[Congressional Record Volume 157, Number 41 (Thursday, March 17, 2011)]
[Senate]
[Page S1836]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. UDALL of New Mexico:
  S. 619. A bill to assist in the coordination among science, 
technology, engineering, and mathematics efforts in the States, to 
strengthen the capacity of elementary schools, middle schools, and 
secondary schools to prepare students in science, technology, 
engineering, and mathematics, and for other purposes; to the Committee 
on Health, Education, Labor, and Pensions.
  Mr. UDALL of New Mexico. Mr. President, who will develop a computer 
small enough to fit into our eyeglasses? Who will build the first 
fully-automated, completely sustainable house or hospital? Which 
country will successfully test time travel?
  I hope that it will be the United States, but I am not confident. 
When we compare the science, technology, engineering and math, or STEM, 
success of students globally, we are not in the lead.
  The President, Congress and our business community all agree that we 
must do better in order to compete and excel in STEM fields globally. 
If we are going to remain competitive, we must develop and retain high-
quality math and science teachers. We must provide those teachers with 
strong professional development so they can develop higher-order 
thinking in their students. We must encourage higher education leaders 
to strengthen K-8 teacher education programs to provide a deeper 
understanding of the content knowledge necessary to teach math and 
science. We must engage students earlier about possible careers in STEM 
fields.
  Our economic growth and our national security depend on a workforce 
skilled in STEM fields. The demand for scientists and engineers is 
expected to increase at four times the rate of other occupations. But 
our students just aren't performing well enough in math and science, 
and too few of them are pursuing careers in these technical fields.
  The biggest problems we face as a global society--including problems 
with food and water supply, safe housing, economic prosperity and 
energy efficiency--require excellence in STEM fields. But students are 
entering our high schools without a strong foundation in STEM. And 
colleges are not sufficiently preparing a diverse group of STEM 
graduates to excel in graduate school and STEM careers.
  According to the National Center for Education Statistics, about one-
third of fourth graders and one-fifth of eighth graders cannot perform 
basic math computations. And U.S. high school seniors recently tested 
below the international average for 21 countries in mathematics and 
science. For example, only 34 percent of fourth graders, 30 percent of 
eighth graders, and 21 percent of 12th graders test ``proficient'' in 
science on the national assessment of educational progress, or NAEP. We 
must invest in our teachers, students and leaders to surpass students 
in the major European and Asian countries that we currently lag behind.
  That is why today I am introducing the STEM Act, or STEM Support for 
Teachers in Education and Mentoring Act, will help us accomplish this 
goal.
  The STEM Act would identify best teaching practices. It would 
strengthen networks of teachers, colleges and businesses for STEM 
collaboration. It would create meaningful opportunities for teacher 
training and mentoring. The STEM Act also would establish a planning 
grant program for states to identify STEM skills needed by the 
workforce, and develop effective State STEM networks for communication 
and collaboration among businesses, schools teachers and 
administrators, institutions of higher education, and nonprofit 
organizations.
  Middle school is an important time in a student's career to be 
inspired by STEM possibilities. Our middle and high school teachers 
want more professional development to spark this interest. To give 
teachers and schools the tools they need to encourage and prepare 
students for STEM careers, the STEM Act would create training programs 
using best practice models of STEM master teachers, and provide summer 
institutes for current teachers and administrators to strengthen 
teacher effectiveness.
  There are programs in my home state of New Mexico that are piloting 
some of these initiatives. These efforts demonstrate how to increase 
teacher effectiveness to help students learn STEM subjects, and create 
opportunities for students to be inspired to pursue a STEM field.
  The Institute for Math and Science Education, IMSE, and the STEM 
Outreach Center at New Mexico State University help coordinate Pre K-20 
STEM education efforts across the state and region. Faculty and staff 
in the College of Education created a network of mathematicians, 
scientists, educational researchers, and business and community leaders 
to facilitate research and outreach grants.
  MC \2\--Mathematically Connected Communities is building a statewide 
learning community of mathematics educators, mathematicians, and public 
school leaders. MC \2\ offers summer mathematics academies to provide 
teachers with in-depth study of mathematics. It provides continuous 
professional development during the school year, helps create school 
district leadership teams, and develops web-based math resources. There 
is a similar program for science, called Scientifically Connected 
Communities, SC \2\.
  The Southern New Mexico Science, Engineering, Math and Aerospace 
Academy, SNM SEMAA, is a NASA-sponsored, after-school program for K-12 
that helps students who are traditionally under-represented in the 
Science, Engineering, Math, Aerospace, and Technology, SEMAT, fields. 
SEMAA engages students and their parents in inquiry-based learning and 
research through innovative, hands-on experience with new technologies.
  The Chemical Olympics organizes competitions in chemistry 
experimentation to increase interest in chemistry and the other 
sciences among secondary school students.
  NASA Summer of Innovation is a collaboration between the New Mexico 
Space Grant Consortium and STEM Outreach Center to prepare educators 
from across my state to coordinate a month-long summer camp in their 
hometowns that are designed to introduce students to inquiry-based 
science.
  Innovate-Educate encourages states to develop statewide networks that 
help create relationships and programs to advance STEM policies and 
best practices, aligned with industry needs.
  As a Nation, we cannot afford to lag behind other countries in 
preparing our students to succeed in science, technology, engineering 
and math. I hope my colleagues will join me in supporting these STEM 
initiatives, and preparing our teachers and students to take us into 
the future.
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