[Congressional Record (Bound Edition), Volume 149 (2003), Part 18]
[House]
[Pages 25315-25320]
[From the U.S. Government Publishing Office, www.gpo.gov]




         GRADUATE OPPORTUNITIES IN HIGHER EDUCATION ACT OF 2003

  Mr. HOEKSTRA. Mr. Speaker, I move to suspend the rules and pass the 
bill (H.R. 3076) to amend title VII of the Higher Education Act of 1965 
to ensure graduate opportunities in postsecondary education, and for 
other purposes, as amended.
  The Clerk read as follows:

                               H.R. 3076

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

     SECTION 1. SHORT TITLE; REFERENCES.

       (a) Short Title.--This Act may be cited as the ``Graduate 
     Opportunities in Higher Education Act of 2003''.
       (b) References.--Except as otherwise expressly provided, 
     whenever in this Act an amendment or repeal is expressed in 
     terms of an amendment to, or repeal of, a section or other 
     provision, the reference shall be considered to be made to a 
     section or other provision of the Higher Education Act of 
     1965 (20 U.S.C. 1001 et seq.).

     SEC. 2. JAVITS FELLOWSHIP PROGRAM.

       (a) Interruptions of Study.--Section 701(c) (20 U.S.C. 
     1134(c)) is amended by adding at the end the following new 
     sentence: ``In the case of other exceptional circumstances, 
     such as active duty military service or personal or family 
     member illness, the institution of higher education may also 
     permit the fellowship recipient to interrupt periods of study 
     for the duration of the tour of duty (in the case of military 
     service) or not more than 12 months (in any other case), but 
     without payment of the stipend.''.
       (b) Allocation of Fellowships.--Section 702(a)(1) (20 
     U.S.C. 1134a(a)(1)) is amended--
       (1) in the first sentence, by inserting ``from diverse 
     geographic regions'' after ``higher education''; and
       (2) by adding at the end the following new sentence: ``The 
     Secretary shall also assure that at least one representative 
     appointed to the Board represents an institution that is 
     eligible for a grant under title III or V of this Act.''.
       (c) Stipends.--Section 703 (20 U.S.C. 1134b(a)) is 
     amended--
       (1) in subsection (a)--
       (A) by striking ``1999-2000'' and inserting ``2004-2005'';
       (B) by striking ``shall be set'' and inserting ``may be 
     set''; and
       (C) by striking ``Foundation graduate fellowships'' and 
     inserting ``Foundation Graduate Research Fellowship 
     Program''; and
       (2) in subsection (b), by amending paragraph (1)(A) to read 
     as follows:
       ``(1) In general.--(A) The Secretary shall (in addition to 
     stipends paid to individuals under this subpart) pay to the 
     institution of higher education, for each individual awarded 
     a fellowship under this subpart at such institution, an 
     institutional allowance. Except as provided in subparagraph 
     (B), such allowance shall be, for 2004-2005 and succeeding 
     academic years, the same amount as the institutional payment 
     made for 2003-2004 adjusted for 2004-2005 and annually 
     thereafter in accordance with inflation as determined

[[Page 25316]]

     by the Department of Labor's Consumer Price Index for the 
     previous calendar year.''.
       (d) Authorization of Appropriations.--Section 705 (20 
     U.S.C. 1134d) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2004 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.

     SEC. 3. GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED.

       (a) Designation of Areas of National Need; Priority.--
     Section 712 (20 U.S.C. 1135a) is amended--
       (1) in the last sentence of subsection (b)--
       (A) by striking ``and an assessment'' and inserting ``an 
     assessment''; and
       (B) by inserting before the period at the end the 
     following: ``, and the priority described in subsection (c) 
     of this section''; and
       (2) by adding at the end the following new subsection:
       ``(c) Priority.--The Secretary shall establish a priority 
     for grants in order to prepare individuals for the 
     professoriate who will train highly-qualified elementary and 
     secondary school teachers of math, science, and special 
     education, and teachers who provide instruction for limited 
     English proficient individuals. Such grants shall offer 
     program assistance and graduate fellowships for--
       ``(1) post-baccalaureate study related to teacher 
     preparation and pedagogy in math and science for students who 
     have completed a master's degree or are pursuing a doctorate 
     of philosophy in math and science;
       ``(2) post-baccalaureate study related to teacher 
     preparation and pedagogy in special education and English 
     language acquisition and academic proficiency for limited 
     English proficient individuals; and
       ``(3) support of dissertation research in the fields of 
     math, science, special education, or second language pedagogy 
     and second language acquisition.''.
       (b) Collaboration Required for Certain Applications.--
     Section 713(b) (20 U.S.C. 1135b) is amended--
       (1) by striking ``and'' at the end of paragraph (9);
       (2) by redesignating paragraph (10) as paragraph (11); and
       (3) by inserting after paragraph (9) the following new 
     paragraph:
       ``(10) in the case of an application for a grant by a 
     department, program, or unit in education or teacher 
     preparation, contain assurances that such department, 
     program, or unit collaborates with departments, programs, or 
     units in all content areas to assure a successful combination 
     of training in both teaching and such content; and''.
       (c) Stipends.--Section 714(b) (20 U.S.C. 1135c(b)) is 
     amended--
       (1) by striking ``1999-2000'' and inserting ``2004-2005'';
       (2) by striking ``shall be set'' and inserting ``may be 
     set''; and
       (3) by striking ``Foundation graduate fellowships'' and 
     inserting ``Foundation Graduate Research Fellowship 
     Program''.
       (d) Additional Assistance.--Section 715(a)(1) (20 U.S.C. 
     1135d(a)(1)) is amended--
       (1) by striking ``1999-2000'' and inserting ``2004-2005''; 
     and
       (2) by striking ``1998-1999'' and inserting ``2003-2004''.
       (e) Authorization of Appropriations.--Section 716 (20 
     U.S.C. 1135e) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2004 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.
       (f) Technical Amendments.--Section 714(c) (20 U.S.C. 
     1135c(c)) is amended--
       (1) by striking ``section 716(a)'' and inserting ``section 
     715(a)''; and
       (2) by striking ``section 714(b)(2)'' and inserting 
     ``section 713(b)(2)''.

     SEC. 4. THURGOOD MARSHALL LEGAL EDUCATIONAL OPPORTUNITY 
                   PROGRAM.

       (a) Contract and Grant Purposes.--Section 721(c) (20 U.S.C. 
     1136(c)) is amended--
       (1) by amending paragraph (2) to read as follows:
       ``(2) to prepare such students for study at accredited law 
     schools and assist them with the development of analytical 
     skills and study methods to enhance their success and promote 
     completion of law school;'';
       (2) by striking ``and'' at the end of paragraph (4);
       (3) by striking the period at the end of paragraph (5) and 
     inserting ``; and''; and
       (4) by adding at the end the following new paragraph:
       ``(6) to award Thurgood Marshall Fellowships to eligible 
     law school students--
       ``(A) who participated in summer institutes authorized by 
     subsection (d) and who are enrolled in an accredited law 
     school; or
       ``(B) who are eligible law school students who have 
     successfully completed a comparable summer institute program 
     certified by the Council on Legal Educational Opportunity.''.
       (b) Services Provided.--Section 721(d)(1)(D) (20 U.S.C. 
     1136(d)(1)(D)) is amended by inserting ``in analytical skills 
     and study methods'' after ``courses''.
       (c) Authorization of Appropriations.--Section 721(h) (20 
     U.S.C. 1136(h)) is amended by striking ``1999 and each of the 
     4 succeeding fiscal years'' and inserting ``2004 and each of 
     the 5 succeeding fiscal years''.
       (d) General Provisions.--Subsection (e) of section 731 (20 
     U.S.C. 1137(e)) is repealed.

     SEC. 5. FUND FOR THE IMPROVEMENT OF POSTSECONDARY EDUCATION.

       (a) Contract and Grant Purposes.--Section 741(a) (20 U.S.C. 
     1138(a)) is amended--
       (1) by amending paragraph (1) to read as follows:
       ``(1) the encouragement of the reform and improvement of, 
     and innovation in, postsecondary education and the provision 
     of educational opportunity for all, especially for the non-
     traditional student populations;'';
       (2) in paragraph (2), by inserting before the semicolon at 
     the end the following: ``for postsecondary students, 
     especially those that provide academic credit for programs'';
       (3) by amending paragraph (3) to read as follows:
       ``(3) the establishment of institutions and programs based 
     on the technology of communications, including delivery by 
     distance education;''; and
       (4) by amending paragraph (6) to read as follows:
       ``(6) the introduction of institutional reforms designed to 
     expand individual opportunities for entering and reentering 
     postsecondary institutions and pursuing programs of 
     postsecondary study tailored to individual needs;''.
       (b) Areas of National Need.--Section 744(c) (20 U.S.C. 
     1138c(c)) is amended by striking paragraph (4) and inserting 
     the following:
       ``(4) International cooperation, partnerships, or student 
     exchange among postsecondary educational institutions in the 
     United States and abroad.
       ``(5) Establishment of academic programs including graduate 
     and undergraduate courses, seminars and lectures, support of 
     research, and development of teaching materials for the 
     purpose of supporting faculty and academic programs that 
     teach traditional American history (including significant 
     constitutional, political, intellectual, economic, 
     diplomatic, and foreign policy trends, issues, and documents; 
     the history, nature, and development of democratic 
     institutions of which American democracy is a part; and 
     significant events and individuals in the history of the 
     United States).
       ``(6) Support for planning, applied research, training, 
     resource exchanges or technology transfers, the delivery of 
     services, or other activities the purpose of which is to 
     design and implement programs to enable institutions of 
     higher education to work with private and civic organizations 
     to assist communities to meet and address their pressing and 
     severe problems, including economic development, community 
     infrastructure and housing, crime prevention, education, 
     healthcare, self sufficiency, and workforce preparation.''.
       (c) Authorization of Appropriations.--Section 745 (20 
     U.S.C. 1138d) is amended by striking ``$30,000,000 for fiscal 
     year 1999 and such sums as may be necessary for each of the 4 
     succeeding fiscal years'' and inserting ``$40,000,000 for 
     fiscal year 2004 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years'' .

     SEC. 6. URBAN COMMUNITY SERVICE.

       Part C of title VII (20 U.S.C. 1139 et seq.) is repealed.

     SEC. 7. DEMONSTRATION PROJECTS TO ENSURE STUDENTS WITH 
                   DISABILITIES RECEIVE A QUALITY HIGHER 
                   EDUCATION.

       (a) Serving All Students With Disabilities.--Section 762(a) 
     (20 U.S.C. 1140a(a)) is amended by striking ``students with 
     learning disabilities'' and inserting ``students with 
     disabilities''.
       (b) Authorized Activities.--
       (1) Amendment.--Section 762(b)(2) is amended--
       (A) in subparagraph (A), by inserting ``in order to improve 
     retention and completion'' after ``disabilities'';
       (B) by redesignating subparagraphs (B) and (C) as 
     subparagraphs (C) and (E), respectively;
       (C) by inserting after subparagraph (A) the following new 
     subparagraph:
       ``(B) Effective transition practices.--The development of 
     innovative, effective, and efficient teaching methods and 
     strategies to ensure the smooth transition of students with 
     disabilities from high school to postsecondary education.''; 
     and
       (D) by inserting after subparagraph (C) (as redesignated by 
     subparagraph (B) of this paragraph) the following new 
     subparagraph:
       ``(D) Distance learning.--The development of innovative, 
     effective, and efficient teaching methods and strategies to 
     provide faculty and administrators with the ability to 
     provide accessible distance education programs or classes 
     that would enhance access of students with disabilities to 
     higher education, including the use of electronic 
     communication for instruction and advisement.''.
       (2) Conforming amendment.--Section 762(b)(3) is amended by 
     striking ``subparagraphs (A) through (C)'' and inserting 
     ``subparagraphs (A) through (E)''.
       (c) Applications.--Section 763 (20 U.S.C. 1140b) is 
     amended--
       (1) by amending paragraph (1) to read as follows:
       ``(1) a description of how such institution plans to 
     address the activities allowed under this part;'';

[[Page 25317]]

       (2) by striking ``and'' at the end of paragraph (2);
       (3) by striking the period at the end of paragraph (3) and 
     inserting ``; and''; and
       (4) by adding at the end the following new paragraph:
       ``(4) a description of the extent to which an institution 
     will work to replicate the best practices of institutions of 
     higher education with demonstrated success in serving 
     students with disabilities.''.
       (d) Authorization of Appropriations.--Section 765 (20 
     U.S.C. 1140d) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2004 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Michigan (Mr. Hoekstra) and the gentleman from Texas (Mr. Hinojosa) 
each will control 20 minutes.
  The Chair recognizes the gentleman from Michigan (Mr. Hoekstra).


                             General Leave

  Mr. HOEKSTRA. Mr. Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks and include extraneous material on H.R. 3076.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Michigan?
  There was no objection.
  Mr. HOEKSTRA. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise today in support of H.R. 3076, the Graduate 
Opportunities in Higher Education Act, a bill that will not only build 
upon the successes of our graduate education programs, but will also 
help fulfill areas of critical National need which will help trigger 
improvement at all levels of education, including K-12.
  I would like to thank my colleagues on both sides of the aisle, 
particularly the ranking member of the subcommittee, the gentleman from 
Texas (Mr. Hinojosa) who, again, we have been very able to work very 
well together, and his cooperation has been able to bring these bills 
together in a bipartisan way.
  We all recognize the importance of graduate education, particularly 
as we work to meet the challenges of the No Child Left Behind Act and 
place a highly-qualified teacher in every public school classroom by 
the 2005-2006 school year. I believe the legislation before us today 
will help our States and schools as they strive to achieve that 
important goal.
  The Federal Government has long been involved with graduate-level 
education, providing fellowships that assist students who excel in 
their chosen fields to complete education beyond the baccalaureate 
level. These programs have been tremendously successful, encouraging 
in-depth study and creating knowledgable experts, particularly in 
subject areas facing national need.
  Graduate education authorized under Title VII of the Higher Education 
Act produces immeasurable benefits for our Nation. Not only do these 
programs enrich our citizenry, but they also nurture discovery and 
innovation that will some day lead to medical and technological 
advancements. Graduate programs train the next generation of teachers, 
researchers, engineers, doctors, lawyers, poets and professors. These 
individuals will be vitally important in preparing the United States to 
meet the challenges of the future.
  Title VII of the Higher Education Act authorizes three graduate 
fellowship programs, the Graduate Assistance in Areas of National Need 
program, the Jacob K. Javits Fellowship program, and the Thurgood 
Marshall Legal Educational Opportunity program.
  Collectively, they encourage students to advance their knowledge in 
scientific and technical fields, the arts and humanities, and legal 
studies by providing financial assistance as well as support services 
to those displaying academic excellence in their field of study.
  Each year, Congress appropriates nearly $45 million to assist these 
students in pursuing their goals. The Graduate Opportunities and Higher 
Education Act seeks to build upon the success of these programs by 
targeting fellowships in subject areas facing national need, not only 
at the graduate level, but also by encouraging study of subject areas 
where there are shortages in K-12 education as well. This will help to 
expand the number of educators prepared to train the teachers of 
tomorrow in critical subject areas such as math, science, and special 
education. By placing a priority on these subject areas with a 
demonstrated national need, graduate fellowships will serve to 
strengthen education from the halls of universities down to the 
classrooms filled with children.
  In addition to placing a priority on these three subject areas, the 
Graduate Opportunities in Higher Education Act also recognizes the 
rapidly-growing need for teachers prepared to meet the needs of 
students with limited English proficiency. The Graduate Opportunities 
and Higher Education Act is an essential piece of our higher-education 
reform efforts. By strengthening graduate education and targeting the 
Federal investment towards those areas facing demonstrated need, we 
cannot only improve graduate education but education at all levels in 
this Nation.
  I encourage my colleagues to join me in supporting this important 
piece of legislation and help make our already successful graduate 
education programs even better.
  Mr. Speaker, I reserve the balance of my time.
  Mr. HINOJOSA. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise in support of in support of H.R. 3076, the 
Graduate Opportunities in Higher Education Act. I would like to commend 
our subcommittee chairman, the gentleman from Michigan (Mr. Hoekstra); 
the chairman of the full committee, the gentleman from Ohio (Mr. 
Boehner); and our ranking member, the gentleman from California (Mr. 
George Miller) for the way they have managed this process, enabling us 
to bring this bipartisan measure to the House floor today.
  This bill reauthorizes Title VII of the Higher Education Act. 
Although it only represents a small percentage of the Federal 
investment in higher education, it is a critical investment. This 
education legislation reaffirms the Federal interest in promoting 
access to advanced and professional degrees, as well as assisting 
colleges and universities in meeting the needs of the growing number of 
students with disabilities who aspire to earn college degrees.
  This legislation make important improvements to our graduate 
education programs. If we are to reach our goal of ensuring that there 
is a highly-qualified teacher in every classroom, we must address our 
teacher preparation pipeline in its entirety.

                              {time}  1145

  In No Child Left Behind we addressed the need for professional 
development and mentoring for teachers already in our schools. In the 
Ready to Teach Act, we worked on improving the preparation of new 
teachers. And now, in the Graduate Opportunities in Higher Education 
Act, we are going to address faculty shortages in our colleges of 
education, especially in the fields of math, science, special 
education, and teaching of limited English proficiency students to 
ensure that our teacher colleges have the well-prepared faculty to 
prepare new teachers and conduct the scientifically-based research that 
will be used to inform instruction in classrooms across the whole 
country.
  This is an important addition to the Higher Education Act, and I 
thank the chairman for working with us to include it in this bill.
  I am also pleased that this bill reauthorizes and makes improvements 
to the Thurgood Marshall Legal Educational Opportunity Program, 
demonstration projects to ensure that students with disabilities 
receive a quality higher education and the funds for the improvement of 
postsecondary education.
  Mr. Speaker, I would like to commend the staff on both sides of the 
aisle on a job well-done in preparing this legislation. In particular, 
I would like to recognize the work of Alison Ream for the majority, and 
I would like to recognize Mr. Ricardo Martinez for this side of the 
aisle.
  Again, thank the chairman for working to bring forward a bill that we 
can all support.

[[Page 25318]]

  Mr. Speaker, I reserves the balance of my time.
  Mr. HOEKSTRA. Mr. Speaker, I yield 2 minutes to the gentleman from 
Nebraska (Mr. Osborne).
  Mr. OSBORNE. Mr. Speaker, I thank the gentleman for yielding me this 
time and for shepherding this legislation through the committee in a 
truly bipartisan fashion. I think it is well-written and well-received 
by everyone concerned, so I would like to express my support for H.R. 
3076.
  H.R. 1, better known as No Child Left Behind, certainly raises the 
bar regarding teacher qualifications. And so to do this, we will need 
to improve our teacher training programs at the postsecondary level.
  We are currently experiencing a teacher shortage crisis of tremendous 
magnitude across the country, especially in the areas of math, science, 
special ed, and bilingual language teachers. My daughter, actually, is 
an English-as-a-second-language teacher, and I realize how scarce these 
teachers are. This bill will especially improve teacher training in 
these underserved areas.
  Another area of the legislation that really appeals to me is that it 
provides for some competitive grant programs to encourage innovation 
and reform in higher education. So often, in our teachers' colleges, we 
see things done the same way they were done 20 years ago, and so I 
think this is badly needed, to have some innovative creative ideas. So 
these grants, I think, will serve us well.
  So I think this is an excellent piece of legislation, Mr. Speaker. I 
endorse it wholeheartedly, as I think everyone on the Committee on 
Education and the Workforce does, and I thank the chairman for his 
efforts in this regard.
  Mr. HOEKSTRA. Mr. Speaker, I yield 4 minutes to the gentleman from 
Michigan (Mr. Ehlers), a member of the Committee on Education and the 
Workforce.
  Mr. EHLERS. Mr. Speaker, I commend both the gentleman from Ohio (Mr. 
Boehner) and the gentleman from Michigan (Mr. Hoekstra) for their work 
on the Graduate Opportunities in Higher Education Act. I also thank the 
committee staff for working to address my concerns surrounding the 
Graduate Assistance in Areas of National Need program, better known as 
the GAANN program.
  I also commend the Secretary of Education for identifying as the 
current areas of national need biology, chemistry, computer and 
information sciences, engineering, geological and related sciences, and 
math and physics.
  There is good reason for him to do so: It is estimated that more than 
half of the economic growth of the United States today results directly 
from research and development in science and technology. The 
effectiveness of the United States in promoting economic growth will be 
largely determined by the intellectual capital of the United States. 
Education is critical in developing this resource.
  Currently, a shortage exists of scientists, engineers and other 
technology-proficient workers. It is hard to believe that when we have 
an economy, as we have right now, with massive unemployment, but there 
are an estimated 200,000 open positions for scientists, engineers, and 
technology professionals. This is in addition to approximately 200,000 
H-1B visa recipients who are currently in the United States filling 
other technical positions.
  Unfortunately, the United States enrollment in both undergraduate and 
graduate mathematics, science and engineering majors is lower than 
enrollment in most other majors, and enrollment has been on the decline 
over the past decade. Especially worrisome is the fact that enrollments 
in undergraduate engineering which is training for a key specialty that 
we need in our manufacturing work, has declined steadily for 20 years. 
Graduate enrollment in engineering, however, has increased. How can 
that be? The difference is students from other countries coming in to 
do graduate work in our country because we are not producing enough 
students at the undergraduate level to fill the available graduate 
spaces. That is not good for the long-term health of our economy and 
our country.
  This declining enrollment affects the education of our prospective 
elementary and secondary mathematics and science teachers as well. 
Teachers provide the essential connection between students and the 
content they are learning. Student performance on the recent Third 
International Mathematics and Science Study highlights the shortcomings 
of current K-12 science and mathematics education in the United States, 
particularly when compared to other countries. We must expect more from 
our Nation's educators and students if we are to build on the 
accomplishments of previous generations.
  New methods of teaching mathematics and science are required, as well 
as better curricula and improved training of teachers. Just to 
illustrate that, the TIMSS study I mentioned showed that we are near 
the bottom of all developed nations in the accomplishments of our high 
school students in science in general. We are even lower in the 
performance of our students in mathematics, and we are dead last out of 
all developed nations in the performance of our high school physics 
students. Clearly, we need improvements if we are going to continue 
discoveries and the growth of our economic engine.
  To achieved improved training of teachers, this legislation 
establishes a priority for grants under the GAANN program in order to 
prepare individuals for the professoriate who are committed to training 
highly-qualified elementary and secondary school teachers of 
mathematics and science. I encourage the secretary to provide priority 
to departments that engage in such activities, and encourage the 
secretary to regard departments of mathematics and science, as well as 
departments of engineering, as departments that may provide such 
activities. Already, departments of engineering have demonstrated a 
focus on preparing highly-qualified elementary and secondary 
mathematics and science teachers. We must have those teachers in the K-
12 system. If we do not, we are not going to solve the problem, and we 
will continue to be short on trained technical personnel, we will 
continue to suffer in our economy.
  Mr. HINOJOSA. Mr. Speaker, I yield back the balance of my time.
  Mr. HOEKSTRA. Mr. Speaker, I yield myself such time as I may consume 
to, once again, thank my colleague for working with us. I think we have 
developed a great partnership on this subcommittee. We had a great 
hearing down in the gentleman's district, a couple of weeks ago, in 
Texas. We had a very, very good hearing, a very, very good roundtable, 
and a delicious dinner together with great hospitality. And I just want 
to publicly express my appreciation for the cooperation in that process 
and also the continued partnership on the legislation coming through 
this committee.
  Mr. HINOJOSA. Mr. Speaker, will the gentleman yield?
  Mr. HOEKSTRA. I yield to the gentleman from Texas.
  Mr. HINOJOSA. Mr. Speaker, I would like to also express my 
appreciation for the way in which the gentleman conducted the hearing 
that we had here in Washington, wherein you brought in experts to show 
us the great demand that there is for programs and for classes and the 
shortage that we have of faculty, prepared faculty, in the colleges and 
universities. And the gentleman responded so quickly to be able to 
bring that then to our subcommittee, pass it unanimously, and now bring 
it to the House floor. So this will make all those deans, who came all 
the way to Washington to testify before us, extremely happy, as it 
makes me, and I am sure that many of those in higher education are 
going to be elated that this finally has passed.
  Mr. HOEKSTRA. Mr. Speaker, reclaiming my time, I thank the gentleman 
for those kind words.
  Mr. BOEHNER. Mr. Speaker, I rise today in support of H.R. 3076, the 
Graduate Opportunities in Higher Education Act. I'm particularly 
pleased that this bill has the potential not only to enhance graduate 
education, but to build on the strength of education at all levels by 
helping to increase study of subject areas facing particular shortages 
at the K-12 level.

[[Page 25319]]

  I'd like to first applaud Select Education Subcommittee Chairman Pete 
Hoekstra--the author of this measure--for his leadership in bringing 
this bill forward. He has crafted a bill, with bipartisan support, that 
ensures our Federal investment in graduate education is money well 
spent. I'd also like to thank Mr. Miller, the ranking member on the 
Committee, and Mr. Hinojosa, the ranking member on the subcommittee, 
for their cooperation and leadership in bringing this measure forward.
  This legislation will build on the success of the graduate programs 
currently authorized under Title VII of the Higher Education Act, and 
additionally, the bill will also help to fulfill the demand for highly 
qualified teachers at the K-12 level.
  Witnesses have testified before the Education & the Workforce 
Committee that an important key to placing highly qualified teachers in 
every public school classroom, as called for by the bipartisan No Child 
Left Behind Act, is having adequate faculty available to train the 
teachers of tomorrow. This is particularly important in subject areas 
facing severe shortages. I believe the importance of this cannot be 
overstated. If we are serious about ensuring every child learns from a 
highly qualified teacher, we must address the issue comprehensively.
  Elementary and secondary classrooms across the Nation are facing 
severe shortages of highly qualified teachers, particularly in high-
demand subject areas. States and schools tell us they are struggling to 
find highly qualified math, science, and special education teachers. 
And as our schools work to educate those whose native language is not 
English, we need teachers who are prepared to meet the needs of 
students with limited English proficiency (LEP). For those reasons, 
this bill places a priority on these particular subject areas, ensuring 
that our investment in graduate education continues to improve 
education at all levels in America.
  Although I believe the role graduate education plays in creating a 
pipeline of highly qualified teachers is extremely important, the many 
other benefits of graduate education cannot be overlooked. As we enter 
the 21st Century, the need for advanced education is becoming 
increasingly vital to successfully maintaining our place in the 
technologically-advanced economy. Now, more than ever, our citizens are 
obtaining graduate degrees in order to gain more expertise in their 
field of study. This bill will help ensure the continued availability 
of such graduate study opportunities for students.
  I'd like to thank members of my staff for their hard work in brining 
this bill forward today; particularly Krisann Pearce, Alison Ream, 
Kathleen Smith, Alexa Marrero, and Rebecca Hunt with Mr. Hoekstra's 
staff. Additionally, I would like to thank the Democratic staff, 
including Ricardo Martinez, Alex Nock, Ellynne Bannon and Moira Lenehan 
with Mr. Hinojosa's staff. Thanks to the leadership of Chairman 
Hoekstra, the bipartisan cooperation from members on both sides of the 
aisle, and the hard work of our staff, we have before us today a bill 
that will allow for the continued success of graduate fellowships that 
enrich student knowledge while building up our teaching workforce.
  As we move forward with the reauthorization of the Higher Education 
Act, we must continue to build on the success of these valuable 
programs that prepare the next generation of scholars. Graduate 
education is essential to maintaining our economic leadership, as well 
as ensuring the success of education reform in classrooms across 
America. I hope my colleagues will join me in supporting this bill, and 
the continued success of graduate education.
  Mr. HOLT. Mr. Speaker, I rise today to support H.R. 3076, the 
Graduate Opportunities in Higher Education Act.
  The bill authorizes a total of $120 million for Title VII graduate 
education programs, including Javits Fellowships, Graduate Assistance 
in areas of National Need, Thurgood Marshall Legal Education 
Opportunities and the Fund for the Improvement of Post-Secondary 
Education programs.
  Mr. Speaker, I would like to thank Chairman Boehner for his work on 
this bill and for accepting my amendment in committee.
  Under the graduate Assistance in Areas of National Need program, the 
Higher education Act provides grants to colleges and universities to 
address subject areas where America doesn't have enough people with 
advanced degrees--including education, where new teachers are trained.
  My amendment would require that any schools of education that apply 
for GAANN grants collaborate with a department, program, or unit in 
science, math, or other appropriate content area to assure a successful 
combination of training in both teaching and relevant content. This 
should go almost without comment. Most graduate schools already do 
this.
  With the enactment of the historic No Child Left Behind Act, Congress 
committed itself to ensuring that every student would have the 
opportunity to improve academically, to attend a safe school in a 
challenging and nurturing classroom environment, and to have a chance 
for real scholastic success.
  Critical to achieving these goals is having highly qualified teachers 
in every classroom--teachers who are not only versed in general 
teaching skills, but who also have expertise in the subject matter they 
teach.
  This is because when teachers pursue a graduate degree in education, 
they often focus on education theory and policy, rather than combining 
such a curriculum with substantive research in a particular subject 
area like math, science, or literature.
  If we hope to achieve the goals of No Child Left Behind, we must 
ensure that the teachers in our children's classrooms are indeed 
``highly qualified,'' which should include expertise in the subject 
matter they teach.
  That is why I offered, and the committee accepted, an amendment that 
will reaffirm our commitment to improving teacher quality so that all 
of our schools can meet the standards of No Child Left Behind.
  Mr. Speaker, I thank the chairman for his support of my amendment, 
and I ask my colleagues to support this bill.
  Mr. DAVIS of Illinois. Mr. Speaker, I rise today in support of H.R. 
3076, to reauthorize Title VII of the Higher Education Act to authorize 
graduate fellowship programs with the financial support necessary to 
complete advanced degrees in areas of national need and in the 
humanities, social sciences and the arts. I would like to commend 
Chairman Hoekstra and Ranking Member Hinojosa on their exceptional work 
on this resolution.
  I am pleased that we are continuing to encourage our young people to 
persist with their education and obtain higher levels of knowledge. 
There are three types of graduate fellowship programs that are 
authorized: the Jacob K. Javitis Fellowships, the Graduate Assistance 
in Areas of National Need (GAAN) Fellowships and the Thurgood Marshall 
Legal Education Opportunity Program. We should be proud of these 
programs which are set up to give opportunity to individuals who may 
not have the change otherwise to gain a graduate degree.
  Unfortunately, the Urban Community Service program, which was created 
to provide incentives to urban academic institutions to allow these 
schools to work with private and civic organizations to implement 
solutions to pressing problems in their communities, was eliminated. I 
understand that the program has not received funding since Fiscal Year 
1996, yet this program is very rich on how urban colleges and 
universities can work with the surrounding area to strengthen and lift 
up the community by making it safer and a better place to live for both 
the students and the people in the community. At too many urban 
colleges and universities, the only safe place to be in the area is on 
the campus. I hope in the future we can try to implement this program 
or a similar program as a way to encourage urban academic institutions 
to not forget about the community that surrounds its campus and to 
proactively work with the community.
  Again, I support the Chairman and Ranking Member for their efforts on 
this legislation. I encourage my colleagues to support this 
legislation.
  Mr. CASTLE. Mr. Speaker, I rise in support of H.R. 3076, the Graduate 
Opportunities in Higher Education Act.
  The Graduate Opportunities in Higher Education Act, H.R. 3076, builds 
upon the success of the graduate fellowship programs within the Higher 
Education Act (HEA). Because graduate education trains the faculty who 
train the teachers of tomorrow, the legislation recognizes subject 
areas in elementary and secondary education facing shortages, and 
places a priority on those subject areas, working to create a pipeline 
of highly qualified teachers to improve education at all levels.
  Since enactment of No Child Left Behind, this Congress, the 
administration and educators nationwide have recognized the importance 
of having highly qualified teachers in the classroom. We need to raise 
teacher quality standards in our education system, but also help our 
teachers find the means to meet these goals. H.R. 3076 is an important 
step toward this end. By expanding our graduate programs, we guarantee 
that our students will be educated by highly qualified teachers with an 
extensive knowledge base. It is a great step toward the betterment of 
our education system.
  I encourage my colleagues to support H.R. 3076 as an important reform 
to our higher education system and ultimately to our Nation.
  Mr. HOEKSTRA. Mr. Speaker, I yield back the balance of my time.

[[Page 25320]]

  The SPEAKER pro tempore (Mr. Gillmor). The question is on the motion 
offered by the gentleman from Michigan (Mr. Hoekstra) that the House 
suspend the rules and pass the bill, H.R. 3076, as amended.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

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