[Congressional Record (Bound Edition), Volume 155 (2009), Part 22]
[Senate]
[Pages 29353-29354]
[From the U.S. Government Publishing Office, www.gpo.gov]




                             STEM EDUCATION

  Mr. KAUFMAN. Mr. President, a few weeks ago the Department of 
Education released application guidelines for the Race to the Top 
competitive grant program. I am very encouraged that these guidelines 
include a competitive preference for science, technology, engineering, 
and mathematics--or STEM--education. I commend the Department for its 
foresight.
  Throughout the year, I have spoken many times about how important a 
focus on science and engineering is to our continued economic recovery. 
Engineers and scientists have always been the world's problem-solvers. 
They will help us to solve the challenges of clean water; lifesaving 
cures for cancer and disease; clean, renewable petro-free energy; 
affordable-health care; and environmental sustainability.
  Yet, if we are to tackle these immense challenges, we can no longer 
wait to begin training our Nation's future STEM professionals until 
after they leave the K-12 education pipeline. That is why I am so 
pleased that the Race to the Top grant application emphasizes STEM 
education. This is just the kind of attention STEM education needs.
  The Race to the Top fund is designed to reward States that have been 
successful in raising student achievement and have superior plans to 
accelerate education reform. State grant applications must, of course, 
focus on certain core education reform areas. However, an emphasis on 
STEM education is considered a competitive preference priority worth 3 
percent of a State's application score. It is the only competitive 
preference in the Race to the Top application guidelines. Applicants 
will earn all or none of the designated points, thereby truly rewarding 
sound initiatives.
  To meet this priority, each State must offer a rigorous course of 
study in STEM education. They are encouraged to collaborate with 
industry professionals, universities, research centers, museums, and 
other STEM-focused community partners. Additionally, each State must 
have a plan for preparing and assisting teachers in integrating STEM 
throughout the curriculum. This includes offering applied learning 
opportunities and relevant instruction for students.
  There are some successful STEM education programs already in 
operation throughout the country. A study released by the National 
Academy of Engineering in September highlighted a handful of K-12 
engineering curriculum projects. Other education-based initiatives are 
also spurring interest among our youth. For example, there is a 
remarkable afterschool program in Wilmington, DE, that I recently spoke 
about here in the Senate. It inspires high school students to pursue 
careers in STEM fields by teaching them how to build robots. It is a 
great program. All too often, though, these types of opportunities have 
not been available

[[Page 29354]]

to all of our Nation's students. The Race to the Top grants will bring 
more opportunities to more students.
  Perhaps the most important component for meeting this grant priority 
is that States' plans must prepare more students to pursue college 
majors and careers in STEM. They must also specifically address the 
needs of women and underrepresented minorities. The United States 
cannot maintain its position as a technological leader nor can we solve 
the problems we face without a diversity of perspectives and 
participation.
  Women constitute about half of the students in our higher education 
system about half of the overall workforce, but they comprise only 
slightly more than 12 percent of the science and engineering workforce. 
African Americans hold only 4.4 percent of science and engineering 
jobs, Hispanics just 3.4 percent. We can, and must, do better, and the 
Race to the Top application guidelines are a step in the right 
direction.
  Over $4 billion is available for competitive grants in the Race to 
the Top program. This is an unprecedented level of discretionary 
funding for the Department of Education, and States nationwide will be 
pulling out all the stops to earn their share of the pie. Many States 
working months ago to put the correct conditions in place to apply for 
funds.
  Moreover, the ``Educate to Innovate'' campaign was recently launched 
by President Obama. This campaign is a nationwide effort of private 
companies, universities, foundations, nonprofits, and science and 
engineering societies--working with the Federal Government--to improve 
student performance in STEM subjects. As part of this effort, business 
leaders and nonprofits will be joining forces to identify and replicate 
successful STEM programs across the country. For example, Time Warner 
Cable and the Coalition of Science After School are creating an online 
directory of STEM afterschool programs. Other STEM organizations will 
be teaming up with local volunteers to host National Lab Days, and 
President Obama announced an annual science fair at the White House. 
This type of public-private collaboration is just the kind of action we 
need to bolster STEM education.
  I sincerely hope the competitive preference for STEM education in the 
Race to the Top application, coupled with the ``Educate to Innovate'' 
campaign, will spur the kind of investment and attention in STEM 
education that I believe all of our students deserve. Our country is 
counting on these future scientists and engineers.

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