) and specific education faculty 
     members of the institution (or such participating 
     institution) are designated to carry out the development and 
     implementation of the program. An institution of higher 
     education (or consortium) may also include teachers to 
     participate in developing the pedagogical content of the 
     program and to supervise students participating in the 
     program in their field teaching experiences. No institution 
     of higher education (or consortium) shall be eligible for an 
     award unless faculty from the institution's mathematics, 
     science, or engineering department are active participants in 
     the program.'';
       (3) in subsection (b)--
       (A) in paragraph (1)--
       (i) in subparagraph (A)--

       (I) by striking ``scholarship or stipend'';
       (II) by inserting ``and summer internships'' after ``number 
     of scholarships''; and
       (III) by inserting ``the type of activities proposed for 
     the recruitment of students to the program,'' after ``intends 
     to award,'';

       (ii) in subparagraph (B)--

       (I) by striking ``scholarship or stipend''; and
       (II) by striking ``; and'' and inserting ``, which may 
     include a description of any existing programs at the 
     applicant's institution that are targeted to the education of 
     science and mathematics teachers and the number of teachers 
     graduated annually from such programs;''; and

       (iii) by striking subparagraph (C) and inserting the 
     following:
       ``(C) a description of the academic courses and clinical 
     teaching experiences required under subparagraph (A)(ii) or 
     B)(ii) of subsection (a)(3), including--
       ``(i) a description of the undergraduate program that will 
     enable a student to graduate in 4 years with a major in 
     mathematics, science, or engineering and to obtain teacher 
     certification or licensing;
       ``(ii) a description of clinical teaching experiences 
     proposed; and
       ``(iii) evidence of agreements between the applicant and 
     the schools or school districts that are identified as the 
     locations at which clinical teaching experiences will occur;
       ``(D) a description of the programs required under 
     subparagraph (A)(iii) or (B)(iii) of subsection (a)(3), 
     including activities to assist new teachers in fulfilling 
     their service requirements under this section; and
       ``(E) an identification of the applicant's mathematics, 
     science, or engineering faculty and its education faculty who 
     will carry out the development and implementation of the 
     program as required under subsection (a)(4).''; and
       (B) in paragraph (2)--
       (i) by redesignating subparagraphs (B) through (E) as 
     subparagraphs (C) through (F), respectively; and
       (ii) by inserting after subparagraph (A) the following:
       ``(B) the extent to which the applicant's mathematics, 
     science, or engineering faculty and its education faculty 
     have worked or will work collaboratively to design new or 
     revised curricula that recognize the specialized pedagogy 
     required to teach mathematics and science effectively in 
     elementary schools and secondary schools;'';
       (4) in subsection (c)--
       (A) in paragraph (3)--
       (i) by striking ``$7,500'' and inserting ``$10,000''; and
       (ii) by striking ``of scholarship support'' and inserting 
     ``of scholarship support, unless the Director establishes a 
     policy by which part-time students may receive additional 
     years of support''; and
       (B) in paragraph (4), by inserting ``, with a maximum 
     service requirement of 4 years'' after ``was received'';
       (5) in subsection (d)--
       (A) in paragraph (2), by inserting ``and professional 
     achievement'' after ``academic merit''; and
       (B) in paragraph (4), by striking ``for each year a stipend 
     was received'';
       (6) in subsection (g)--
       (A) in paragraph (1), by inserting ``or stipend'' after 
     scholarship; and
       (B) by striking paragraph (2) and inserting the following:
       ``(2) Repayment for failure to complete service.--
       ``(A) Less than 1 year of service.--If a circumstance 
     described in paragraph (1) occurs before the completion of 1 
     year of a service obligation under this section, the sum of 
     the total amount of awards received by the individual under 
     this section shall be treated as a loan payable to the 
     Federal Government, consistent with the provisions of part B 
     or D of title IV of the Higher Education Act of 1965, and 
     shall be subject to repayment in accordance with terms and 
     conditions specified by the Secretary of Education in 
     regulations promulgated to carry out this paragraph.
       ``(B) 1 year or more of service.--If a circumstance 
     described in subparagraph (D) or (E) of paragraph (1) occurs 
     after the completion of 1 year of a service obligation under 
     this section, an amount equal to \1/2\ of the sum of the 
     total amount of awards received by the individual under this 
     section shall be treated as a loan payable to the Federal 
     Government, consistent with the provisions of part B or D of 
     title IV of the Higher Education Act of 1965, and shall be 
     subject to repayment in accordance with terms and conditions 
     specified by the Secretary of Education in regulations 
     promulgated to carry out this paragraph.'';
       (7) by redesignating subsection (i) as subsection (k);
       (8) by inserting after subsection (h) the following:
       ``(i) Science and Mathematics Scholarship Gift Fund.--In 
     accordance with section 11(f) of the National Science 
     Foundation Act of 1950, the Director is authorized to accept 
     donations from the private sector to supplement, but not 
     supplant, scholarships, stipends, or internships associated 
     with the programs under this section.
       ``(j) Assessment of Teacher Retention.--Not later than 4 
     years after the date of enactment of the America COMPETES 
     Act, the Director shall transmit to Congress a report on the 
     effectiveness of the program carried out under this section 
     regarding the retention of participants in the teaching 
     profession beyond the service obligation required under this 
     section.'';
       (9) in subsection (k) (as redesignated by paragraph (7))--
       (A) by redesignating paragraphs (2) through (5) as 
     paragraphs (3) through (6), respectively;
       (B) by inserting after paragraph (1) the following:
       ``(2) the term `high-need local educational agency' means a 
     local educational agency or educational service agency (as 
     defined in section 9101 of the Elementary and Secondary 
     Education Act of 1965)--
       ``(A)(i) that serves not less than 10,000 children from 
     low-income families;
       ``(ii) for which not less than 20 percent of the children 
     served by the agency are children from low-income families; 
     or
       ``(iii) with a total of less than 600 students in average 
     daily attendance at the schools that are served by the 
     agency, and all of whose schools are designated with a school 
     locale code of 6, 7, or 8, as determined by the Secretary of 
     Education; and

[[Page S2624]]

       ``(B)(i) for which there is a higher percentage of teachers 
     providing instruction in academic subject areas or grade 
     levels for which the teachers are not highly qualified; or
       ``(ii) for which there is a high teacher turnover rate or a 
     high percentage of teachers with emergency, provisional, or 
     temporary certification or licensure;''; and
       (C) in paragraph (4) (as redesignated by subparagraph (A)) 
     by inserting ``or had a career'' after ``is working''; and
       (10) by adding at the end the following:
       ``(l) Authorization of Appropriations.--
       ``(1) In general.--Within the amounts authorized to be 
     appropriated by section 4001 of the America COMPETES Act and 
     except as provided in paragraph (2), there are authorized to 
     be appropriated to the Director for the Robert Noyce Teacher 
     Scholarship Program under this section--
       ``(A) $117,000,000 for fiscal year 2008, of which at least 
     $18,000,000 shall be used for capacity building activities 
     described in clauses (ii) and (iii) of subsection (a)(3)(A) 
     and clauses (ii) and (iii) of subsection (a)(3)(B);
       ``(B) $130,000,000 for fiscal year 2009, of which at least 
     $21,000,000 shall be used for such capacity building 
     activities;
       ``(C) $148,000,000 for fiscal year 2010, of which at least 
     $24,000,000 shall be used for such capacity building 
     activities; and
       ``(D) $200,000,000 for fiscal year 2011, of which at least 
     $27,000,000 shall be used for such capacity building 
     activities.
       ``(2) Exception.--For any fiscal year for which the funding 
     allocated for activities under this section is less than 
     $105,000,000, the amount of funding available for capacity 
     building activities described in subparagraphs (A) through 
     (D) of paragraph (1) shall not exceed 15 percent of the 
     allocated funds.''.
       (b) Conforming Amendments.--
       (1) Section 4.--Section 4 of the National Science 
     Foundation Authorization Act of 2002 (42 U.S.C. 1862n note) 
     is amended in the matter preceding paragraph (1) by striking 
     ``In this Act:'' and inserting ``Except as otherwise 
     provided, in this Act:''.
       (2) Section 8.--Section 8(6) of the National Science 
     Foundation Authorization Act of 2002 (Public Law 107-368) is 
     amended--
       (A) in the paragraph heading, by inserting ``Teacher'' 
     after ``Noyce''; and
       (B) by inserting ``Teacher'' after ``Noyce''.

     SEC. 4013. SENSE OF THE SENATE REGARDING THE MATHEMATICS AND 
                   SCIENCE PARTNERSHIP PROGRAMS OF THE DEPARTMENT 
                   OF EDUCATION AND THE NATIONAL SCIENCE 
                   FOUNDATION.

       It is the sense of the Senate that--
       (1) although the mathematics and science education 
     partnership program at the National Science Foundation and 
     the mathematics and science partnership program at the 
     Department of Education practically share the same name, the 
     2 programs are intended to be complementary, not duplicative;
       (2) the National Science Foundation partnership programs 
     are innovative, model reform initiatives that move promising 
     ideas in education from research into practice to improve 
     teacher quality, develop challenging curricula, and increase 
     student achievement in mathematics and science, and Congress 
     intends that the National Science Foundation peer-reviewed 
     partnership programs found to be effective should be put into 
     wider practice by dissemination through the Department of 
     Education partnership programs; and
       (3) the Director of the National Science Foundation and the 
     Secretary of Education should have ongoing collaboration to 
     ensure that the 2 components of this priority effort for 
     mathematics and science education continue to work in concert 
     for the benefit of States and local practitioners nationwide.

     SEC. 4014. NATIONAL SCIENCE FOUNDATION TEACHER INSTITUTES FOR 
                   THE 21ST CENTURY.

       (a) Authorization of Appropriations.--Within the amounts 
     authorized to be appropriated by section 4001, there are 
     authorized to be appropriated to carry out the teacher 
     institutes for the 21st century under paragraphs (3) and (7) 
     of section 9(a) of the National Science Foundation 
     Authorization Act of 2002 (as amended by subsection (b)) (42 
     U.S.C. 1862n(a))--
       (1) $84,000,000 for fiscal year 2008;
       (2) $94,000,000 for fiscal year 2009;
       (3) $106,000,000 for fiscal year 2010; and
       (4) $140,000,000 for fiscal year 2011.
       (b) Teacher Institutes for the 21st Century.--Section 9(a) 
     of the National Science Foundation Authorization Act of 2002 
     (42 U.S.C. 1862n(a)) is amended--
       (1) in paragraph (3)(B), by striking ``summer or'' and 
     inserting ``teacher institutes for the 21st century, as 
     described in paragraph (7),'';
       (2) by redesignating paragraph (7) as paragraph (8); and
       (3) by inserting after paragraph (6) the following:
       ``(7) Teacher institutes for the 21st century.--
       ``(A) In general.--Teacher institutes for the 21st century 
     carried out in accordance with paragraph (3)(B) shall--
       ``(i) be carried out in conjunction with a school served by 
     the local educational agency in the partnership;
       ``(ii) be science, technology, engineering, and mathematics 
     focused institutes that provide professional development to 
     elementary school and secondary school teachers during the 
     summer;
       ``(iii) serve teachers who are considered highly qualified 
     (as defined in section 9101 of the Elementary and Secondary 
     Education Act of 1965), teach high-need subjects, and teach 
     in high-need schools (as described in section 1114(a)(1) of 
     the Elementary and Secondary Education Act of 1965);
       ``(iv) focus on the theme and structure developed by the 
     Director under subparagraph (C);
       ``(v) be content-based and build on school year curricula 
     that are experiment-oriented, content-based, and grounded in 
     current research;
       ``(vi) ensure that the pedagogy component is designed 
     around specific strategies that are relevant to teaching the 
     subject and content on which teachers are being trained, 
     which may include training teachers in the essential 
     components of reading instruction for adolescents in order to 
     improve student reading skills within the subject areas of 
     science, technology, engineering, and mathematics;
       ``(vii) be a multiyear program that is conducted for a 
     period of not less than 2 weeks per year;
       ``(viii) provide for direct interaction between 
     participants in and faculty of the teacher institute;
       ``(ix) have a component that includes the use of the 
     Internet;
       ``(x) provide for followup training in the classroom during 
     the academic year for a period of not less than 3 days, which 
     may or may not be consecutive, for participants in the 
     teacher institute, except that for teachers in rural local 
     educational agencies, the followup training may be provided 
     through the Internet;
       ``(xi) provide teachers participating in the teacher 
     institute with travel expense reimbursement and classroom 
     materials related to the teacher institute, and may include 
     providing stipends as necessary; and
       ``(xii) establish a mechanism to provide supplemental 
     support during the academic year for teacher institute 
     participants to apply the knowledge and skills gained at the 
     teacher institute.
       ``(B) Optional members of the partnership.--In addition to 
     the partnership requirement under paragraph (2), an 
     institution of higher education or eligible nonprofit 
     organization (or consortium) desiring a grant for a teacher 
     institute for the 21st century may also partner with a 
     teacher organization, museum, or educational partnership 
     organization.
       ``(C) Theme and structure.--Each year, not later than 180 
     days before the application deadline for a grant under this 
     section, the Director shall, in consultation with a broad 
     group of relevant education organizations, develop a theme 
     and structure for the teacher institutes of the 21st century 
     supported under paragraph (3)(B).''.

  Mr. INOUYE. Mr. President, innovation and economic competitiveness 
have emerged as top priorities for this country. A number of reports 
have detailed the Nation's need to address our investment in education 
and science. The Augustine Commission's ``Rising Above the Gathering 
Storm'' is often citied as the clarion call to action.
  As Chairman of the Senate Committee on Commerce, Science, and 
Transportation, I am proud to join my colleagues from the Energy and 
Health, Education, Labor, and Pensions Committees in introducing the 
America COMPETES Act. This bill was produced in a bipartisan manner 
that brought together these three Senate committees.
  The Commerce Committee plays a critical role in ensuring this 
country's economic and commercial health. We have expertise that 
touches industries ranging from telecommunications to transportation; 
from the safety of the home to the security of the homeland; and from 
marine containers to marine mammals. We have brought this broad 
perspective in our efforts to improve the country's investment in the 
vital components that make us successful.
  At the heart of this investment is education. Education is the 
foundation upon which scientific research and discoveries are made. 
This bill uses educational programs to inspire students from 
kindergarten through graduate school to pursue math and science. It 
also ensures that the Nation's enterprise research is well funded and 
focused on the needs of the Nation.
  This bill would double funding for the National Science Foundation 
(NSF) and significantly increase funding for the National Institute of 
Standards and Technology (NIST). We were also able to include several 
provisions related to ocean and atmospheric research and education. The 
ocean truly is the last frontier on Earth, and ocean research and 
technology may have broad implications for improving health and 
understanding our environment.
  It is vital that we recognize the importance of our oceans. The U.S. 
Commission on Ocean Policy recommended

[[Page S2625]]

a number of ways to improve ocean education, basic research, and 
technological innovation. We need to follow through on these 
recommendations in order to provide young people with the opportunity 
to use a readily available resource for learning and inspiration.
  This bill is a critical first step in this country's journey to 
answering the challenges that lay ahead. We must make the necessary 
investments today to realize the returns in the near future. I support 
this legislation and look forward to its thorough consideration before 
the Senate.
  Mr. KENNEDY. Mr. President, families across America are facing 
serious challenges in today's global economy. The value of their wages 
is declining, the cost of living is going up, and many of their jobs 
are being shipped overseas.
  We must respond to this challenge to ensure that our citizens can 
still achieve the American dream. We have the best workers in the 
world, and we must prepare them to compete and succeed in the global 
economy.
  America has long been at the forefront in innovation, invention, and 
education. But other countries are catching up and surpassing us.
  America's 15 year olds scored below average in math and science 
literacy compared to the youth of other developed nations on the most 
recent international assessment by the Programme for International 
Student Assessment.
  We are losing ground in overall high school and college graduation 
rates. The U.S. has dropped below the average graduation rate for OECD 
countries. Out of 24 nations, the U.S. ranks 14th, just ahead of 
Portugal.
  Since 1975, the U.S. has dropped from 3rd to 15th place in the 
production of scientists and engineers.
  Federal investment in research and development is essential to keep 
us competitive, but federal dollars have been shrinking as a share of 
the economy. Funding for government research programs has fallen in 
real terms and is less than in 2004.
  At the same time, fast-growing economies such as China, Ireland, and 
South Korea are realizing the potential for economic growth that comes 
with investing in innovation. China's investment in research and 
development rose from $12.4 billion in 1991 to $84.6 billion in 2003, 
an average increase of 17 percent a year. Over the same period, the 
increase in U.S. investment averaged only 4 to 5 percent annually.
  Study after study tells us that we need major new investments in 
education and in research and development to stay ahead. We cannot just 
tinker at the margins and expect to retain our leadership in the global 
economy. We have a responsibility to make the investments that are 
necessary to our progress--a responsibility to our people, our economy, 
our nation, and our national security.
  Last year, the Council on Competitiveness urged a focus on lifelong 
skill development--through elementary, secondary and higher education, 
and workforce training and support, as essential to keeping America on 
the cutting edge of innovation.
  The recent report by the National Academy of Sciences, ``Rising Above 
the Gathering Storm,'' emphasized these recommendations. Two of the 
report's four major recommendations involved education as the solution 
to meeting the global challenge. The report set out a broad roadmap for 
keeping America competitive, but it prioritized investment in education 
over all other recommendations.
  The National Association of Manufacturers has also issued a report 
urging renewed focus on education and training to keep American 
businesses competitive.
  Last week, the National Governors Association released its 
``Innovation America'' plan, which outlines opportunities for Federal 
investment to help spur innovation in the states. Here again, improving 
education and access to high quality job training take center stage.
  It is clear that we must act, and today we are taking a step toward 
putting America back on the right track.
  I am pleased to join a number of my colleagues today in reintroducing 
the ``America COMPETES Act,'' or the ``America Creating Opportunities 
to Meaningfully Promote Excellence in Technology, Education, and 
Science Act.'' The bill is identical to legislation we introduced last 
year, but the need for action is even more important today to keep 
America competitive in the years to come.
  The legislation responds to many of the recommendations in the 
``Gathering Storm'' and other recent reports; it takes important steps 
to encourage innovation in America as a way to create jobs and move our 
economy forward. Often, as we know, it is federally funded research 
that primes the pump for technological, medical and scientific 
breakthroughs. The bill will double basic research funding by the 
National Science Foundation by 2011. It also puts us on a strong course 
to doubling basic research funding by the Department of Energy.
  In addition, the legislation creates a President's Council on 
Innovation and Competitiveness, based on successful models being used 
in established and emerging economies in Europe and Asia. The Council 
will bring together the heads of federal agencies with leaders in 
business and academia to develop a comprehensive agenda to promote 
innovation. Japan for some time has had a similar council, and 
Ireland--the Celtic Tiger--has already had extraordinary success in 
expanding its R&D strength since it established its council two years 
ago.
  The bill also strengthens programs at college and universities to 
encourage renewed interest in nuclear science. Massachusetts has long 
been a leader in nuclear research. There are fewer than three dozen 
licensed research reactors in the United States, and three of them are 
located at Massachusetts universities--University of Massachusetts 
Lowell, Worcester Polytechnic Institute, and MIT. These colleges will 
have a vital role as nuclear science expands, and this bill will help 
expand their programs and establish new ones to meet the growing 
demand.
  We must also make the research and development tax credit permanent. 
The incentive provided by the credit has led to quality jobs, better 
and safer products, greater productivity and a stronger and more robust 
national economy. A growing number of countries recognize the 
importance of research and development spending to future economic 
growth, and they now offer more generous R&D tax incentives than the 
United States. The top 6 pharmaceutical companies, and American high 
tech companies like Microsoft, Intel and GE have all opened advanced 
R&D facilities in India. We must give American companies the certainty 
that our tax incentives will continue year after year and will not 
expire, so that they can choose to maintain these high-skilled jobs 
here at home, to keep America at the cutting edge as a leader in 
innovation in the global economy.
  R&D investments also depend on a talented pool of well-trained 
individuals who can make discoveries and scientific breakthroughs. Jobs 
in science and engineering are expected to increase 70 percent faster 
than those in other fields over the next 6 years.
  To ensure that Americans are well-trained for these jobs, we must 
improve education at all levels--from the very early years in a child's 
life all the way through doctoral study and beyond--especially in math, 
science, engineering and technology.
  International comparisons of student achievement show that the United 
States is slipping behind other countries, but detailed analysis shows 
that the picture is more complex. The real problem lies in the serious 
and pervasive achievement gap in this country between higher income 
students and lower income students and between white students and 
students of color.
  On the most recent test comparing student achievement in industrial 
nations, white students in the United States performed better than the 
average for all countries in both math literacy and problem-solving, 
while their Hispanic and African American peers did worse. Low-income 
students in the U.S. performed worse than their high-income peers, and 
also performed worse than other low-income students in over half of the 
developed countries surveyed.
  If we can close this achievement gap, and guarantee all children in 
this country a world-class education, we can put America back at the 
top of the list. To do so, we need to renew and improve upon the 
important reforms in the No Child Left Behind Act this year. As we

[[Page S2626]]

do so, we must make a strong commitment to adequately fund those 
reforms.
  We must also invest in teachers. Research shows that having a high 
quality teacher for five years in a row can overcome the average 7th 
grade mathematics achievement gap between lower income and higher 
income children.
  But almost half of math classes taught in high poverty and high 
minority schools are taught by teachers without a college major or 
minor in math or a related field. The problem is even more serious in 
middle schools--70 percent of math classes in these schools are taught 
by a teacher who doesn't even have a minor in math.
  Our bill recognizes and responds to the critical need to recruit and 
train high quality math, science, technology and engineering teachers 
to teach in schools with the greatest need, so that we can begin to 
close the achievement gap and ensure that all American students can 
compete on a level playing field with their peers in other nations.
  The bill provides a 10-fold increase in the Robert Noyce Teacher 
Scholarship Program at the National Science Foundation to recruit math, 
science, engineering and technology students and professionals to 
become teachers in high-need school districts.
  It provides grants to institutions of higher education to create 
undergraduate programs that integrate the study of math, science, 
engineering, or critical need foreign language with teacher education, 
modeled on the successful U-Teach program at the University of Texas. 
It also helps institutions create part-time master's degree programs to 
improve the content knowledge and teaching skills of current teachers. 
In both of these programs, universities would partner with high-need 
school districts to ensure that these resources go where they are 
needed most.
  The bill expands the Teacher Institutes for the 21st Century Program 
at the National Science Foundation to provide cutting-edge summer 
professional development programs for teachers who teach in high-need 
schools. It also creates a summer institute program in the Department 
of Energy to strengthen the math and science teaching skills of 
elementary and secondary school teachers.
  Recruitment and training of good teachers are important, but so is 
retention of good teachers. Each year, over 200,000 teachers leave the 
profession--6 percent of the teaching workforce. High attrition rates 
mean that one of every two teachers hired will completely drop out of 
teaching within 5 years-just when they have gained the experience 
needed to consistently improve student achievement.
  To be successful in closing the achievement gap, we must also do more 
to see that teachers have an incentive to stay in their classrooms once 
they are there.
  We should provide financial incentives--through fellowships or salary 
increases--to teachers who commit to teach in the highest need schools, 
where the unique challenges make the schools the hardest to staff. I 
look forward to working with my colleagues as the bill moves forward to 
add this critical component to the effort.
  In addition to providing a high quality teacher in every classroom, 
we must also ensure that children in low-income school districts have 
access to the same college preparatory classes that more affluent 
school districts are able to provide--and, importantly, that they have 
the preparation they need to succeed in those classes. To do so, the 
bill expands access to Advanced Placement and International 
Baccalaureate classes as well as pre-AP and pre-IB courses, especially 
in high need schools, and creates a program to improve instruction in 
math for elementary and middle school students and provide targeted 
help to students struggling with the subject.
  The bill also addresses the critical need to ensure our education 
system is preparing students for the challenges they will face after 
graduation from high school.
  According to recent research, the nation loses over $3.7 billion a 
year in the cost of remedial education and lost earning potential 
because students are not adequately prepared to enter college when they 
leave high school.
  For students directly entering the workforce, 60 percent of employers 
in a survey conducted by the National Association of Manufacturers said 
that a high school diploma did not adequately prepare a typical student 
with even basic skills to qualify for an entry level job.
  Many states have recognized the need to better align elementary and 
secondary school standards, curricula, and assessments with the demands 
of college, the 21st century workforce and the Armed Forces. Our bill 
provides grants to assist states in those efforts. The grants would 
support state P-16 councils that bring together leaders in the early 
education, K-12, and higher education communities, in the business 
sector, and in the military to improve the rigor of elementary and 
secondary education and prepare students for the postsecondary 
challenges they will face.
  These provisions will help spur the development of more rigorous 
standards, as well as innovative curricula that engage our children in 
learning and inspire a new generation of scientists and engineers. It 
will assist states in the work they are doing to create new disciplines 
in engineering and technology at the elementary school level to teach 
students the practical applications of math and science. The National 
Center for Technological Literacy at the Museum of Science in Boston is 
at the forefront of these efforts.
  In addition to the education programs at the Department of Education 
and the National Science Foundation, the legislation relies on the 
resources of the Department of Energy to assist in the effort to 
improve math and science education. The National Labs at the Department 
of Energy can have a critical role in these efforts, and so can the 
more than 300 colleges and universities across the country conducting 
research supported by the Department of Energy. I appreciate my 
colleagues' efforts to ensure that the resources of the Department of 
Energy are used to enhance educational opportunities for children not 
only in the states that host National Labs, but across the country.
  It is also becoming increasingly important for students to become 
exposed to and immersed in critical foreign languages and cultures. In 
recent years, foreign language needs have significantly increased 
throughout the public and private sector due to the presence of a wider 
range of security threats, the emergence of new nation states, and the 
globalization of the U.S. economy.
  Currently, the U.S. government uses tens of thousands of employees 
with foreign language skills in 100 languages and more than 80 Federal 
agencies. In addition, American businesses increasingly need employees 
experienced in foreign languages and international cultures to manage a 
culturally diverse workforce.
  For students to become proficient in these critical foreign 
languages, they must have access to a sustained course of study, 
beginning in the early grades.
  But currently, only one-third of students in grades 7-12 and a mere 5 
percent of elementary school students study a foreign language.
  Even fewer study critical need foreign languages. Only about 24,000 
of approximately 54 million elementary and secondary school children in 
the United States are studying Chinese. In contrast, more than 200 
million children in China study English--a compulsory subject for all 
Chinese primary school students.
  The bill begins to address these needs by providing grants to 
institutions of higher education and local educational agencies to work 
in partnerships to create programs of study in critical foreign 
languages for students from elementary school through postsecondary 
education.
  These programs and investments will help prepare our students to 
compete in the 21st century, but if we are serious about keeping 
America competitive, there is still more we can--and must--do.
  A college degree is fast becoming the price of admission to 
participation in the global economy. Today, over 60 percent of jobs 
require some postsecondary training, and the number is rising rapidly. 
Such jobs bring higher pay as well. A recent study by the Organisation 
for Economic Co-operation and Development shows that in the United 
States, earnings of people with a post-secondary degree are 72

[[Page S2627]]

percent higher on average than those with only a high school diploma.
  But with soaring costs and stagnant financial aid, college is 
increasingly out of reach for students and families. Research shows 
that 400,000 students a year do not go to a four-year college because 
they cannot afford it. 170,000 do not go to college at all.
  When our troops returned home from World War II, we created the GI 
Bill and sent them to college to learn the skills they would need in 
the changing world. The pay off to the nation was immense. The economy 
reaped an estimated $7 in benefit for every dollar invested in that 
effort.
  In recent decades however, federal grant aid has dwindled and the 
grants don't go as far as they used to. Thirty years ago, seventy-seven 
percent of the federal assistance provided to students was in the form 
of grants, but in recent years the number has dropped to twenty 
percent.
  With college costs skyrocketing, the value of the Pell Grant has not 
kept pace. To ensure the prosperity of our families and the nation, we 
must open the doors of college to all by restoring the Pell Grant as 
the foundation of the student aid system.
  Last year, Congress squandered an opportunity to significantly 
increase aid for low income students. The Senate passed a bill that 
would have immediately increased the Pell grant from $4,050 to $4,500. 
But this increase was rejected, and the funds were used instead to pay 
for tax giveaways for the wealthiest Americans.
  Last month, under the new Democratic leadership, Congress made a 
strong down payment to help low-income families afford college by 
raising the maximum Pell grant for the first time since 2003 from 
$4,050 to $4,310.
  I know many of my colleagues on both sides of the aisle agree that 
higher education is the key to keeping America competitive, and I look 
forward to working with them to build on this down payment as we 
reauthorize the Higher Education Act this year to ensure that the cost 
of college is not a barrier to full participation in the new economy.
  We need to reform the federal student aid system to redirect 
excessive lender subsidies into additional help and support for 
students and families, including increased need-based aid, making 
student loans more manageable, and providing loan forgiveness for 
individuals in public sector careers.
  We must also do more to address the devastating impacts of the global 
economy on American workers and their families.
  Our workers are facing global competition that is often fundamentally 
unfair, but this bill does nothing to level the playing field or to 
help ease the burden of their transition to the global economy. To 
truly improve our national competitiveness, we must address all aspects 
of this challenge. We cannot continue to ignore the plight of working 
Americans.
  First, we need to level the playing field in the competition for good 
jobs. Americans have nothing to fear from competition that's fair. But 
it's not fair when Americans are competing with foreign workers who 
lack basic protections such as child labor laws, a minimum wage, or the 
right to organize. It's not fair when U.S. companies cut costs by 
exploiting and abusing foreign workers.
  We need to exercise global leadership in promoting fair wages and 
safe working conditions for workers around the world, reward companies 
that treat their foreign workforces fairly, and be a strong voice in 
sanctioning those countries that will not play by the rules.
  Beyond these basic steps to level the playing field, we owe a 
particular duty to American workers who are losing their jobs because 
of trade. We all benefit from the lower prices and variety of products 
that globalization provides, but many of our most vulnerable workers 
are paying the price. We've lost nearly 3 million manufacturing jobs 
since 2001, and service sector jobs are now moving overseas as well. 
These are good, middle-class jobs, with decent wages and benefits that 
form the core of the American middle class.
  Our response to globalization must address the disappearance of good 
jobs. We must create the good jobs of the future. We must eliminate tax 
incentives for companies to ship jobs overseas. We must give fair 
warning to workers who are at risk of losing their jobs to overseas 
competition, so that they can plan for their futures. We must 
strengthen our commitment to help workers who lose their jobs to adjust 
to the new economy, with well-funded training and income assistance 
programs that ease the transition to new employment.
  Fulfilling our commitment to American workers also demands that we 
give them their fair share of the economic growth that globalization 
brings. Both houses of Congress have now voted overwhelmingly to raise 
the minimum wage to $7.25 an hour, and that vital legislation should 
reach the President's desk soon. But that's only a first step. We need 
to do much more to promote good jobs and ensure that workers get their 
fair share of economic growth. We also must give workers a stronger 
voice in the new economy by protecting their right to organize and form 
a union.
  If we truly want to be competitive in the global economy, we need to 
address these challenges facing the American workforce head on. Our 
employees deserve greater job security in the present, and better job 
opportunities in the future. I hope that the same bipartisan coalition 
that has worked together so effectively on this competitiveness bill 
can also work together to address these important issues for America's 
working families.
  The legislation we are introducing today is not a complete package. 
What it does represent is the beginning of a strong commitment that we 
will need to sustain and build on if America is to remain competitive 
in the years ahead. It's gratifying that this bill has strong 
bipartisan support, because that support is critical to ensuring that 
these proposals become a reality.
  Words alone will not keep America competitive. This legislation must 
be more than a promise. I look forward to working with my colleagues as 
the bill moves forward to ensure that Congress provides the new 
investments essential to fully support these important proposals.
  Americans know how to rise to challenges and come out ahead. We've 
done it before and we can do it again. We rose to the challenge after 
World War II with the GI Bill. We rose to the Soviet Union's challenge 
of Sputnik in 1957 by passing the National Defense Education Act, and 
we went on to inspire the nation in the next decade by sending a man to 
the moon and by doubling the federal investment in education.
  We need the same bold commitment now to help the current generation 
meet and master the global challenges we now face. The America COMPETES 
Act can be an effective first step. I look forward to working with my 
colleagues to improve upon the bill as it moves forward and to expand 
on these efforts in the months to come to make this essential 
initiative as effective as possible.
  Mr. LIEBERMAN. Mr. President, I rise today in support of the America 
COMPETES Act. I am pleased to join Senators Reid and McConnell in 
introducing this bipartisan bill that addresses the challenges in 
keeping the U.S. competitive in the global economy. The Council on 
Competitiveness, through their ``Innovate America'' report, and the 
National Academies, through the ``Rising Above the Gathering Storm'' 
report, made it clear that we owe the economic vitality of the Nation 
to the productivity of highly trained people and the innovations they 
produce. This bill addresses recommendations in these reports to 
support the Nation's future health, vitality and economic prosperity.
  Only 29 percent of Americans believe the United States has the most 
innovative economy in the world. Nearly half choose China or Japan 
instead. Why? The No. 1 reason cited by Americans is that these other 
countries are more committed to their education, their youth or their 
schools. We need this to change.
  This bill addresses new and expanded approaches to science education 
and research to meet the future needs of our children and the Nation. 
Tests show that U.S. students are behind other developed nations in 
math and science. We also found out in February that seniors in high 
school cannot read as well as seniors back in 1992. This is telling us 
that in some areas we are moving backwards. A good education is

[[Page S2628]]

every child's way to realize his and her American dream. We must keep 
moving forward.
  We need to consider how we can help our Nation's top universities 
lead some of their best and brightest students, especially in STEM and 
critical foreign languages, into successful teaching careers. This bill 
encourages integrated college math, science, engineering and foreign 
language programs with teacher development programs to produce 
certified, knowledgeable teachers in areas with critical needs. The 
resulting teachers will have the teaching credentials and, importantly, 
the necessary content expertise in STEM disciplines with the hope of 
improving student interest and achievement in STEM areas and critical 
foreign languages.
  New teachers are but a small portion of those teaching in STEM 
classrooms each year across the country. These new instructors need 
support and mentoring from established teachers. This bill supports 
master's degree programs for existing teachers seeking to enhance their 
content knowledge, teaching skills and leadership in STEM and foreign 
languages. Teachers in these programs study part-time over 2 to 3 years 
to obtain master's degrees. These programs also prepare them for 
leadership roles in their schools through participation in, for 
example, mentoring activities, math and science curriculum 
enhancements, teacher development, and student achievement evaluations 
and assessments.
  It is troubling that many students with their newly-obtained high 
school diplomas find themselves unprepared for college or the 
workforce. It is time to ensure that high schools prepare their 
students for the future. To do this right, States must start aligning 
what children learn starting in kindergarten, or earlier, to meet the 
evolving higher education and business needs for the 21st century and 
beyond.
  High schools are not preparing students for college or the workforce. 
We know that middle and high school students engaged in challenging 
coursework attend and succeed in college at a greater rate than those 
who follow programs of study without rigorous content. What happens to 
the others? To start, more than a quarter of college students end up 
taking remedial classes. The percentage is much higher, more than two 
in five, at institutions with large minority enrollments. We need to 
prepare for the future through college-ready course content and 
appropriate assessment standards all the way up through our high school 
and continue that rigor until completion of college. I am pleased that 
this legislation contains many of the components of S. 109-2337, the 
College Pathways Act of 2006, a bill I introduced to increase access to 
postsecondary education through better alignment of curriculum and 
enhanced data systems.
  High-quality data systems are also critical to improve schools and 
student outcomes. Accountability for high school graduation numbers and 
drop-out rates is important to addressing education reform in our high 
schools. States and schools need data systems to trace successful 
educational outcomes back to specific programs, coursework and 
interventions. They need to know what works and what doesn't work.
  Unique identifier for students from pre-kindergarten through college 
will permit States to analyze school progress. Test results, grades, 
college-readiness assessments, assigned teachers and whether students 
needed remedial courses in college can all go into the data system. 
This information should provide feedback to make needed improvements 
while expanding and rewarding areas of success.
  The legislation specifies that the unique student identifier could be 
a bar code. That is appropriate. Bar codes and scanners were created 
and expanded in the U.S. in part through federally funded research. The 
National Science Foundation, NSF, funded research on scanners starting 
back in the 1970s that made accurate bar codes a reality. Few realized 
at the time the eventual widespread use of the technology. But this is 
an example of the kinds of basic research investments in innovation and 
ingenuity that drive much of our economy.
  NSF is the principal agency sustaining basic research in all science 
and engineering fields. Basic research outcomes have led to many 
important innovations, stimulating economic growth and improving the 
quality of life for all Americans. This legislation increases the 
Nation's investment in this innovation by doubling the overall funding 
for NSF from approximately $5.6 billion in 2006 to $11.2 billion in 
2011. NSF's three strategic goals for its portfolio are discovery, 
learning, and research infrastructure. These goals match up directly 
with the three primary areas of the America Competes Act: increased 
research investment, STEM education, and innovative infrastructure.
  To encourage more students to enter technical professions, this 
legislation increases Federal support for STEM graduate fellowships and 
trainee programs by expanding the NSF Graduate Research Fellowship 
Program by 1,250 fellowships. These fellowships follow the students 
permitting the greatest flexibility in choosing graduate programs that 
best fit their needs and interests.
  We also expand the NSF Integrated Graduate Education and Research 
Traineeship, IGERT, program by 1,250 new traineeships. In the IGERT 
program, grants are awarded to universities to develop cross-
disciplinary training programs for students in areas including science, 
math, engineering, and policy. The program is intended to produce a 
change by establishing innovative new models for graduate education and 
training that reach across traditional disciplinary boundaries. It is 
also intended to facilitate diversity in student participation, and to 
contribute to a world-class, broadly inclusive, and globally engaged 
science and engineering workforce.
  This legislation further addresses the issue of improving talent in 
scientific disciplines by expanding the existing STEM Talent Expansion 
Program, STEP, to the scope originally intended. The STEP, or Tech 
Talent program, which I first proposed in October 2001, provides 
competitive grants to undergraduate institutions to develop new methods 
of increasing the number of students earning degrees in science, math, 
and engineering. It is essential that we increase the number of college 
graduates with the skills to contribute to the science and technology 
workforce, yet this program has never been fully funded.
  The Department of Energy's Office of Science is the principal Federal 
agency for research in high energy physics, nuclear physics, and fusion 
energy sciences. This legislation puts the Office of Science on a 
doubling track, over 10 years, reaching more than $5.2 billion in 2011. 
We create important educational opportunities through Centers of 
Excellence in Mathematics and Science. These centers bring together our 
premier National Laboratories as partners with high-need high schools. 
National Laboratories also will host summer teacher institutes and will 
provide expert assistance to teachers at specialty schools in math and 
science.
  The bill also creates an ``Innovation Acceleration Grants'' program 
to stimulate high-risk research by setting a goal for Federal research 
agencies to allocate no less than 8 percent of their current R&D 
budgets to breakthrough research--the kind of research that gave us 
fiber optics, the Internet and countless other technologies relied on 
every day in this country and around the world. We anticipate this 
funding would be used for ``grand challenges'' and other transformation 
research at the frontiers of discovery and innovation. We must continue 
to encourage the groundbreaking experimentation and longer term outlook 
that made this country great.
  I am pleased to join my colleagues in this bipartisan effort to 
address the science, technology and education needs that will fuel 
innovation and continue to drive American growth and prosperity. I urge 
my colleagues to cosponsor this legislation and support its passage.
  Mrs. HUTCHISON. Mr. President, I am delighted to join our 
distinguished Majority and Minority Leaders in introducing and 
cosponsoring the America COMPETES Act. This is an essential and 
important first step in addressing critical challenges facing our 
Nation in an increasingly competitive global economy. America must be a 
leader in scientific research and education. It is in the best interest 
of both our national and economic security.

[[Page S2629]]

  This bill renews and expands our national focus on strengthening key 
areas of research, education and innovation. It is the product of a 
truly bipartisan effort, undertaken with the blessing and encouragement 
of the Senate leadership and by the leadership of the three principal 
committees with jurisdiction over these matters: the Committee on 
Commerce, Science, and Transportation, the Committee on Energy and 
Natural Resources, and the Committee on Health, Education, Labor, and 
Pensions. Mr. President, I am proud to be part of this bipartisan 
initiative to provide new resources to support these competitiveness 
programs.
  This legislation increases research investment by doubling the 
authorized funding levels for the National Science Foundation (NSF) 
from approximately $5.6 billion in fiscal year 2007 to $11.2 billion in 
fiscal year 2011. It doubles funding for the Department of Energy's 
Office of Science over 5 years, from $3.6 billion in fiscal year 2006 
to over $5.2 billion in fiscal year 2011.
  Another vital focus of the bill is to strengthen educational 
opportunities in science, technology, engineering, mathematics and 
critical foreign languages. It authorizes competitive grants to States 
to promote better coordination of elementary and secondary education 
with the knowledge and skills needed for success in post-secondary 
education, the workforce and the U.S. Armed Forces. Another key 
emphasis is strengthening the skills of thousands of math and science 
teachers through support for the Teachers Institutes for the 21st 
Century Program at NSF.
  As Ranking Member of the Space, Aeronautics and Related Sciences 
Subcommittee of the Commerce Committee, and a member of the Science, 
Technology and Innovation Subcommittee, I am especially pleased that 
this legislation ensures that both NASA and NSF are able to expand 
their strong traditional roles in fostering technological and 
scientific excellence. The language we have crafted increases essential 
NASA funding to support basic research and foster new innovation by 
calling for full use of existing budget authority that we provided 
within the 2005 NASA Authorization Act. Under the terms of this 
legislation and the previous authorization, the Congress could provide 
an additional $1.4 billion dollars in fiscal year 2008 for application 
towards these activities, above what has been requested. By directing 
NASA's full participation in inter-agency efforts for competitiveness 
and innovation, this legislation points the way for the Administration 
to now make use of that additional authority in supporting projects 
that can help meet these important competitiveness and innovation 
goals.
  This bill represents an important first step in our efforts to meet 
the increasing challenges to our Nation's competitive posture. I 
encourage all of my colleagues to join in cosponsoring this bill and 
working with us at the appropriate time to ensure its passage by this 
body and its enactment into law.
                                 ______
                                 
      By Mr. GRASSLEY (for himself, Mr. McCain, and Mr. Durbin):
  S. 762. A bill to include dehydroepiandrosterone as an anabolic 
steroid; to the Committee on the Judiciary.
  Mr. GRASSLEY. Mr. President. I rise today to introduce a bill that 
would further expand the definition of anabolic steroids under the 
Controlled Substances Act to include DHEA. I am pleased to be joined in 
this bi-partisan effort by my colleagues Senator McCain and Senator 
Durbin.
  Eight years ago, baseball fans everywhere were witness to history as 
Roger Maris' 37 year old single season record of 61 home-runs was 
finally broken. Mark McGwire and Sammy Sosa captivated the public as 
their chase for the home-run record unfolded in living rooms 
everywhere. Three years later, Barry Bonds of the San Francisco Giants 
set a new record when he hit an unthinkable 73 home-runs in just one 
season. Now, with another Major League Baseball season just around the 
corner, the 42 year old Barry Bonds is on the brink of breaking the all 
time home-run record held by the great Hank Aaron.
  A lot has changed since that historic 1998 season though. We now know 
that Mark McGwire had been taking an over the counter testosterone 
boosting supplement known as ``Andro'' at the time he broke the home-
run record. A few years later, an anonymous phone call sparked what has 
since become the largest doping scandal in professional sports history. 
The BALCO scandal as it is famously known today, has exposed numerous 
top athletes across a wide range of sports and continues to this day. 
In fact, just this week, we learned that investigators found evidence 
that testosterone and other performance enhancing drugs may have been 
illegally purchased over the internet by current and former Major 
League Baseball and NFL players, college athletes, high school coaches, 
a former Mr. Olympia champion, and another top contender in the body 
building competition.
  The publicity generated from these doping scandals even spurred 
Congress into action. In 2004, we passed legislation expanding the list 
from 23 to 59 anabolic steroids that are now regulated by the DEA, 
including ``Andro''. Legislation has also been introduced that would 
force Major League Baseball and other professional sports leagues, to 
strengthen their testing procedures and set new minimum penalties for 
any violations of the policy.
  While all this publicity has helped to raise public awareness about 
the dangers of illegal performance enhancing drugs, much work remains 
to be done. Some recent studies appear to indicate that the use of 
illegal steroids among adolescents is beginning to decline. While this 
is good news, an alarming number of young people are still turning to 
these dangerous drugs to improve performance, appearance, or their self 
image.
  Even more widespread however, is the use of over the counter 
supplements. Many young people turn to these ``supplements'' as an 
alternative to already illegal steroids, mistakenly believing that 
because they are sold over the counter, they must be safe. Yet, many of 
these over the counter ``supplements'' actually produce the same 
dangerous effects on the body as illegal steroids, some even become 
steroids in the blood stream.
  In the year following Mark McGwire's record breaking 70 home-run 
season, sales of andro surged by more than 1000 percent. In 2004, we 
took action to control sales of these dangerous drugs and protect the 
unsuspecting public. Yet as I speak today, one anabolic steroid remains 
on the shelves of health stores around the country. This potentially 
harmful steroid can be bought by anyone, at any age and without 
consulting a physician first.
  DHEA, is a steroid hormone that when ingested in the body, is 
converted into other more powerful steroid hormones including Andro and 
Testosterone. Both Andro and Testosterone are already controlled by the 
DEA under the Controlled Substances Act.
  DHEA like all other steroids, may cause a number of long-term 
physical and psychological effects. Women could experience facial hair 
growth, scalp hair loss, deepening of the voice, and increased girth. 
Men could experience increased blood pressure or breast enlargement. 
Unfortunately, side effects associated with hormones don't always 
appear right away. While these effects may be mild at low doses, 
according to many experts high levels of DHEA might promote liver 
damage and cancer of the breast or prostate over time. The truth is we 
know very little about DHEA's long term effects.
  In addition, because DHEA is marketed as a dietary supplement rather 
than a medicine, companies distributing DHEA products are not required 
to prove their safety and effectiveness to the Food and Drug 
Administration. Therefore, it is impossible to tell if these products 
are 100 percent pure or whether you are getting the same amount of DHEA 
the label claims. In fact, in 2000, the Good Housekeeping Research 
Group examined 8 popular DHEA products with ``antiaging'' claims and 
found that 5 of the 8 brands sent to an independent lab for testing, 
failed to accurately state the level of DHEA labeled on their product.
  While often cited as an anti-aging pill, some advertisements do 
specifically target athletes. Take for example this advertisement on 
www.bodybuilding.com:

       DHEA is HOT, and you will see why. As a pre-cursor hormone, 
     it leads to the production of other hormones. When this 
     compound

[[Page S2630]]

     is supplemented, it has shown to have awesome effects.

  Here is another advertisement found on AST Sports Sciences,

       If you're a bodybuilder, and want to increase lean body 
     mass at the expense of body fat, actual studies show this 
     supplement may significantly alter body composition, favoring 
     lean mass accrual.

  DHEA is already banned by the Olympics, the World Anti-Doping Agency, 
the National Collegiate Athletic Association, the National Football 
League, the National Basketball Association and minor league baseball, 
yet under current Federal law it enjoys special protections.
  In 2005, as Major League Baseball and their steroid policy were 
coming under increasingly heavy fire, the top medical advisor to the 
League turned the tables on us as lawmakers, referring to DHEA and 
accusing us of failing to write a zero tolerance steroids policy into 
Federal law.
  With that in mind, I am pleased to introduce this legislation today, 
which would put these potentially dangerous steroids behind the counter 
where they belong. We must make every effort to keep ALL steroids out 
of the hands of children and protect unsuspecting consumers. DHEA is 
not a food supplement, and should be treated as every other 
testosterone boosting substance in the steroid family.
  I encourage my colleagues to join in support of this legislation.
  I send the draft of this legislation to the desk and 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:
       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. INCLUSION OF DEHYDROEPIANDROSTERONE.

       Section 102(41)(A) of the Controlled Substances Act (21 
     U.S.C. 802(41)(A)) is amended--
       (1) in the matter preceding clause (i), by striking 
     ``corticosteroids, and dehydroepiandrosterone'' and inserting 
     ``and corticosteroids'';
       (2) by redesignating clauses (x) through (xlx) as clauses 
     (xi) through (xlxi), respectively; and
       (3) by inserting after clause (ix) the following:
       ``(x) dehydroepiandrosterone (androst-5-en-3b-ol-17-
     one);''.
                                 ______
                                 
      By Mrs. CLINTON (for herself, Ms. Snowe, Mr. Bingaman, Mr. Nelson 
        of Florida, Mr. Kerry, Mr. Durbin, and Ms. Cantwell):
  S. 764. A bill to amend title IXX and XXI of the Social Security Act 
to permit States the option of coverage of legal immigrants under the 
Medicaid Program and the State children's health insurance program 
(SCHIP); to the Committee on Finance.
  Mrs. CLINTON. Mr. President, today I am introducing the Legal 
Immigrant Children's Health Improvement Act, legislation that would 
again allow States to use Federal funds to provide critical healthcare 
services to pregnant women and children. I want to thank Senator Snowe 
for partnering with me on this bipartisan effort.
  All across New York and America, legal immigrants work hard, pay 
taxes, and exercise their civic responsibilities. I see examples of 
this every day in New York. They fight for our country in the military. 
They contribute to our Nation's competitiveness and economic growth. 
They help revitalize neighborhoods and small towns across the country. 
And most are fiercely proud to call themselves Americans.
  Yet, in 1996, Congress denied safety net services to legal immigrants 
who had been in the country for less than five years. Today, Senator 
Snowe and I are introducing legislation that would take a first step 
towards correcting that injustice. The Legal Immigrant Children's 
Health Improvement Act will allow States to use Federal funds to make 
the State Children's Health Insurance Program (SCHIP) and Medicaid 
available to legal immigrant pregnant women and children who are within 
the five year ban.
  There is tremendous need for this legislation. An Urban Institute 
study found that children of immigrants under the age of 6 years are 
two times as likely to be in fair or poor health compared to same-age 
children of natives, whereas 6 to 17 year old children of immigrants 
are almost three times as likely to be in fair or poor health. While 
most children receive preventative medical care, such as vaccines and 
routine dental care, too often immigrant children do not. They are 
forced to forego treatment and can ultimately end up seeking needed 
care in emergency rooms--the least cost-effective place to provide 
care. To make matters worse, minor illnesses, which would be easily 
treated by a pediatrician, may snowball into life-threatening 
conditions.
  And women without access to prenatal care are four times more likely 
to deliver low birth weight infants and seven times more likely to 
deliver prematurely than women who receive prenatal care, according to 
the Institute of Medicine. All of these health outcomes are costly to 
society and to the individuals involved.
  Today, 16 States, including New York and Maine, use State funds to 
provide healthcare services to legal immigrant pregnant women and 
children within the five year waiting period. An additional six States 
provide some coverage to either pregnant woman or children.
  The Legal Immigrant Children's Health Improvement has been endorsed 
by a wide range of organizations including Asian American Justice 
Center, Catholic Health Association, National Immigration Law Center, 
National Health Law Program, Families USA, and National Council of La 
Raza and I want to thank them for their support.
  This year Congress will reauthorize the SCHIP program and it is my 
hope that we will finally eliminate the unfair ban on legal immigrant 
children and pregnant woman by incorporating the Immigrant Children's 
Health Improvement Act into the reauthorization of SCHIP. I look 
forward to working with Senator Snowe and my colleagues to enact this 
bill into law.
                                 ______
                                 
      By Mr. DURBIN (for himself, Mr. Obama, Ms. Murkowski, and Ms. 
        Mikulski):
  S.J. Res. 5. A joint resolution proclaiming Casimir Pulaski to be an 
honorary citizen of the United States posthumously; to the Committee on 
the Judiciary.
  Mr. DURBIN. Mr. President, I rise today to introduce S.J. Res. 5, 
honoring the valor of General Casimir Pulaski, who made the ultimate 
sacrifice in pursuit of American freedom. This Resolution would grant 
posthumous honorary citizenship to General Pulaski.
  Casimir Pulaski was a young soldier whose activities to advance 
Polish liberty'' from Russian influence led to his exile from Poland. 
In Paris, he met Benjamin Franklin and was inspired to join the 
Continental Army in its fight for American independence.
  On September 11, 1777, Casimir Pulaski fought with distinction in the 
Battle of Brandywine. His bravery and abilities in battle averted an 
American defeat and saved the life of George Washington. That same 
year, Pulaski wrote to George Washington, ``I came here, where freedom 
is being defended, to serve it, and to live or die for it.''
  Casimir Pulaski was promoted to Brigadier General and, as General, 
continued to provide great leadership. In 1779, at the siege of 
Charleston, South Carolina, he helped to fend off British forces. Later 
that year, his letter to George Washington proved prophetic when in 
October, during a major offensive against British forces in Savannah, 
Georgia, Pulaski was mortally wounded. He died at sea, aboard the 
U.S.S. Wasp, on October 11, 1779.
  General Pulaski's life and death inspired his contemporaries just as 
he inspires us today. Shortly after his death, the Continental Congress 
resolved to build a monument in his honor; one that proved to be the 
first of many. In 1825, General Lafayette, an honorary American 
citizen, laid the cornerstone for the Pulaski monument in Savannah, 
Georgia. In 1929, Congress resolved that October 11 of each year would 
be Pulaski Day in the United States, and several states have followed 
this example. In 1973, my own state of Illinois designated the first 
Monday of March as Pulaski Commemorative Day and in 1986 declared that 
day to be a state holiday. There are countless schools, streets, and 
memorials across the country that bear his name, and honor his great 
contributions.
  We in Illinois are privileged to have a large and vibrant Polish-
American

[[Page S2631]]

community. From Casimir Pulaski to legendary artists like Ignacy Jan 
Paderewski, the Polish people have contributed a great deal to 
Illinois, and to this country. Chicago is home to the Polish American 
Congress, which encompasses three thousand Polish organizations across 
the county, as well as the Polish Museum of America. The Polish-
American community also has a large presence in the Illinois National 
Guard which has enjoyed a long-standing relationship with the Polish 
Air Force.
  I am honored to rise today, on Pulaski Commemorative Day, to 
introduce this Resolution to grant posthumous honorary citizenship to 
General Casimir Pulaski. Honorary citizenship is a proper tribute to a 
man who gave his labor and life to the cause of American independence. 
When we think of our Nation's struggle for freedom in its early years, 
we also must think of Casimir Pulaski and his indelible contribution to 
our Nation's birth.

                          ____________________