[Congressional Record (Bound Edition), Volume 150 (2004), Part 9]
[House]
[Pages 11258-11263]
[From the U.S. Government Publishing Office, www.gpo.gov]




              PRIORITIES FOR GRADUATE STUDIES ACT OF 2004

  Mr. McKEON. Mr. Speaker, I move to suspend the rules and pass the 
bill

[[Page 11259]]

(H.R. 4411) to amend title VII of the Higher Education Act of 1965 to 
ensure graduate opportunities in postsecondary education, and for other 
purposes.
  The Clerk read as follows:

                               H.R. 4411

       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 ``Priorities 
     for Graduate Studies Act of 2004''.
       (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 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

[[Page 11260]]

     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;'';
       (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 
California (Mr. McKeon) and the gentleman from Michigan (Mr. Kildee) 
each will control 20 minutes.
  The Chair recognizes the gentleman from California (Mr. McKeon).


                             General Leave

  Mr. McKEON. 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 materials on H.R. 4411.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from California?
  There was no objection.
  Mr. McKEON. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise today in support of H.R. 4411, the Priorities for 
Graduate Studies Act, which builds on the success of the graduate 
programs currently authorized under title VII of the Higher Education 
Act and also helps to fulfill the demand for highly qualified teachers 
at the K-12 level.
  I want to commend my colleague, the gentleman from Georgia (Mr. 
Burns), a valuable member of the committee, for his work on this 
important piece of legislation.
  I am 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 in elementary and secondary schools.
  This bill complements H.R. 4409, the Teacher Training Enhancement 
Act, which we have considered here today. Bringing these two bills 
forward is our declaration that supporting America's schoolteachers is 
a priority for our committee and for the U.S. House of Representatives.
  We know that an important part, important key to placing highly 
qualified teachers in every public classroom 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.
  If we are serious about ensuring every child learns from a highly 
qualified teacher, we must address the issue in a comprehensive manner. 
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.
  To address these shortages head-on, 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.

                              {time}  1345

  Although I believe the role 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. The future competitiveness of our Nation will depend 
on successfully educating our workforce and fostering continued 
breakthroughs through education.
  Now more than ever our citizens are obtaining graduate degrees in 
order to obtain more expertise in their field of study. This bill will 
help ensure the continued availability of such graduate study 
opportunities for students.
  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. We have 
expressed our support for our teachers before and we stand united today 
to continue that support and urge our colleagues in the other body to 
do the same.
  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. Speaker, I reserve the balance of my time.
  Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, we have been here before. We have already voted on this 
legislation. As with the last bill, this legislation has already passed 
this House. Less than 1 year ago, this House reported the exact bill by 
a good bipartisan voice vote. That bill also improved our graduate 
programs. While this is a worthwhile goal, today's action does not 
actually move us further toward these improvements.
  I am going to support this bill today, but there is a more important 
question for this body: Why are we repassing legislation? During the 
last bill we considered, I asked this very question. Since I did not 
get a satisfactory answer then, I really do not expect to get one now. 
But rather than wasting our time, Mr. Speaker, repassing legislation, 
we should be investing in America's families.
  During the last bill, I talked about some much-needed improvement to 
our higher-education programs that this Congress should be considering. 
Now I

[[Page 11261]]

will spend my time on how this Republican Congress and the Bush 
administration has not provided economic security for the American 
worker and their families.
  The Republican Congress and the Bush administration have refused to 
provide extended unemployment benefits to those workers who have 
exhausted their initial benefits. Despite the fact that 1.5 million 
workers have exhausted their benefits, this Congress has refused to 
act. These workers who have lost their jobs due to outsourcing and the 
sour economy do not have the financial security to provide for their 
families. This Congress and the administration continue to turn a blind 
eye.
  The real root of the problem for today's American workers is that 
there are not any jobs. I was in my hometown of Flint, Michigan, this 
past weekend; and I went into McDonald's and ordered the No. 9. They 
were hiring, but General Motors is not hiring. The really good jobs are 
not there.
  There are 8.2 million individuals now unemployed. On his watch, 
President Bush has lost 2 million jobs. That is a staggering figure 
when you stop to think about it. The administration has failed to keep 
the jobs needed to keep pace with an expanding workforce, but also we 
are 2 million jobs in the hole.
  The Republican Congress and the Bush administration have failed to 
pass an unemployment insurance extension and other critical legislation 
directly affecting the financial security of families. Instead, 
Congress is debating legislation that has already passed.
  Clearly, Mr. Speaker, we need to refocus our priorities on restoring 
the economic well-being of our workers and the families for which they 
provide. Mr. Speaker, I again want to say that I am going to support 
this legislation which is before us today. However, this legislation is 
not moving us toward improving our graduate programs. We simply are 
squandering our time and resources by repassing this bill today.
  Mr. Speaker, I reserve the balance of my time.
  Mr. McKEON. Mr. Speaker, I yield myself 30 seconds to answer the 
gentleman's question why we are here today.
  I think that we did pass these bills before, but they have not been 
acted upon by the other body. So I do not think it will hurt to have 
further discussion here, again voting on these issues and showing how 
important our teachers are, showing how important economic stability 
comes from education.
  We think that it is very important to discuss these issues; and, 
frankly, I do not think it is a waste of time any time we can talk 
about helping the education of our country.
  Mr. Speaker, I yield 4 minutes to the gentleman from Georgia (Mr. 
Burns), a strong member of our committee.
  Mr. BURNS. Mr. Speaker, I thank the gentleman for yielding me this 
time and for his work on this legislation.
  Mr. Speaker, I rise today in support of H.R. 4411, Priorities For 
Graduate Studies Act. I am pleased to be offering this bill, which will 
build upon the successes of our graduate education programs and help 
also trigger improvements at all levels of the educational environment 
by prioritizing studies in areas of national need.
  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 school, in every classroom in 
America by the school year 2005-2006. I believe that the legislation 
before us today will help both States and schools across the Nation 
achieve that important goal.
  Mr. Speaker, I speak from experience, having taught at the graduate 
level at Georgia Southern University for some 19 years. In order to 
produce a qualified teacher, you have to have a qualified classroom. So 
if we are going to have world-class math and science instruction for 
our K through 12 students, we have to have the world-class instruction 
for those teachers at our graduate schools across the Nation.
  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 successful, tremendously successful in 
encouraging in-depth study and creating knowledgeable experts, 
particularly in subject areas facing a national need.
  Graduate programs authorized under the title VII component 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 lead to medical, educational, and 
technological advancements. Graduate programs train the next generation 
of teachers, the next generation of researchers and engineers and 
doctors and lawyers and professors. These individuals will be vitally 
important in preparing the United States to meet the challenges of a 
global economy.
  Title VII of the Higher Education Act authorizes three graduate 
fellowship programs: the Graduate Assistance in Areas of National Need 
program, the Jacob K. Javitz Fellowship program, and the Thurgood 
Marshall Legal Educational Opportunity program. Collectively, these 
programs encourage students to advance their knowledge in scientific 
and technical fields, in the arts and humanities, and in legal studies 
by providing financial assistance as well as support services to those 
displaying academic excellence in their selected fields.
  Each year, Congress appropriates nearly $70 million to assist these 
students in pursuing their goals. The Priorities For Graduate Studies 
Act seeks to build upon the success of these programs by targeting 
fellowships to subject areas facing national need not only at the 
graduate level but also by encouraging the study of subject areas where 
there are shortages in K through 12 education. This will help to expand 
the number of educators prepared to train teachers of tomorrow in the 
critical subject areas of math and of science and of 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 
Priorities For Graduate Studies Act will also recognize the rapidly 
growing need for teachers prepared to meet the needs of students with 
limited English proficiency. H.R. 4411 is an essential piece of 
legislation that strengthens our higher educational system. We 
strengthen the graduate education, we target the Federal investment 
toward areas facing a demonstrated need, and we work to improve not 
just the graduate education but education at all levels across our 
Nation.
  Mr. Speaker, I encourage my colleagues to join me in supporting this 
piece of legislation and help our already successful graduate 
educational programs become even more successful.
  Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume.
  The gentleman from California (Mr. McKeon) has said we are repassing 
these bills to get the attention of the Senate. I suggest it might be 
cheaper and more efficient to send a respectful message to the Senate, 
and I will be glad to cosign a letter with my colleague to do that.
  But, nevertheless, I will support this bill.
  Mr. Speaker, I yield back the balance of my time.
  Mr. McKEON. Mr. Speaker, I yield myself such time as I may consume, 
and respond to my colleague that I will be happy to join him in that 
letter. Whatever we can do to help move the other body, I think is 
important, especially in the area of education, where we are trying so 
hard to help our teachers and our young people so that we can better 
prepare ourselves for stronger economic stability in the future.
  Mr. Speaker, I encourage all of my colleagues to support this bill.
  Mr. HOEKSTRA. Mr. Speaker, I rise today in support of H.R. 4411, the 
Priorities for Graduate Studies Act, legislation which creates an 
informed and educated citizenry through strong and vibrant graduate 
education programs.

[[Page 11262]]

  As we enter the 21st Century, the need for advanced education is 
becoming increasingly critical to successfully maintaining America's 
place in a technologically advanced economy. Now, more than ever, U.S. 
citizens are obtaining graduate degrees to gain additional knowledge 
and expertise in their fields of study. Nearly 2 million students 
currently attend one of more than 1,800 graduate school programs 
throughout the country. And, this number is increasing. According to 
the Council of Graduate Schools, total graduate enrollment in the 
United States rose by 3 percent between 2000 and 2001, and it is 
expected to steadily rise in coming years.
  Graduate programs, while important for their role in higher 
education, also play an essential yet often overlooked role in K-12 
education. It is graduate programs that train individuals to become 
faculty at institutions of higher education. They will in turn train 
the elementary and secondary teachers of tomorrow.
  H.R. 4411 is closely aligned with H.R. 3076, the Graduate Studies in 
Higher Education Act, which I authored and the House passed last fall. 
I have worked closely with Representative Burns in crafting the 
legislation before the House of Representatives. Today's bill presents 
the House with an important opportunity to support graduate education 
while drawing attention to the need for highly qualified elementary and 
secondary teachers.
  The Priorities for Graduate Studies Act strengthens the Title VII 
graduate programs contained within the Higher Education Act. H.R. 4411 
reauthorizes the Graduate Assistance in Areas of National Need (GAANN) 
program, the Jacob K. Javits Fellowship program and the Thurgood 
Marshall Legal Educational Opportunity program. It also recognizes new 
areas of national need and increases flexibility for students in these 
graduate programs. By placing a ``priority'' within the graduate 
programs in the subject areas of math, science, special education and 
teaching English to speakers of other languages, this bill will 
strengthen the academic quality not only at the graduate level, but 
also within American elementary and secondary schools.
  I encourage my colleagues to join me in supporting Representative 
Burns' legislation, as together we can help make our country's already 
successful graduate education programs even better.
  Mr. BOEHNER. Mr. Speaker, I rise today in support of H.R. 4411, the 
Priorities for Graduate Studies Act. I'm pleased to stand in support of 
this bill, which will both enhance graduate education and build on the 
strength of education at all levels by helping to increase study of 
subject areas facing shortages at the K-12 level. I'd like to commend 
Representative Burns for his work on this important bill.
  The Priorities for Graduate Studies Act will build on the success of 
the graduate programs currently authorized under Title VII of the 
Higher Education Act, and, additionally, the bill will help fulfill the 
demand for highly qualified teachers at the K-12 level.
  Witnesses have testified before the Education and 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). To meet these demands, 
this bill places a priority on these particular subject areas for 
graduate assistance programs, ensuring that our investment in graduate 
education continues to improve education at all levels.
  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 should not 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.
  As we move forward with the reauthorization of the Higher Education 
Act, we must continue to build on the success of these programs that 
prepare the next generation of scholars. We have expressed our support 
for our teachers before, and we stand united today to continue that 
support and urge our colleagues in the other body to do the same.
  Graduate education is fundamental to maintaining our competitiveness 
and economic leadership, as well as ensuring the success of education 
reform in classrooms across America. And as our economic recovery 
continues and new jobs are created everyday, the importance of 
education will only grow. I hope my colleagues will join me in 
supporting this bill, and the continued success of graduate education.
  Mr. SMITH of Michigan. Mr. Speaker, a highly educated workforce is 
critical to America's future competitiveness. And the quality of 
education in America's schools is directly related to the quality of 
the teachers entrusted with the vital task of educating the Nation's 
students. Today's students are tomorrow's workforce, and for that 
reason education is directly linked to America's future competitiveness 
in a changing economy.
  H.R. 4411, the Priorities for Graduate Studies Act, addresses the 
shortage of highly qualified math and science teachers at the K-12 
level. One of the problems is the continuing lack of faculty at the 
graduate level to train the teachers of tomorrow in these demanding 
fields. This must be addressed to fortify the pipeline of highly 
qualified teachers for our Nation's youth. To increase faculty in these 
high-demand subject areas, the Priorities for Graduate Studies Act will 
target Federal aid for graduate studies to these subject areas. The 
bill, introduced by my colleague from Georgia Representative Max Burns, 
places a priority on the areas of math and science for graduate 
fellowship programs in the Higher Education Act. Further, this bill 
reinforces previous Federal efforts in the ``No Child Left Behind Act'' 
requiring a ``highly qualified'' teacher in every classroom. This bill, 
along with the other bills being discussed today, also provides State 
grants to recruit and train teachers. In addition, loan forgiveness 
programs at the Department of Education and the Noyce Scholarship 
Program at the National Science Foundation (NSF), which seeks to 
encourage top math and science students to enter the teaching 
profession, are just some of the initiatives that have been designed to 
address issues of teacher recruitment and retention.
  Federal Reserve Chairman Alan Greenspan recently testified before the 
House Education and Workforce Committee and said that strengthening the 
Nation's education and worker training systems and supporting 
innovation are essential to creating jobs and sustained economic growth 
for American families. He said that the U.S. appears to be lagging 
seriously behind other nations in terms of the quality of education 
being provided to students at the K-12 level. He quoted a study 
conducted in 1995 (The Third International Math and Science Study, a 
project of the International Study Center, Lynch School of Education, 
Boston College) revealing that although our fourth-grade students were 
above average in both math and science, by the time they reached their 
last year of high school they had fallen well below the international 
average.
  The quality of America's workforce is inextricably tied to the 
quality of America's education system. For that reason, advanced 
degrees in specific subject areas will help to improve the training of 
our schoolteachers, building upon the quality of elementary and 
secondary education and, in turn, strengthening the competitiveness of 
the American worker. The House bill being discussed today recognizes 
that a shortage of advanced degrees earned in high-demand subject areas 
such as math and science can create a void from the university level 
down to K-12 classrooms. To address this shortage, the bill places a 
priority on these subject areas when awarding graduate level 
fellowships.
  Mr. Speaker, when I have an opportunity to speak with teachers about 
education, I often ask them if teaching a child math or science is more 
like lighting a fire than filling a container, at what age they believe 
the flame of interest for math and science education is sparked and how 
can we keep it burning. I get all sorts of answers. Some say third 
grade. Others say kindergarten. But they all generally agree that our 
greatest challenge is to ensure that all children experience that 
initial spark to create more interest in science and math.
  As Chairman of the Science Research Subcommittee, I recently 
introduced legislation that passed this House, creating a Congressional 
award for private sector entities that partner with schools to improve 
science, technology, engineering, and math education. The bill, H.R. 
4030, would provide well-deserved

[[Page 11263]]

recognition for outstanding private sector efforts and directs the 
National Science Foundation to disseminate information about award 
winners to educators, businesses and the general public.
  The way to maintain and increase our standard of living is through 
innovation, technological advancement and hard work. We need to do a 
better job of encouraging student interest and achievement in math and 
science so that today's students will be successful in the highly 
competitive global economy.
  Mr. GRIJALVA. Mr. Speaker, we are standing here today to consider 
pieces of legislation that the House passed overwhelmingly just a year 
ago. These were not controversial bills at the time they were first 
considered and they are not controversial now. It seems clear to me 
that the House Republican Leadership would like to distract the 
American public from the real issues that need to be addressed. Instead 
of being down on the floor to discuss legislation that we all agree on 
and already passed, members of the House Committee on Education and the 
Workforce should be spending time working on the legislation that would 
offer real solutions to students struggling to pay for a college 
education.
  Tuition is rapidly rising in nearly every state. The buying power of 
Pell grant has dropped significantly in the last 30 years. Students are 
graduating from college with enough debt that they could buy a car or 
even a house, which significantly hinders their ability to contribute 
to economic growth. Students are increasingly turning to a part time 
education just so they can support themselves while in college.
  These are clearly dire times when it comes to college affordability, 
but instead of spending our time crafting legislation that would offer 
real solutions to students, we are rehashing legislation that we 
already passed to fulfill the political needs of the House Republican 
Leadership.
  The Higher Education Bills that we are considering today are bills 
that I supported in the past and will support again in today, but 
today's debate is merely a distraction from the real problems that 
students face in paying for college.
  Mr. HINOJOSA. Mr. Speaker, I do not object to the three higher 
education bills under consideration today. In fact, this body passed 
these bills with broad bipartisan support last year, and I voted for 
all three of them. I do object, however, to our wasting time revisiting 
legislation that we have already worked out instead of completing the 
work that remains to be done.
  The Higher Education Act represents our national commitment to 
ensuring that a college education is possible for anyone--regardless of 
income, race, or ethnicity. This law supports our students and our 
institutions of higher education in their pursuit of academic 
excellence. It represents the single largest Federal investment in 
education with over $75 billion in student financial assistance 
distributed annually.
  This Congress the Higher Education Act must be reauthorized. Instead 
of considering the act as a whole, the majority decided to pass the 
reauthorization in parts. The parts that we are considering today have 
already been passed. What we are failing to discuss today are the 
programs at the very heart of the matter--the student aid programs: 
Pell grants, student loans, work study.
  We are also failing to discuss the instrumental Federal supports to 
the institutions that serve low-income and minority students--titles 
III and V of the Higher Education Act. The titles that support 
Historically Black Colleges and Universities, Hispanic-Serving 
Institutions, and Tribally Controlled Colleges.
  The Advisory Committee on Student Financial Assistance has reported 
that over the next 10 years as many as 4.4 million college-qualified 
low-income students will be unable to attend 4-year colleges because of 
unmet financial need. Two million will not be able to attend any 
college at all. Most of the students will be minorities--Hispanics and 
African Americans.
  We have a lot of work left to do. I hope that we will get to it.
  Mr. McKEON. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr. Quinn). The question is on the motion 
offered by the gentleman from California (Mr. McKeon) that the House 
suspend the rules and pass the bill, H.R. 4411.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the bill was passed.
  A motion to reconsider was laid on the table.

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