[Congressional Record Volume 157, Number 89 (Tuesday, June 21, 2011)]
[Senate]
[Pages S3972-S3976]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mr. LIEBERMAN (for himself and Mr. Blumenthal):
  S. 1240. A bill to support the establishment and operation of 
Teachers Professional Development Institutes; to the Committee on 
Health, Education, Labor, and Pensions.
  Mr. LIEBERMAN. Mr. President, today I am introducing legislation, 
along with my colleague from Connecticut, Senator Blumenthal, which 
will strengthen the content knowledge and instructional skills of our 
present K-12 teacher workforce. Our goal with this legislation, like 
any education legislation I support, is to ultimately raise student 
achievement.
  The Teachers Professional Development Institutes Act would establish 
up to eight new Teachers Professional Development Institutes throughout 
the nation each year over the next 5 years based on the successful 
model that has been operating at Yale University for over thirty years. 
Every Teachers Institute would consist of a partnership between an 
institution of higher education and the local public school system in 
which a significant proportion of the students come from low-income 
households. These Institutes will strengthen the present teacher 
workforce by giving each participant an opportunity to gain more 
sophisticated content knowledge and a chance to develop curriculum 
units with other colleagues that can be directly applied in their 
classrooms. We know that teachers gain confidence and enthusiasm when 
they have a deeper understanding of the subject matter that they teach 
and this translates into higher expectations for their students and an 
increase in student achievement.
  The Teachers Professional Development Institutes are based on the 
Yale-New Haven Teachers Institute model that has been in existence 
since 1978. For over 30 years, the Institute has offered, five or six 
13 session seminars each year, led by Yale faculty, on topics that 
teachers have selected to enhance their mastery of the subject areas 
they teach. The subject selection process begins with representatives 
from the Institutes soliciting ideas from teachers throughout the 
school district for topics on which teachers feel they need to have 
additional preparation, topics that will assist them in preparing 
materials they need for their students, or topics that will assist them 
in addressing the standards that the school district requires. As a 
consensus emerges about desired seminar subjects, the Institute 
director identifies university faculty members with the appropriate 
expertise, interest and desire to lead the seminar. University faculty 
members, especially those who have led Institute seminars before, may 
sometimes suggest seminars they would like to lead, and these ideas are 
circulated by the representatives as well. The final decisions on which 
seminar topics are offered are ultimately

[[Page S3973]]

made by the teachers who participate. In this way, the offerings are 
designed to respond to what teachers believe is needed and useful for 
both themselves and their students.
  The cooperative nature of the Institute seminar planning process 
ensures its success. Institutes offer seminars and relevant materials 
on topics teachers have identified and feel are needed for their own 
preparation, as well as what they know will motivate and engage their 
students. Teachers enthusiastically take part in rigorous seminars they 
have requested, and practice using the materials they have obtained and 
developed. This helps ensure that the experience not only increases 
their preparation in the subjects they are assigned to teach, but also 
their participation in an Institute seminar gives them immediate hands-
on active learning materials that can be used in the classroom. All of 
this is a very empowering experience for teachers.
  The Yale-New Haven Teachers Institute conducted a National 
Demonstration Project from 1999-2002 that showed that similar 
Institutes could be created rapidly at diverse sites with large 
concentrations of disadvantaged students. After 2 years of research and 
planning, and based on the success of that project, the Institute in 
2005 launched the Yale National Initiative to strengthen teaching in 
public schools, a long-term endeavor to assist with the establishment 
of Teachers Institutes of this specific type in most states. As a 
result, new Institutes already have been established in Philadelphia, 
Pennsylvania, Charlotte, North Carolina, and New Castle County, 
Delaware. Nine other school districts in 6 states, including 
California, Arizona, Oklahoma, Illinois, Virginia, and Georgia, are 
currently participating in the Initiative to learn how to develop a new 
Institute.
  The teachers surveyed for the National Demonstration Project reported 
that student motivation, student interest, and student mastery were 
higher during the Institute-developed unit than during other work. 
Subsequently, the findings of a 2009 Report on Teachers Institute 
Experiences found that teachers participated out of desires to obtain 
curricula that suited their needs, increased subject mastery, and 
motivated students. Mr. President, 96 percent of the teachers rated the 
Institute seminars as useful, partly due to the reported increase in 
knowledge and in raising expectations for their students.
  A retrospective study showed that over 5 years, Teachers Institute 
participants were almost twice as likely as non-participants to remain 
teaching in the district 5 years later. Research has shown that 
longevity in a district leads to increased teacher effectiveness.
  Many agree that teacher quality is the single most important school-
related factor in determining student achievement. High-quality teacher 
professional development programs that focus on subject and pedagogy 
knowledge are a proven method for enhancing the effectiveness of a 
teacher in the classroom. A recent review of professional development 
studies by the Department of Education's Institute of Education 
Sciences found that, and I quote ``teachers who receive substantial 
professional development, an average of 49 hours in the 9 studies, can 
boost their students' achievement by about twenty-one percentile 
points.''
  The Yale-New Haven Teachers Institute model enhances teachers' basic 
writing, math, and presentation skills. It increases expectations of 
student achievement and enthusiasm for teaching while developing skills 
for motivating students. These are key features that research suggests 
are effective in producing gains in both teacher knowledge and practice 
and student achievement. The Teachers Institutes lead to student 
achievement gains through a proven approach distinguished from both 
conventional professional development offerings of school districts and 
from traditional continuing education and outreach programs of colleges 
and universities.
  Education Secretary Arne Duncan said recently, and I quote, ``the 
practices of high-performing countries show clearly that America in 
particular has to do much more to elevate the teaching profession, from 
the recruitment and training of teachers to their evaluation and 
professional development.''
  This is precisely what the Teachers Professional Development 
Institutes Act strives to accomplish. The need for effective teachers 
with deep content knowledge is most apparent and urgent in schools and 
school districts that enroll a high proportion of students from low-
income families, exactly the schools and school districts that Teachers 
Institutes serve.
  The Yale-New Haven Teachers Institute has already proven to be a 
successful model for teacher professional development as demonstrated 
by the high caliber curriculum unit plans that teacher participants 
have developed and placed on the web, and by the evaluations that 
support the conclusion that virtually all the teacher participants felt 
substantially strengthened in their mastery of content knowledge and 
their teaching skills. The finding that Institute participants were 
almost twice as likely as non-participants to remain teaching in high-
need schools is especially encouraging. Our proposal would open this 
opportunity to many more teachers in high-need schools throughout the 
nation.
  I urge my colleagues to act favorably on this measure.
  Mr. President, I ask unanimous consent that the text of the bill be 
printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 1240

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. TEACHERS PROFESSIONAL DEVELOPMENT INSTITUTES.

       (a) In General.--Part A of title II of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6601 et seq.) is 
     amended by adding at the end the following:

       ``Subpart 6--Teachers Professional Development Institutes

     ``SEC. 2161. SHORT TITLE.

       ``This subpart may be cited as the `Teachers Professional 
     Development Institutes Act'.

     ``SEC. 2162. FINDINGS AND PURPOSE.

       ``(a) Findings.--Congress makes the following findings:
       ``(1) Teaching is central to the educational process and 
     the ongoing professional development of teachers in the 
     subjects they teach is essential for improved student 
     learning.
       ``(2) Attaining the goal of the No Child Left Behind Act of 
     2001 (Public Law 107-110)--having a classroom teacher who is 
     highly effective in every academic subject the teacher 
     teaches--will require innovative approaches to improve the 
     effectiveness of teachers in the classroom.
       ``(3) The Teachers Institute Model focuses on the 
     continuing academic preparation of schoolteachers and the 
     application of what the teachers study to their classrooms 
     and potentially to the classrooms of other teachers.
       ``(4) The Teachers Institute Model was developed initially 
     by the Yale-New Haven Teachers Institute and has successfully 
     operated in New Haven, Connecticut, for more than 30 years.
       ``(5) The Teachers Institute Model has also been 
     successfully implemented in cities larger than New Haven.
       ``(6) In the spring of 2009, a report entitled `An 
     Evaluation of Teachers Institute Experiences' concluded 
     that--
       ``(A) Teachers Institutes enhance precisely those teacher 
     qualities known to improve student achievement;
       ``(B) Teachers Institutes exemplify the crucial 
     characteristics of high-quality teacher professional 
     development; and
       ``(C) Teachers Institute participation is strongly related 
     to teacher retention in high-poverty schools.
       ``(b) Purpose.--The purpose of this subpart is to provide 
     Federal assistance to support the establishment and operation 
     of Teachers Institutes for local educational agencies that 
     serve significant low-income student populations in States 
     throughout the Nation, in order to--
       ``(1) improve student learning; and
       ``(2) enhance the quality and effectiveness of teaching and 
     strengthen the subject matter mastery and the pedagogical 
     skills of current teachers through continuing teacher 
     preparation.

     ``SEC. 2163. DEFINITIONS.

       ``In this subpart:
       ``(1) Significant low-income student population.--The term 
     `significant low-income student population' means a student 
     population of which not less than 40 percent of the students 
     included are eligible for free or reduced price lunches under 
     the Richard B. Russell National School Lunch Act.
       ``(2) Teachers institute.--The term `Teachers Institute' 
     means a partnership or joint venture--
       ``(A) between or among--
       ``(i) 1 or more institutions of higher education; and

[[Page S3974]]

       ``(ii) 1 or more local educational agencies that serve 1 or 
     more schools with significant low-income student populations; 
     and
       ``(B) that improves the effectiveness of teachers in the 
     classroom, and the quality of teaching and learning, through 
     collaborative seminars designed to enhance both the subject 
     matter and the pedagogical resources of the seminar 
     participants.

     ``SEC. 2164. PROGRAM AUTHORIZED.

       ``(a) In General.--The Secretary is authorized to award 
     grants under this subpart in order to encourage the 
     establishment and operation of Teachers Institutes.
       ``(b) Technical Assistance.--The Secretary may reserve not 
     more than 50 percent of the funds appropriated to carry out 
     this subpart to provide technical assistance to facilitate 
     the establishment and operation of Teachers Institutes. The 
     Secretary may contract with the Yale-New Haven Teachers 
     Institute to provide all or part of the technical assistance 
     under this subsection.
       ``(c) Selection Criteria.--In selecting Teachers Institutes 
     to support through grants under this subpart, the Secretary 
     shall consider--
       ``(1) the extent to which a proposed Teachers Institute 
     will serve schools that have significant low-income student 
     populations;
       ``(2) the extent to which a proposed Teachers Institute 
     will follow the understandings and necessary procedures 
     described in section 2166;
       ``(3) the extent to which each local educational agency 
     participating in the Teachers Institute has a high percentage 
     of teachers who are unprepared or underprepared to teach the 
     core academic subjects the teachers are assigned to teach; 
     and
       ``(4) the extent to which a proposed Teachers Institute 
     will receive a level of support from the community and other 
     sources that will ensure the requisite long-term commitment 
     for the success of a Teachers Institute.
       ``(d) Consultation.--
       ``(1) In general.--In evaluating applications using the 
     criteria under subsection (c), the Secretary may request the 
     advice and assistance of the Yale-New Haven Teachers 
     Institute or other Teachers Institutes.
       ``(2) State agencies.--If the Secretary receives 2 or more 
     applications for grants under this subpart from local 
     educational agencies within the same State, the Secretary 
     shall consult with the State educational agency regarding the 
     applications.
       ``(e) Fiscal Agent.--The fiscal agent for the receipt of 
     grant funds under this subpart shall be an institution of 
     higher education participating in the partnership or joint 
     venture, as described in section 2163(2)(A), that is 
     establishing or operating the Teachers Institute.
       ``(f) Limitations.--A grant under this subpart--
       ``(1) shall provide grant funds for a period of not more 
     than 5 years; and
       ``(2) shall be in an amount that is not more than 50 
     percent of the total costs of the eligible activities 
     supported under the grant, as determined by the Secretary.

     ``SEC. 2165. ELIGIBLE ACTIVITIES.

       ``Grant funds under this subpart may be used--
       ``(1) for the planning, development, establishment, and 
     operation of a Teachers Institute;
       ``(2) for additional assistance to an established Teachers 
     Institute for its further development and for its support of 
     the planning, development, establishment, and operation of a 
     Teachers Institute under paragraph (1);
       ``(3) for the salary and necessary expenses of a full-time 
     director for a Teachers Institute to plan and manage the 
     Teachers Institute and to act as a liaison between all local 
     educational agencies and institutions of higher education 
     participating in the Teachers Institute;
       ``(4) to provide suitable office space, staff, equipment, 
     and supplies, and to pay other operating expenses, for the 
     Teachers Institute;
       ``(5) to provide a stipend for teachers participating in 
     the collaborative seminars conducted by the Institute in the 
     sciences and humanities and to provide remuneration for 
     members of the faculty of the participating institution of 
     higher education leading the seminars; and
       ``(6) to provide for the dissemination, through print and 
     electronic means, of curriculum units prepared in the 
     seminars conducted by the Teachers Institute.

     ``SEC. 2166. UNDERSTANDINGS AND PROCEDURES.

       ``A grantee receiving a grant under this subpart shall 
     abide by the following understandings and procedures:
       ``(1) Partnership.--The essential relationship of a 
     Teachers Institute is a partnership between a local 
     educational agency and an institution of higher education. A 
     grantee shall demonstrate a long-term commitment on behalf of 
     the participating local educational agency and institution of 
     higher education to the support, including the financial 
     support, of the work of the Teachers Institute.
       ``(2) Seminars.--A Teachers Institute sponsors seminars led 
     by faculty of the institution of higher education partner and 
     attended by teachers from the local educational agency 
     partner. A grantee shall provide participating teachers the 
     ability to play an essential role in planning, organizing, 
     conducting, and evaluating the seminars and in encouraging 
     the future participation of other teachers.
       ``(3) Curriculum unit.--A seminar described in paragraph 
     (2) uses a collaborative process, in a collegial environment, 
     to develop a curriculum unit for use by participating 
     teachers that sets forth the subject matter to be presented 
     and the pedagogical strategies to be employed. A grantee 
     shall enable participating teachers to develop a curriculum 
     unit, based on the subject matter presented, for use in the 
     teachers' classrooms.
       ``(4) Eligibility and remuneration.--Seminars are open to 
     all partnership teachers with teaching assignments relevant 
     to the seminar topics. Seminar leaders receive remuneration 
     for their work and participating teachers receive an 
     honorarium or stipend upon the successful completion of the 
     seminar. A grantee shall provide seminar leaders and 
     participating teachers with remuneration to allow them to 
     participate in the Teachers Institute.
       ``(5) Direction.--The operations of a Teachers Institute 
     are managed by a full-time director who reports to both 
     partners but is accountable to the institution of higher 
     education partner. A grantee shall appoint a director to 
     manage and coordinate the work of the Teachers Institute.
       ``(6) Evaluation.--A grantee shall annually review the 
     activities of the Teachers Institute and disseminate the 
     results to members of the Teachers Institute's partnership 
     community.

     ``SEC. 2167. APPLICATION, APPROVAL, AND AGREEMENT.

       ``(a) In General.--To receive a grant under this subpart, a 
     Teachers Institute, or a partnership or joint venture 
     described in section 2163(2)(A) that is proposing to 
     establish a Teachers Institute, shall submit an application 
     to the Secretary that--
       ``(1) meets the requirement of this subpart and any 
     regulations under this subpart;
       ``(2) includes a description of how the applicant intends 
     to use funds provided under the grant;
       ``(3) includes such information as the Secretary may 
     require to apply the criteria described in section 2164(c);
       ``(4) includes measurable objectives for the use of the 
     funds provided under the grant; and
       ``(5) contains such other information and assurances as the 
     Secretary may require.
       ``(b) Approval.--The Secretary shall--
       ``(1) promptly evaluate an application received for a grant 
     under this subpart; and
       ``(2) notify the applicant, within 90 days of the receipt 
     of a completed application, of the Secretary's determination.
       ``(c) Agreement.--Upon approval of an application, the 
     Secretary and the applicant shall enter into a comprehensive 
     agreement covering the entire period of the grant.

     ``SEC. 2168. REPORTS AND EVALUATIONS.

       ``(a) Report.--Each grantee under this subpart shall report 
     annually to the Secretary on the progress of the Teachers 
     Institute in achieving the purpose of this subpart.
       ``(b) Evaluation and Dissemination.--The Secretary shall 
     evaluate the activities funded under this subpart and submit 
     an annual report regarding the activities assisted under this 
     subpart to the Committee on Health, Education, Labor, and 
     Pensions of the Senate and the Committee on Education and the 
     Workforce of the House of Representatives. The Secretary 
     shall broadly disseminate successful practices developed by 
     Teachers Institutes.
       ``(c) Revocation.--If the Secretary determines that a 
     grantee is not making substantial progress in meeting the 
     purposes of the grant by the end of the second year of the 
     grant under this subpart, the Secretary may take appropriate 
     action, including revocation of further payments under the 
     grant, to ensure that the funds available under this subpart 
     are used in the most effective manner.

     ``SEC. 2169. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated, for grants 
     (including planning grants) and technical assistance under 
     this subpart, such sums as may be necessary for fiscal year 
     2012 and each of the 4 succeeding fiscal years.''.
       (b) Table of Contents.--The table of contents of the 
     Elementary and Secondary Education Act of 1965 is amended by 
     inserting after the item relating to section 2151 the 
     following:

       ``subpart 6--teachers professional development institutes

``Sec. 2161. Short title.
``Sec. 2162. Findings and purpose.
``Sec. 2163. Definitions.
``Sec. 2164. Program authorized.
``Sec. 2165. Eligible activities.
``Sec. 2166. Understandings and procedures.
``Sec. 2167. Application, approval, and agreement.
``Sec. 2168. Reports and evaluations.''.
                                 ______
                                 
      By Mr. RUBIO (for himself, Mr. Hatch, Ms. Ayotte, Mr. Blunt, Mr. 
        Burr, Mr. Chambliss, Mr. Coats, Mr. Coburn, Mr. Cornyn, Mr. 
        DeMint, Mr. Enzi, Mr. Graham, Mr. Grassley, Mrs. Hutchison, Mr. 
        Johanns, Mr. Kyl, Mr. Lee, Mr. McCain, Mr. Moran, Mr. Risch, 
        Mr. Sessions, Mr. Thune, Mr. Wicker, Mr. Vitter, and Mr. Paul):
  S. 1241. A bill to amend title 18, United States Code, to prohibit 
taking

[[Page S3975]]

minors across State lines in circumvention of laws requiring the 
involvement of parents in abortion decisions; to the Committee on the 
Judiciary.
  Mr. RUBIO. Mr. President, it is an honor to stand alongside Senator 
Hatch today as we introduce the Child Interstate Abortion Notification 
Act. This bill, which would help States enforce laws requiring that 
parents be notified before their child has an abortion, is supported by 
many pro-life groups and organizations. But perhaps most importantly, 
it is supported by a broad majority of parents, who are in a much 
better position to help children with tough decisions than virtually 
anyone else.
  Many States require that a parent be notified before a minor has an 
abortion, while even more require the consent of a parent before a 
physician can legally perform an abortion. Unfortunately, these laws 
are undermined and circumvented by those simply willing to travel to a 
State without these restrictions.
  This important legislation would put an end to this practice 
permanently by simply enabling States to enforce their existing laws, 
which are designed to protect our children and defend parents' rights. 
While this legislation serves that goal, it also promotes a culture of 
life in our nation that is critical to ensuring we continue to cherish 
and defend the self-evident, fundamental right to life, especially as 
it applies to the unborn.
  Specifically, this bill has two parts: First, it prohibits the act of 
knowingly taking a minor across State lines with the intent of 
obtaining an abortion if this action evades the parental involvement 
law in her home State. Second, it would require abortion providers to 
notify a parent of an out-of-State minor before performing an abortion.
  Sadly, many are willing to circumvent State law and shuttle young 
girls across State lines in order to avoid parental notification laws. 
With the help of my Senate colleagues, we will put a stop to this and 
ensure that parents are aware of profound medical operations involving 
their children. With that thought in mind, I ask you to support this 
legislation to help keep parents informed.
  Mr. HATCH. Mr. President, today I am proud to stand with my friend 
from Florida, Senator Rubio, as he introduces an important piece of 
legislation, the Child Interstate Abortion Notification Act. This bill, 
which today is being introduced in the House by Representative Ileana 
Ros-Lehtinen of Florida, is based on the belief that children should 
not make profound life-changing decisions by themselves and that 
parents are generally in the best and most responsible position to help 
them.
  One of the many disturbing ironies in the abortion debate is that 
parental consent is needed for such things as tattoos or school 
fieldtrips but not always for abortions that will end one life and 
change another forever. Abortion advocates say that abortion should be 
treated as any other surgical procedure, but many of them oppose 
requiring the same parental consent for abortion that is required for 
any other procedure.
  What is worse, there are individuals and organizations out there who 
appear to care more about money an about kids. They are willing to help 
young girls get abortions by any means necessary, including taking them 
to other States without the knowledge or consent of their parents. Mind 
you, those same parents will be responsible for the aftermath, for the 
physical, emotional, and spiritual consequences of the abortion. If 
parents are to be responsible at the end, they have the right to be 
there at the beginning.
  If it were possible, just for a moment, to take the abortion politics 
out of the picture, every parent knows that kids have to develop over 
time the judgment and maturity to make decisions. No one is more 
committed to them, no one has more love for them, no one has more 
responsibility for them than their parents.
  This bill has two parts. First, it prohibits taking a minor across 
State lines for an abortion if doing so evades the parental involvement 
law in her home State. In the 109th Congress, this portion of our bill 
passed the Senate with 65 bipartisan votes. More than 80 percent of our 
fellow Americans support it. Second, this bill requires abortionists to 
notify parents of an out-of-State minor before performing an abortion. 
Fifty-seven Senators voted for cloture on this combined bill in 2006.
  I urge my colleagues to read the bill. It does not apply when an 
abortion is necessary to save a girl's life or if the girl is a victim 
of abuse or neglect. Again, please read the bill. It is carefully 
drafted with the appropriate exceptions and safeguards in order to 
focus on what unites the vast majority of Americans, that parents 
should be involved before their child has an abortion. The majority of 
States have laws requiring parental involvement and, with its 
interstate component, this bill is a legitimate and constitutional way 
for Congress to help protect children and support parents.
                                 ______
                                 
      By Mr. ROCKEFELLER (for himself and Mr. Manchin):
  S. 1242. A bill to provide for the treatment of certain hospitals 
under the Medicare program; to the Committee on Finance.
  Mr. ROCKEFELLER. Mr. President, I, along with my colleague Senator 
Manchin, rise today to introduce the Fair Competition for Hospitals Act 
of 2011, legislation that will level the playing field for a handful of 
hospitals in the Northern Panhandle of West Virginia who are burdened 
by a payment disparity as compared to hospitals in neighboring States 
serving the same patient population. This legislation will adjust the 
wage index determination for these hospitals to make sure they are 
treated the same as the nearby facilities in other States. It will also 
help hospitals in other areas of the country facing a similar 
situation.
  Medicare's hospital wage index system was created to reflect the 
variation in the price of labor across the country. Usually, hospitals 
in different States are located far enough apart that they do not 
compete for the same patients or workforce, within the same labor 
market. However, the geography in the Northern Panhandle of West 
Virginia presents a unique situation; with a geographic area as little 
as 6 miles wide, hospitals in West Virginia are much more akin to 
hospitals in Ohio and Pennsylvania, on either side of the panhandle. 
Therefore, this small group of hospitals is competitively disadvantaged 
because of wage index differences across state borders. This 
competitive disadvantage is causing these hospitals to struggle under 
the weight of providing the same care for a lower payment and making it 
more difficult to continue the high level of care for which they have 
become known.
  These hospitals are vital cornerstones to the people in their 
communities. They employ more than 4,000 people and provide health care 
for tens of thousands more. As an essential part of the community, they 
should not be significantly disadvantaged by a payment structure that 
does not take into account the unique makeup of this area.
  The solution I am introducing today is budget neutral and fair. It 
will make sure that these hospitals in my State are treated on a level 
playing field with their competitors and not disadvantaged by an 
economically meaningless State border. I urge my colleagues to support 
this legislation.
                                 ______
                                 
      By Mrs. HAGAN:
  S. 1243. A bill to require that certain Federal job training and 
career education programs give priority to programs that provide an 
industry-recognized and nationally portable credential; to the 
Committee on Health, Education, Labor, and Pensions.
  Mrs. HAGAN. Mr. President, I am pleased to reintroduce a very 
important piece of legislation to accelerate job growth across America, 
the American Manufacturing Efficiency and Retraining Investment 
Collaboration Achievement Works Act, also known as the AMERICA Works 
Act. This bill is part of the solution to the Nation's economic and 
unemployment problem.
  We all know that American families, as well as the manufacturing 
industry, have faced difficult times over the last few years. But the 
truth is that the manufacturing industry will always be a vital part of 
our Nation's economy.
  The national unemployment rate has stabilized somewhat, but almost 14 
million Americans remain out of work. We still have a long way to go. 
In my home

[[Page S3976]]

State of North Carolina, unemployment hovers at 9.7 percent, with 
several counties facing double-digit unemployment rates. Job creation 
is my number one priority and this legislation is an innovative way to 
get Americans back into the workforce.
  The United States needs a strong technical workforce. The AMERICA 
Works Act would encourage national industries, such as biotechnology, 
construction, and machinery, to come together and agree on the skill 
sets they most value in prospective employees. Community colleges would 
participate, creating the appropriate curricula to meet those needs. 
Students who complete the programs would receive an industry-recognized 
credential. Workers who carry these industry-backed credentials would 
be able to market themselves in any area of the country. Businesses 
could count on the fact that workers with these credentials have the 
expertise and skills they are looking for.
  The AMERICA Works Act would require certain Federal job training and 
career development education programs to give priority to programs that 
provide an industry-recognized and nationally portable credential. This 
credentialing system starts out with basic competencies that prepare 
individuals for the workplace. Once basic competencies are completed, 
individuals can work toward high performance technical competencies and 
then progress further to highly skilled technical and management 
competencies. The credentialing levels are stackable, allowing workers 
flexibility along their career tracks. Stackable credentials provide 
straightforward paths, with clear entry and exit points, for workers to 
advance their careers and attain high quality jobs.
  In North Carolina, we have an advanced manufacturing skills program 
at Forsyth Technical Community College in Winston-Salem. Forsyth Tech 
is participating in the National Association of Manufacturers' 
Manufacturing Skills Certification System, which offers credit programs 
toward nationally recognized, stackable credentials. They have had 
hundreds of students enroll in their programs. Forsyth Tech has already 
collaborated with state and local businesses to begin the process of 
incorporating their credentials into job descriptions. They believe 
that introducing graduates with skill certifications into the local 
workforce will help improve the hiring process, and the nationally 
recognized credentials will improve employment opportunities.
  When the President's Jobs Council met earlier this month in North 
Carolina, a leading topic of discussion, and something the President 
himself mentioned, is the need to improve job training for American 
industries so that our workers can be competitive in the global 
economy.
  The AMERICA Works Act will help job seekers and employers keep 
America competitive in every industry, from textiles to aerospace, 
high-tech to biotech, and connect programs like those offered at 
Forsyth Tech with employers in the community, region, and across the 
United States.
  As I mentioned before, job creation is my number one priority. I want 
to do everything I can to create jobs and make sure our workers have 
the skills necessary to help our businesses grow and thrive. By 
incentivizing industry-recognized, nationally portable, stackable 
credentials, we can ensure that America has the best businesses, with 
the best-trained workers leading the world.
  I urge my colleagues to join me in supporting this important bill to 
expand employment opportunities for hardworking Americans.

                          ____________________