[Congressional Record (Bound Edition), Volume 151 (2005), Part 5]
[Extensions of Remarks]
[Page 6165]
[From the U.S. Government Publishing Office, www.gpo.gov]




           MATH AND SCIENCE INCENTIVE ACT OF 2005 (H.R. 1547)

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                         HON. VERNON J. EHLERS

                              of michigan

                    in the house of representatives

                        Tuesday, April 12, 2005

  Mr. EHLERS. Mr. Speaker, I rise in support of the Math and Science 
Incentive Act of 2005, which today was introduced by Rep. Wolf. I thank 
him and his staff for their work on this important legislation. I am 
very pleased to join him as the lead cosponsor, and pledge that I will 
work with Rep. Wolf to move this legislation through the House.
  A number of developments in recent years have fueled concerns that 
world technology leadership could shift from the United States to other 
countries. In today's global economy, American manufacturers and other 
businesses rely on innovation to stay competitive. For the United 
States to remain a prosperous country, we must maintain our 
technological leadership in the world.
  Our knowledge-based economy is driven by constant innovation. The 
foundation of innovation lies in a dynamic, motivated, and well-
educated workforce equipped with math and science skills. An 
understanding of scientific and mathematical principles, a working 
knowledge of computer hardware and software, and the problem-solving 
skills developed by courses in science, technology, engineering and 
math are now basic requirements for many entry-level positions or for 
admission to college. In fact, I fully expect that all of the jobs of 
the future will require a basic understanding of the concepts and 
principles of math and science.
  Unfortunately, we are continuing to see disturbing trends in American 
student performance on basic math and science tests. The recent Program 
for International Student Assessment (PISA) and Trends in International 
Math and Science Study (TIMSS) highlight the shortcomings of current K-
12 science and math students in the United States when compared to 
other developed countries.
  We have also seen that fewer students are pursuing degrees in math 
and science. This should be of particular concern when we consider the 
large educational and workforce development investments made by 
emerging economies with huge populations, such as China, India and 
Russia.
  We must encourage girls in grades K-12 to become interested in math 
and science and urge young women to pursue degrees in math and science. 
While the percentages of women holding baccalaureate degrees in 
biological and physical sciences closely mirrors that of their male 
counterparts, recent statistics from the National Center for Education 
Statistics show that women are underrepresented in engineering and 
computer science baccalaureate degrees.
  The Math and Science Incentive Act of 2005 is a direct response to 
the needs I have outlined. The bill will help recruit and retain direly 
needed science, technology, engineering and math (STEM) teachers and 
workforce professionals. It allows the Secretary of Education to pay up 
to $10,000 in interest on undergraduate loans for those who qualify and 
agree to enter into a five-year service agreement with the Secretary.
  Clearly, we must recommit ourselves to leadership in science, 
technology, mathematics and engineering. This legislation puts us on 
the path toward ensuring that we will have STEM teachers and workforce 
professionals in place.

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