[House Report 106-821]
[From the U.S. Government Publishing Office]
106th Congress Rept. 106-821
HOUSE OF REPRESENTATIVES
2d Session Part 1
======================================================================
NATIONAL SCIENCE EDUCATION ACT
_______
September 6, 2000.--Ordered to be printed
_______
Mr. Sensenbrenner, from the Committee on Science, submitted the
following
R E P O R T
[To accompany H.R. 4271]
[Including cost estimate of the Congressional Budget Office]
The Committee on Science, to whom was referred the bill
(H.R. 4271) to establish and expand programs relating to
science, mathematics, engineering, and technology education,
and for other purposes, having considered the same, report
favorably thereon with an amendment and recommend that the bill
as amended do pass.
CONTENTS
Page
I. Amendment.......................................................2
II. Purpose of the Bill............................................13
III. Background and Need for the Legislation........................13
IV. Summary of Hearings............................................14
V. Committee Actions..............................................15
VI. Summary of Major Provisions of the Bill........................16
VII. Section-By-Section Analysis (By Title and Section).............18
VIII. Committee Views................................................21
IX. Cost Estimate..................................................22
X. Congressional Budget Office Cost Estimate......................22
XI. Compliance with Public Law 104-4 (Unfunded Mandates)...........24
XII. Committee Oversight Findings and Recommendations...............24
XIII. Oversight Findings and Recommendations by the Committee on
Government Reform and Oversight................................24
XIV. Constitutional Authority Statement.............................24
XV. Federal Advisory Committee Statement...........................24
XVI. Congressional Accountability Act...............................24
XVII. Statement on Preemption of State, Local, or Tribal Law.........25
XVIII.Changes in Existing Law Made by the Bill, As Reported..........25
XIX. Committee Recommendations......................................25
XX. Exchange of Committee Correspondence...........................25
XXI. Proceedings of Full Committee Markup...........................26
I. Amendment
The amendment is as follows:
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``National Science Education Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) As concluded in the report of the Committee on Science of
the House of Representatives, ``Unlocking Our Future Toward a
New National Science Policy,'' which was adopted by the House
of Representatives, the United States must maintain and improve
its preeminent position in science and technology in order to
advance human understanding of the universe and all it
contains, and to improve the lives, health, and freedoms of all
people.
(2) 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 most
fundamental research is responsible for investigating our
perceived universe, to extend our observations to the outer
limits of what our minds and methods can achieve, and to seek
answers to questions that have never been asked before. Applied
research continues the process by applying the answers from
basic science to the problems faced by individuals,
organizations, and governments in the everyday activities that
make our lives more livable. The scientific-technological
sector of our economy, which has driven our recent economic
boom and led the United States to the longest period of
prosperity in history, is fueled by the work and discoveries of
the scientific community.
(3) The effectiveness of the United States in maintaining
this economic growth will be largely determined by the
intellectual capital of the United States. Education is
critical to developing this resource.
(4) The education program of the United States needs to
provide for 3 different kinds of intellectual capital. First,
it needs scientists, mathematicians, and engineers to continue
the research and development that is central to the economic
growth of the United States. Second, it needs technologically
proficient workers who are comfortable and capable dealing with
the demands of a science-based, high-technology workplace.
Last, it needs scientifically literate voters and consumers to
make intelligent decisions about public policy.
(5) 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 science, mathematics, engineering, and
technology are required, as well as better curricula and
improved training of teachers.
(6) Science is more than a collection of facts, theories, and
results. It is a process of inquiry built upon observations and
data that leads to a way of knowing and explaining in logically
derived concepts and theories. Mathematics is more than
procedures to be memorized. It is a field that requires
reasoning, understanding, and making connections in order to
solve problems. Engineering is more than just designing and
building. It is the process of making compromises to optimize
design and assessing risks so that designs and products best
solve a given problem. Technology is more than using computer
applications, the Internet, and programming. Technology is the
innovation, change, or modification of the natural environment,
based on scientific, mathematical, and engineering principles.
(7) Students should learn science primarily by doing science.
Science education ought to reflect the scientific process and
be object-oriented, experiment-centered, and concept-based.
Students should learn mathematics with understanding that
numeric systems have intrinsic properties that can represent
objects and systems in real life, and can be applied in solving
problems. Engineering education should reflect the realities of
real world design, and should involve hands-on projects and
require students to make trade-offs based upon evidence.
Students should learn technology as both a tool to solve other
problems and as a process by which people adapt the natural
world to suit their own purposes. Computers represent a
particularly useful form of technology, enabling students and
teachers to acquire data, model systems, visualize phenomena,
communicate and organize information, and collaborate with
others in powerful new ways. A background in the basics of
information technology is essential for success in the modern
workplace and the modern world.
(8) Children are naturally curious and inquisitive. To
successfully tap into these innate qualities, education in
science, mathematics, engineering, and technology must begin at
an early age and continue throughout the entire school
experience.
(9) Teachers provide the essential connection between
students and the content they are learning. Prospective
teachers need to be identified and recruited by presenting to
them a career that is respected by their peers, is financially
and intellectually rewarding, contains sufficient opportunities
for advancement, and has continuing access to professional
development.
(10) Teachers need to have incentives to remain in the
classroom and improve their practice, and training of teachers
is essential if the results are to be good. Teachers need to be
knowledgeable of their content area, of their curriculum, of
up-to-date research in teaching and learning, and of techniques
that can be used to connect that information to their students
in their classroom.
SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.
Nothing in this Act may be construed to authorize any department,
agency, officer, or employee of the United States to exercise any
direction, supervision, or control over the curriculum, program of
instruction, administration, or personnel of any educational
institution or school system.
SEC. 4. MASTER TEACHER GRANT PROGRAM.
(a) Program Authorized.--The Director of the National Science
Foundation shall conduct a grant program to make grants to a State or
local educational agency, a private elementary or middle school, or a
consortium of any combination of those entities, for the purpose of
hiring a master teacher described in subsection (b).
(b) Eligibility.--In order to be eligible to receive a grant under
this subsection, a State or local educational agency, private
elementary or middle school, or consortium described in subsection (a)
shall submit to the Director a description of the relationship the
master teacher will have vis-a-vis other administrative and managerial
staff and the State and local educational agency, the ratio of master
teachers to other teachers, and the requirements for a master teacher
of the State or local educational agency or school, including
certification requirements and job responsibilities of the master
teacher. Job responsibilities must include a discussion of any
responsibility the master teacher will have for--
(1) development or implementation of science, mathematics,
engineering, or technology curricula;
(2) in-classroom assistance;
(3) authority over hands-on inquiry materials, equipment, and
supplies;
(4) mentoring other teachers or fulfilling any leadership
role; and
(5) professional development, including training other master
teachers or other teachers, or developing or implementing
professional development programs.
(c) Assessment of effectiveness.--The Director shall assess the
effectiveness of activities carried out under this section.
(d) Funds.--
(1) Source.--Grants shall be made under this section out of
funds available for the National Science Foundation for
Education and Human Resources Activities.
(2) Authorization.--There are authorized to be appropriated
to the National Science Foundation to carry out this section
$50,000,000 for each of fiscal years 2001 through 2003 .
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED.
(a) General Authority.--
(1) In general.--
(A) Grant program.--The Director of the National
Science Foundation shall, subject to appropriations,
carry out a demonstration project under which the
Director awards grants in accordance with this section
to eligible local educational agencies.
(B) Uses of funds.--A local educational agency that
receives a grant under this section may use such grant
funds to develop a program that builds or expands
mathematics, science, and information technology
curricula, to purchase equipment necessary to establish
such program, and to provide professional development
in such fields.
(2) Program requirements.--The program described in paragraph
(1) shall--
(A) provide professional development specifically in
information technology, mathematics, and science; and
(B) provide students with specialized training in
mathematics, science, and information technology.
(b) Eligible Local Educational Agencies.--For purposes of this
section, a local educational agency or consortium of local educational
agencies is eligible to receive a grant under this section if the
agency or consortium--
(1) provides assurances that it has executed conditional
agreements with representatives of the private sector to
provide services and funds described in subsection (c); and
(2) agrees to enter into an agreement with the Director to
comply with the requirements of this section.
(c) Private Sector Participation.--The conditional agreements
referred to in subsection (b)(1) shall describe participation by the
private sector, including--
(1) the donation of computer hardware and software;
(2) the establishment of internship and mentoring
opportunities for students who participate in the information
technology program; and
(3) the donation of higher education scholarship funds for
eligible students who have participated in the information
technology program.
(d) Application.--
(1) In general.--To apply for a grant under this section,
each eligible local educational agency or consortium of local
educational agencies shall submit an application to the
Director in accordance with guidelines established by the
Director pursuant to paragraph (2).
(2) Guidelines.--
(A) Requirements.--The guidelines referred to in
paragraph (1) shall require, at a minimum, that the
application include--
(i) a description of proposed activities
consistent with the uses of funds and program
requirements under subsection (a)(1)(B) and
(a)(2);
(ii) a description of the higher education
scholarship program, including criteria for
selection, duration of scholarship, number of
scholarships to be awarded each year, and
funding levels for scholarships; and
(iii) evidence of private sector
participation and financial support to
establish an internship, mentoring, and
scholarship program.
(B) Guideline publication.--The Director shall issue
and publish such guidelines not later than 6 months
after the date of the enactment of this Act.
(3) Selection.--The Director shall select a local educational
agency to receive an award under this section in accordance
with subsection (e) and on the basis of merit to be determined
after conducting a comprehensive review.
(e) Priority.--The Director shall give special priority in awarding
grants under this section to eligible local educational agencies that--
(1) demonstrate the greatest ability to obtain commitments
from representatives of the private sector to provide services
and funds described under subsection (c); and
(2) demonstrate the greatest economic need.
(f) Assessment.--The Director shall assess the effectiveness of
activities carried out under this section.
(g) Study and Report.--The Director--
(1) shall initiate an evaluative study of eligible students
selected for scholarships pursuant to this section in order to
measure the effectiveness of the demonstration program; and
(2) shall report the findings of the study to Congress not
later than 4 years after the award of the first scholarship.
Such report shall include the number of students graduating
from an institution of higher education with a major in
mathematics, science, or information technology and the number
of students who find employment in such fields.
(h) Definition.--Except as otherwise provided, for purposes of this
section, the term ``eligible student'' means a student enrolled in the
12th grade who--
(1) has participated in an information technology program
established pursuant to this section;
(2) has demonstrated a commitment to pursue a career in
information technology, mathematics, science, or engineering;
and
(3) has attained high academic standing and maintains a grade
point average of not less than 3.0 on a 4.0 scale for the last
2 years of secondary school (11th and 12th grades).
(i) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section, $3,000,000 for each of fiscal years 2001 through 2003.
(j) Maximum Grant Award.--An award made to an eligible local
educational agency under this section may not exceed $300,000.
SEC. 6. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR
CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY EDUCATION.
(a) In General.--The Director of the National Science Foundation
shall, jointly with the Secretary of Education, compile and disseminate
information (including through outreach, school counselor education,
and visiting speakers) regarding--
(1) typical standard prerequisites for middle school and high
school students who seek to enter a course of study at an
institution of higher education in science, mathematics,
engineering, or technology education for purposes of teaching
in an elementary or secondary school; and
(2) the licensing requirements in each State for science,
mathematics, engineering, or technology elementary or secondary
school teachers.
(b) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2001 through 2003.
SEC. 7. REQUIREMENT TO CONDUCT STUDY EVALUATION.
(a) Study Required.--The Director of the National Science Foundation
shall enter into an agreement with the National Academies of Sciences
and Engineering under which the Academies shall review existing studies
on the effectiveness of technology in the classroom on learning and
student performance, using various measures of learning and teaching
outcome including standardized tests of student achievement, and
explore the feasibility of one or more methodological frameworks to be
used in evaluations of technologies that have different purposes and
are used by schools and school systems with diverse educational goals.
The study evaluation shall include, to the extent available,
information on the type of technology used in each classroom, the
reason that such technology works, and the teacher training that is
conducted in conjunction with the technology.
(b) Deadline for Completion.--The study evaluation required by
subsection (a) shall be completed not later than one year after the
date of the enactment of this Act.
(c) Definition of Technology.--In this section, the term
``technology'' has the meaning given that term in section 3113(11) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6813(11)).
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation for the purpose of
conducting the study evaluation required by subsection (a), $600,000.
SEC. 8. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.
(a) In General.--The Director of the National Science Foundation
shall establish a grant program under which grants may be made to a
State or local educational agency, a private elementary or middle
school, or a consortium consisting of any combination of those entities
for instruction of teachers for grades kindergarten through the twelfth
grade on the use of information technology in the classroom. Grants
awarded under this section shall be used for training teachers to use--
(1) classroom technology, including hardware, software,
communications technologies, and laboratory equipment; or
(2) specific technology for science, mathematics, engineering
or technology instruction, including data acquisition,
modeling, visualization, simulation, and numerical analysis.
(b) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section $10,000,000 for each of fiscal years 2001 through 2003.
SEC. 9. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY BUSINESS
EDUCATION CONFERENCE.
(a) In General.--Not later than 180 days after the date of the
enactment of this Act, the Director of the National Science Foundation
shall convene the first of an annual 3- to 5-day conference for
kindergarten through twelfth grade science, mathematics, engineering,
and technology education stakeholders, including--
(1) representatives from Federal, State, and local
governments, private industries, private businesses, and
professional organizations;
(2) educators;
(3) science, mathematics, engineering, and technology
educational resource providers;
(4) students; and
(5) any other stakeholders the Director determines would
provide useful participation in the conference.
(b) Purposes.--The purposes of the conference convened under
subsection (a) shall be to--
(1) identify and gather information on existing science,
mathematics, engineering, and technology education programs and
resource providers, including information on distribution,
partners, cost assessment, and derivation;
(2) determine the extent of any existing coordination between
providers of curricular activities, initiatives, and units; and
(3) identify the common goals and differences among the
participants at the conference.
(c) Report and Publication.--At the conclusion of the conference the
Director of the National Science Foundation shall--
(1) transmit to the Committee on Science of the House of
Representatives and to the Committee on Commerce, Science, and
Transportation of the Senate a report on the outcome and
conclusions of the conference, including an inventory of
curricular activities, initiatives, and units, the content of
the conference, and strategies developed that will support
partnerships and leverage resources; and
(2) ensure that a similar report is published and distributed
as widely as possible to stakeholders in science, mathematics,
engineering, and technology education.
(d) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section--
(1) $300,000 for fiscal year 2001; and
(2) $200,000 for each of fiscal years 2002 and 2003.
SEC. 10. GRANTS FOR DISTANCE LEARNING.
(a) In General.--The Director of the National Science Foundation may
make competitive, merit-based awards to develop partnerships for
distance learning of science, mathematics, engineering, and technology
education to a State or local educational agency or to a private
elementary, middle, or secondary school, under any grant program
administered by the Director using funds appropriated to the National
Science Foundation for activities in which distance learning is
integrated into the education process in grades kindergarten through
the twelfth grade.
(b) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2001 through 2003.
SEC. 11. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.
(a) In General.--The President, acting through the National Science
Foundation, shall provide scholarships to teachers at public and
private schools in grades kindergarten through the 12th grade in order
that such teachers may participate in research programs conducted at
private entities or Federal or State Government agencies. The purpose
of such scholarships shall be to provide teachers with an opportunity
to expand their knowledge of science, mathematics, engineering,
technology, and research techniques.
(b) Requirements.--In order to be eligible to receive a scholarship
under this section, a teacher described in subsection (a) shall be
required to develop, in conjunction with the private entity or
Government agency at which the teacher will be participating in a
research program, a proposal to be submitted to the President
describing the types of research activities involved.
(c) Period of Program.--Participation in a research program in
accordance with this section may be for a period of one academic year
or two sequential summers.
(d) Use of Funds.--The Director may only use funds for purposes of
this section for salaries of scholarship recipients, administrative
expenses (including information dissemination, direct mailing,
advertising, and direct staff costs for coordination and accounting
services), expenses for conducting an orientation program, relocation
expenses, and the expenses of conducting final selection interviews.
(e) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2001 through 2003.
SEC. 12. EDUCATIONAL TECHNOLOGY UTILIZATION EXTENSION ASSISTANCE.
(a) Purpose.--The purpose of this section is to improve the
utilization of educational technologies in elementary and secondary
education by creating an educational technology extension service based
at undergraduate institutions of higher education.
(b) Findings.--The Congress finds the following:
(1) Extension services such as the Manufacturing Extension
Partnership and the Agricultural Extension Service have proven
to be effective public/private partnerships to integrate new
technologies and to improve utilization of existing
technologies by small to medium sized manufacturers and the
United States agricultural community.
(2) Undergraduate institutions of higher education working
with nonprofit organizations and State and Federal agencies can
tailor educational technology extension programs to meet
specific local and regional requirements.
(3) Undergraduate institutions of higher education, often
with the assistance of the National Science Foundation, have
for the past 20 years been integrating educational technologies
into their curricula, and as such they can draw upon their own
experiences to advise elementary and secondary school educators
on ways to integrate a variety of educational technologies into
the educational process.
(4) Many elementary and secondary school systems,
particularly in rural and traditionally underserved areas, lack
general information on the most effective methods to integrate
their existing technology infrastructure, as well as new
educational technology, into the educational process and
curriculum.
(5) Most Federal and State educational technology programs
have focused on acquiring educational technologies with less
emphasis on the utilization of those technologies in the
classroom and the training and infrastructural requirements
needed to efficiently support those types of technologies. As a
result, in many instances, the full potential of educational
technology has not been realized.
(6) Our global economy is increasingly reliant on a workforce
not only comfortable with technology, but also able to
integrate rapid technological changes into the production
process. As such, in order to remain competitive in a global
economy, it is imperative that we maintain a work-ready labor
force.
(7) According to ``Teacher Quality: A Report on the
Preparation and Qualifications of Public School Teachers'',
prepared by the Department of Education, only one in five
teachers felt they were well prepared to work in a modern
classroom.
(8) The most common form of professional development for
teachers continues to be workshops that typically last no more
than one day and have little relevance to teachers' work in the
classroom.
(9) A 1998 national survey completed by the Department of
Education found that only 19 percent of teachers had been
formally mentored by another teacher, and that 70 percent of
these teachers felt that this collaboration was very helpful to
their teaching.
(c) Program Authorized.--
(1) General authority.--The Director of the National Science
Foundation, in cooperation with the Secretary of Education and
the Director of the National Institute of Standards and
Technology, is authorized to provide assistance for the
creation and support of regional centers for the utilization of
educational technologies (hereinafter in this section referred
to as ``ETU Centers'').
(2) Functions of centers.--
(A) Establishment.--ETU Centers may be established at
any institution of higher education, but such centers
may include the participation of nonprofit entities,
organizations, or groups thereof.
(B) Objectives of centers.--The objective of the ETU
Centers is to enhance the utilization of educational
technologies in elementary and secondary education
through--
(i) advising of elementary and secondary
school administrators, school boards, and
teachers on the adoption and utilization of new
educational technologies and the utility of
local schools' existing educational technology
assets and infrastructure;
(ii) participation of individuals from the
private sector, universities, State and local
governments, and other Federal agencies;
(iii) active dissemination of technical and
management information about the use of
educational technologies; and
(iv) utilization, where appropriate, of the
expertise and capabilities that exist in
Federal laboratories and Federal agencies.
(C) Activities of centers.--The activities of the ETU
Centers shall include the following:
(i) The active transfer and dissemination of
research findings and ETU Center expertise to
local school authorities, including school
administrators, school boards, and teachers.
(ii) The training of teachers in the
integration of local schools existing
educational technology infrastructure into
their instructional design.
(iii) The training and advising of teachers,
administrators, and school board members in the
acquisition, utilization, and support of
educational technologies.
(iv) Support services to teachers,
administrators, and school board members as
agreed upon by ETU Center representatives and
local school authorities.
(v) The advising of teachers, administrators,
and school board members on current skill set
standards employed by private industry.
(3) Program administration.--
(A) Proposed rules.--The Director of the National
Science Foundation, after consultation with the
Secretary of Education and the Director of the National
Institute of Standards and Technology, shall publish in
the Federal Register, within 90 days after the date of
the enactment of this section, proposed rules for the
program for establishing ETU Centers, including--
(i) a description of the program;
(ii) the procedures to be followed by
applicants;
(iii) the criteria for determining qualified
applicants; and
(iv) the criteria, including those listed in
this section, for choosing recipients of
financial assistance under this section from
among qualified applicants.
(B) Final rules.--The Director of the National
Science Foundation shall publish final rules for the
program under this section after the expiration of a
30-day comment period on such proposed rules.
(4) Eligibility and selection.--
(A) Applications required.--Any undergraduate
institution of higher education, consortia of such
institutions, non-profit organizations, or groups
thereof may submit an application for financial support
under this section in accordance with the procedures
established under this section. In order to receive
assistance under this section, an applicant shall
provide adequate assurances that the applicant will
contribute 50 percent or more of the proposed Center's
capital and annual operating and maintenance costs.
(B) Selection.--The Director of the National Science
Foundation, in conjunction with the Secretary of
Education and the Director of the National Institute of
Standards and Technology, shall subject each
application to competitive, merit review. In making a
decision whether to approve such application and
provide financial support under this section, the
Director of the National Science Foundation shall
consider at a minimum--
(i) the merits of the application,
particularly those portions of the application
regarding the adaption of training and
educational technologies to the needs of
particular regions;
(ii) the quality of service to be provided;
(iii) the geographical diversity and extent
of service area, with particular emphasis on
rural and traditionally underdeveloped areas;
and
(iv) the percentage of funding and amount of
in-kind commitment from other sources.
(C) Evaluation.--Each ETU Center which receives
financial assistance under this section shall be
evaluated during its third year of operation by an
evaluation panel appointed by the Director of the
National Science Foundation. Each evaluation panel
shall measure the involved Center's performance against
the objectives specified in this section. Funding for
an ETU Center shall not be renewed unless the
evaluation is positive.
SEC. 13. INTERAGENCY COORDINATION OF SCIENCE EDUCATION PROGRAMS.
(a) Interagency Coordination Committee.--
(1) Establishment.--The Director of the Office of Science and
Technology Policy shall establish an interagency committee to
coordinate Federal programs in support of science and
mathematics education at the elementary and secondary level.
(2) Membership.--The membership of the committee shall
consist of the heads, or designees, of the National Science
Foundation, the Department of Energy, the National Aeronautics
and Space Administration, the Department of Education, and
other Federal departments and agencies that have programs
directed toward support of elementary and secondary science and
mathematics education.
(3) Functions.--The committee shall--
(A) prepare a catalog of Federal research,
development, demonstration and other programs designed
to improve elementary and secondary science or
mathematics education, including for each program a
summary of its goals and the kinds of activities
supported, a summary of accomplishments (including
evidence of effectiveness in improving student
learning), the funding level, and, for grant programs,
the eligibility requirements and the selection process
for awards;
(B) review the programs identified under subparagraph
(A) in order to--
(i) determine the relative funding levels
among support for--
(I) teacher professional development;
(II) curricular materials;
(III) improved classroom teaching
practices;
(IV) applications of computers and
related information technologies; and
(V) other major categories of
activities;
(ii) assess whether the balance among kinds
of activities as determined under clause (i) is
appropriate and whether unnecessary duplication
or overlap among programs exists;
(iii) assess the degree to which the programs
assist the efforts of State and local school
systems to implement standards-based reform of
science and mathematics education, and group
the programs in the categories of high,
moderate, and low relevance for assisting
standards-based reform;
(iv) for grant programs, identify ways to
simplify the application procedures and
requirements and to achieve greater conformity
among the procedures and requirements of the
agencies; and
(v) evaluate the adequacy of the assessment
procedures used by the departments and agencies
to determine whether the goals and objectives
of programs are being achieved, and identify
the best practices identified from the
evaluation for assessment of program
effectiveness; and
(C) monitor the implementation of the plan developed
under subsection (c) and provide to the Director of the
Office of Science and Technology Policy its findings
and recommendations for modifications to that plan.
(b) External Review.--The Director of the National Science Foundation
shall enter into an agreement with the National Research Council to
conduct an independent review of programs as described in subsection
(a)(3)(B) and to develop findings and recommendations. The findings and
recommendations from the National Research Council review of programs
shall be reported to the Director of the Office of Science and
Technology Policy and to the Congress.
(c) Education Plan.--
(1) Plan contents.--On the basis of the findings of the
review carried out in accordance with subsection (a)(3)(B) and
taking into consideration the findings and recommendations of
the National Research Council in accordance with subsection
(b), the Director of the Office of Science and Technology
Policy shall prepare a plan for Federal elementary and
secondary science and mathematics education programs which
shall include--
(A) a strategy to increase the effectiveness of
Federal programs to assist the efforts of State and
local school systems to implement standards-based
reform of elementary and secondary science and
mathematics education;
(B) a coordinated approach for identifying best
practices for the use of computers and related
information technologies in classroom instruction;
(C) the recommended balance for Federal resource
allocation among the major types of activities
supported, including projected funding allocations for
each major activity broken out by department and
agency;
(D) identification of effective Federal programs that
have made measurable contributions to achieving
standards-based science and mathematics education
reform;
(E) recommendations to the departments and agencies
for actions needed to increase uniformity across the
Federal Government for application procedures and
requirements for grant awards for support of elementary
and secondary science and mathematics education; and
(F) dissemination procedures for replicating results
from effective programs, particularly best practices
for classroom instruction.
(2) Consultation.--The Director shall consult with academic,
State, industry, and other appropriate entities engaged in
efforts to reform science and mathematics education as
necessary and appropriate for preparing the plan under
paragraph (1).
(d) Reports.--
(1) Initial report.--The Director of the Office of Science
and Technology Policy shall submit to the Congress, not later
than 1 year after the date of the enactment of this Act, a
report which--
(A) includes the plan described in subsection (c)(1);
(B) in accordance with subsection (c)(1)(C),
describes, for each department and agency represented
on the committee established under subsection (a)(1),
appropriate levels of Federal funding;
(C) includes the catalog prepared under subsection
(a)(3)(A);
(D) includes the findings from the review required
under subsection (a)(3)(B)(iii);
(E) includes the findings and recommendations of the
National Research Council developed under subsection
(b); and
(F) describes the procedures used by each department
and agency represented on the committee to assess the
effectiveness of its education programs.
(2) Annual updates.--The Director of the Office of Science
and Technology Policy shall submit to the Congress an annual
update, at the time of the President's annual budget request,
of the report submitted under paragraph (1), which shall
include, for each department and agency represented on the
committee, appropriate levels of Federal funding for the fiscal
year during which the report is submitted and the levels
proposed for the fiscal year with respect to which the budget
submission applies.
SEC. 14. SCIENCE, MATHEMATICS, AND ENGINEERING SCHOLARSHIP PROGRAM.
(a) Program Authorized.--The Director of the National Science
Foundation is authorized to establish a scholarship program to assist
graduates of baccalaureate degree programs in science, mathematics or
engineering, or individuals pursuing degrees in those fields, to
fulfill the academic requirements necessary to become certified as
elementary or secondary school teachers.
(b) Scholarship Amount and Duration.--Each scholarship provided under
subsection (a) shall be in the amount of $5000 and shall cover a period
of 1 year.
(c) Requirements.--
(1) Eligibility.--Undergraduate students majoring in science,
mathematics or engineering who are within one academic year of
completion of degree requirements, and individuals who have
received degrees in such fields, are eligible to receive
scholarships under the program established by subsection (a).
(2) Guidelines, procedures, and criteria.--The Director shall
establish and publish application and selection guidelines,
procedures, and criteria for the scholarship program.
(3) Requirements for applications--Each application for a
scholarship shall include a plan specifying the course of study
that will allow the applicant to fulfill the academic
requirements for obtaining a teaching certificate during the
scholarship period.
(4) Work requirement.--As a condition of acceptance of a
scholarship under this section, a recipient shall agree to work
as an elementary or secondary school teacher for a minimum of
two years following certification as such a teacher or to repay
the amount of the scholarship to the National Science
Foundation.
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2001, 2002, and 2003.
SEC. 15. GO GIRL GRANTS.
(a) Short Title.--This section may be cited as the ``Getting Our
Girls Ready for the 21st Century Act (Go Girl Act)''.
(b) Findings.--Congress finds the following:
(1) Women have historically been underrepresented in
mathematics, science, and technology occupations.
(2) Female students take fewer high-level mathematics and
science courses in high school than male students.
(3) Female students take far fewer advanced computer classes
and tend to take only the basic data entry and word processing
classes compared to courses that male students take.
(4) Female students earn fewer bachelors, masters, and
doctoral degrees in mathematics, science, and technology than
male students.
(5) Early career exploration is key to choosing a career.
(6) Teachers' attitudes, methods of teaching, and classroom
atmosphere affect females' interest in nontraditional fields.
(7) Stereotypes about appropriate careers for females, a lack
of female role models, and a lack of basic career information
significantly deters girls' interest in mathematics, science,
and technology careers.
(8) Females consistently rate themselves significantly lower
than males in computer ability.
(9) By the year 2000, 65 percent of all jobs will require
technological skills.
(10) Limited access is a hurdle faced by females seeking jobs
in mathematics, science, and technology.
(11) Common recruitment and hiring practices make extensive
use of traditional networks that often overlook females.
(c) Program Authority.--
(1) In general.--The Director of the National Science
Foundation is authorized to provide grants to and enter into
contracts or cooperative agreements with local educational
agencies and institutions of higher education to encourage the
ongoing interest of girls in science, mathematics, and
technology and to prepare girls to pursue undergraduate and
graduate degrees and careers in science, mathematics, or
technology.
(2) Application.--
(A) In general.--To be eligible to receive a grant
under this section, a local educational agency or
institution of higher education shall submit an
application to the Director at such time, in such form,
and containing such information as the Director may
reasonably require.
(B) Contents.--The application referred to in
subparagraph (A) shall contain, at a minimum, the
following:
(i) A specific program description, including
the content of the program and the research and
models used to design the program.
(ii) A description of how an eligible entity
will provide for collaboration between
elementary and secondary school programs to
fulfill goals of the grant program.
(iii) An explanation regarding the
recruitment and selection of participants.
(iv) A description of the instructional and
motivational activities planned to be used.
(v) An evaluation plan.
(d) Uses of Funds for Elementary School Program.--Under grants
awarded pursuant to subsection (c) funds may be used for the following:
(1) Encouraging girls in grades 4 and higher to enjoy and
pursue studies in science, mathematics, and technology.
(2) Acquainting girls in grades 4 and higher with careers in
science, mathematics, and technology.
(3) Educating the parents of girls in grades 4 and higher
about the difficulties faced by girls to maintain an interest
and desire to achieve in science, mathematics, and technology
and enlist the help of the parents in overcoming these
difficulties.
(4) Tutoring in reading, science, mathematics, and
technology.
(5) Mentoring relationships, both in-person and through the
Internet.
(6) Paying the costs of attending events and academic
programs in science, mathematics, and technology.
(7) After-school activities designed to encourage the
interest of girls in grades 4 and higher in science,
mathematics, and technology.
(8) Summer programs designed to encourage interest in and
develop skills in science, mathematics, and technology.
(9) Purchasing software designed for girls, or designed to
encourage girls' interest in science, mathematics, and
technology.
(10) Field trips to locations that educate and encourage
girls' interest in science, mathematics, and technology.
(11) Field trips to locations that acquaint girls with
careers in science, mathematics, and technology.
(12) Purchasing and disseminating information to parents of
girls in grades 4 and higher that will help parents to
encourage their daughters' interest in science, mathematics,
and technology.
(e) Uses of Funds for Secondary School Program.--Under grants awarded
pursuant to subsection (c) funds may be used for the following:
(1) Encouraging girls in grades 9 and higher to major in
science, mathematics, and technology in a postsecondary
institution.
(2) Providing academic advice and assistance in high school
course selection.
(3) Encouraging girls in grades 9 and higher to plan for
careers in science, mathematics, and technology.
(4) Educating the parents of girls in grades 9 and higher
about the difficulties faced by girls to maintain an interest
and desire to achieve in science, mathematics, and technology
and enlist the help of the parents in overcoming these
difficulties.
(5) Tutoring in science, mathematics, and technology.
(6) Mentoring relationships, both in-person and through the
Internet.
(7) Paying the costs of attending events and academic
programs in science, mathematics, and technology.
(8) Paying 50 percent of the cost of an internship in
science, mathematics, or technology.
(9) After-school activities designed to encourage the
interest of girls in grades 9 and higher in science,
mathematics, and technology, including the cost of that portion
of a staff salary to supervise these activities.
(10) Summer programs designed to encourage interest in and
develop skills in science, mathematics, and technology.
(11) Purchasing software designed for girls, or designed to
encourage girls' interest in science, mathematics, and
technology.
(12) Field trips to locations that educate and encourage
girls' interest in science, mathematics, and technology.
(13) Field trips to locations that acquaint girls with
careers in science, mathematics, and technology.
(14) Visits to institutions of higher education to acquaint
girls with college-level programs in science, mathematics, or
technology, and to meet with educators and female college
students who will encourage them to pursue degrees in science,
mathematics, and technology.
(f) Definition.--In this section the term ``local educational
agency'' has the same meaning given such term in section 14101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 8801), except
that in the case of Hawaii, the District of Columbia, and the
Commonwealth of Puerto Rico, the term ``local educational agency''
shall be deemed to mean the State educational agency.
SEC. 16. GRANT FOR LEARNING COMMUNITY CONSORTIUM FOR ADVANCEMENT OF
WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN
SCIENCE, ENGINEERING, AND TECHNOLOGY.
The Director of the National Science Foundation may, through a
competitive, merit-based process, provide to a consortium composed of
community colleges a grant in an amount not more than $11,000,000 for
the purpose of carrying out a pilot project to provide support to
encourage women, minorities, and persons with disabilities to enter and
complete programs in science, engineering, and technology.
SEC. 17. USE OF FUNDS FOR PROVIDING RELEASE TIME AND OTHER INCENTIVES.
A recipient of a grant under section 4 or 8 may use funds received
through such grant for expenses related to leave from work (consistent
with State law and contractual obligations), and other incentives, to
permit and encourage full-time teachers to participate in--
(1) professional development activities relating to the use
of technology in education; and
(2) the development, demonstration, and evaluation of
applications of technology in elementary and secondary
education.
SEC. 18. SCIENCE TEACHER EDUCATION.
(a) Program Authorized.--The Director of the National Science
Foundation may establish a program to improve the undergraduate
education and in-service professional development of science and
mathematics teachers in elementary and secondary schools. Under the
program, competitive awards shall be made on the basis of merit to
institutions of higher education that offer baccalaureate degrees in
education, science and mathematics.
(b) Purpose of Awards.--Awards made under subsection (a) shall be for
developing--
(1) courses and curricular materials for--
(A) the preparation of undergraduate students
pursuing education degrees who intend to serve in
elementary or secondary schools as science or
mathematics teachers; or
(B) the professional development of science and
mathematics teachers serving in elementary and
secondary schools; and
(2) educational materials and instructional techniques
incorporating innovative uses of information technology.
(c) Requirements.--The Director shall establish and publish
application and selection guidelines, procedures, and criteria for the
program established by subsection (a). Proposals for awards under the
program shall involve collaborations of education, mathematics and
science faculty and include a plan for a continued collaboration beyond
the period of the award. In making awards under this section, the
Director shall consider--
(1) the degree to which courses and materials proposed to be
developed in accordance with subsection (b) combine content
knowledge and pedagogical techniques that are consistent with
hands-on, inquiry-based teaching, are aligned with established
national science or mathematics standards, and are based on
validated education research findings; and
(2) evidence of a strong commitment by the administrative
heads of the schools and departments, whose faculty are
involved in preparing a proposal to the program, to provide
appropriate rewards and incentives to encourage continued
faculty participation in the collaborative activity.
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $2,000,000 for each of fiscal years 2001 through 2003.
SEC. 19. DEFINITIONS.
In this Act:
(1) The terms ``local educational agency'' and ``State
educational agency'' have the meaning given such terms in
section 14101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 8801).
(2) The term ``institution of higher education'' has the
meaning given that term by section 101 of the Higher Education
Act of 1965 (20 U.S.C. 1001).
II. Purpose of the Bill
The purpose of H.R. 4271 is to authorize appropriations for
science, mathematics, engineering and technology (SMET)
education programs at the National Science Foundation (NSF) and
other purposes. The bill authorizes appropriations of $85.9
million for Fiscal Year 2001 and $85.2 million for Fiscal Years
2002 and 2003.
III. Background and Need for the Legislation
Our science and technology enterprise has the ultimate goal
of improving the lives, health, and freedom of all peoples. Our
country's scientific strength is at the heart of our recent
economic boom and undergirds our national defense. America
depends on science.
However, a preponderance of evidence indicates that our
schools aren't preparing our students adequately for the
knowledge-based, technologically rich America of today and
tomorrow. Without a strong supply of scientists and engineers,
of technologically competent workers, and of scientifically
literate consumers and voters, the future well-being of America
is in jeopardy.
American student performance in math and science is not on
par with students in other countries. Recent assessments of the
progress of student performance in various subject areas,
including Science, Math, Engineering, and Technology education,
have concluded that in some age groups the grasp of science and
math by U.S. students is less than that of their international
peers.
It also is notable that over half of our graduate students
in science and engineering are foreign-born. The apparent lack
of interest or preparation many of our own students seem to
have for careers in science or engineering will limit the
innovation that propels the economic growth that creates
prosperity. Indeed, some of the blame for this situation can be
placed on a K-12 educational system that does not sufficiently
excite or educate students in math or science and discourages
further pursuit of these subject areas.
The short-term ramifications of inadequate preparation and
lack of interest in science, math, engineering and technology
are already visible. There are hundreds of thousands of
technology-related jobs that are unfilled in the U.S.--despite
an average salary (in 1996) of $46,000, more than fifty percent
more than the average wage of $28,000.\1\ In 1999 American
companies, unable to continue without an adequate domestic pool
of potential employees, implored Congress to increase the
statutory cap on the number of visas for foreign, skilled
workers. Congress responded by raising the limit for three
years. This action, however, is not meeting industry's need:
the cap for 2000 was already reached in March 2000.
---------------------------------------------------------------------------
\1\ (U.S. Department of Commerce).
---------------------------------------------------------------------------
Moreover, cutting-edge skills are no longer required only
of scientists, mathematicians, engineers and the like. Many of
today's jobs require more than a basic level of technical
competence. For many Americans, these skills are no longer part
of ``on-the-job training,'' but rather prerequisites for entry-
level positions.
It also is clear that the long-term implications still are
to come. Over half of our economic growth today can be
attributed directly to research and development in science and
technology. Our ability to maintain this economic growth will
be determined largely by our Nation's intellectual capital. The
only necessary and sufficient means to developing this resource
is education.
In addition to ensuring the conditions for economic
prosperity, quality science, math, engineering and technology
education increasingly is becoming necessary for day-to-day
life. For citizens to thrive in 21st Century America, a well-
rounded and deep literacy in scientific ideas and processes
will be essential. Our society is now based upon technology and
information, and in this new century the most valuable
commodity is knowledge. As communications technologies rapidly
change the way in which we interact with one another, the key
to success is no longer acquiring information but rather
analyzing and processing that information. To be wise
consumers, intelligent voters, and coveted employees our
citizens will need to know the skills of science--collecting
data, evaluating evidence, finding trends, designing
experiments--more than ever. Both the need and demand for
quality science and math education is increasing.
IV. Summary of Hearings
On May 17, 2000 the Committee on Science held a hearing
entitled ``Hearing on Reviewing Science, Math, Engineering and
Technology Education in Kindergarten Through 12th Grade, and
H.R. 4271, The National Science Education Act.'' Witnesses
before the Committee were: Mr. Jeffrey Leaf, Vice President of
the Board on Pre-College Education for ASME and teacher at
Thomas Jefferson High School for Science and Technology; Mr.
Benjamin Boerkoel, Director of Curriculum and Staff
Development, Grand Rapids Christian Schools; and Mr. John
Boidock, Vice President for Government Relations, Texas
Instruments.
Mr. Leaf identified improvements in science, math,
engineering and technology education as being one of the most
important public policy issues and noted in his testimony that
educational software should encourage critical thinking and
problem solving and that working groups are very important
because they provide a forum for ideas on curriculum and
teaching methods. He added that a program of distance learning
that stresses innovation would help alleviate the shortage of
qualified technology teachers. Finally, he stated that master
teachers should be used to mentor new teachers, while master
aides help with set up and maintenance of equipment.
Mr. Boerkoel discussed the H.R. 4271 implications for
improving teacher training and curriculum improvement. He
stated that many new teachers have a less than enthusiastic
view of math and science, largely because of their inadequate
training. He stated that providing grant money to recruit and
hire Master Teachers with strong backgrounds and interest in
math, science, and technology is invaluable to professional
development and the use of hands-on materials. He added that
increasing teacher participation in curriculum development
through scholarships, working groups, and training is important
and rural educational opportunities need to be enhanced through
distance learning components. Finally, he highlighted the value
of organizing and maintaining a link to private sector funds
and expertise by stating that this relationship helps all
students, especially the economically disadvantaged, by
providing needed cutting-edge materials and personal
relationships.
Mr. John Biodock spoke about the need to improve math,
science, and technology education for the health of our
economy. He explained that the acute shortage of engineers and
technology workers is due to a variety of factors, including a
shrinking pool of students graduating with the skills needed
for these jobs. To reverse this trend and maintain America's
technological supremacy, he explained, our schools must produce
more students with strong math, science and technology skills.
He added that private companies should take an active role in
our schools to ensure that students learn sufficiently to
succeed in a technology and information-rich society.
V. Committee Actions
On April 11, 2000, Dr. Vernon J. Ehlers (MI), Vice Chairman
of the Committee on Science, joined by 16 other co-sponsors,
introduced H.R. 4271, the National Science Education Act, a
bill to authorize appropriations for science, mathematics,
engineering and technology education for Fiscal Years 2001
through 2003.
The Full Science Committee met to consider H.R. 4271 on
Wednesday, July 19, 2000, and entertained the following
amendments and report language.
Amendment 1.--Dr. Ehlers (MI) offered an amendment in the
nature of a substitute: (1) to add authorizations for each
appropriate provision; (2) to incorporate provisions of H.R.
2417 that authorize NSF to establish an educational technology
extension service based in school districts, regional
educational service agencies or undergraduate institutions to
assist schools in the acquisition and use of such technology;
(3) to make technical changes; and (4) to strike Section 5--the
High Quality Educational Software for All Schools, Section 6--
Establishment of Working Group on Science, Mathematics,
Engineering, and Technology Education, Section 11--Middle
School Computer Literacy Assistance, and Section 14--
Availability of Curricular Programs Through the Internet. The
amendment was adopted by voice vote.
Amendment 2.--Ms. Johnson (TX) offered an amendment to
require coordination through the Office of Science and
Technology Policy of federal K-12 science and mathematics
programs. The amendment was adopted by voice vote.
Amendment 3.--Mr. Udall (CO) offered an amendment to
authorize a new Science, Mathematics and Engineering
Scholarship Program for students who have majored in science,
mathematics, or engineering to fulfill academic requirements
necessary to become certified as teachers. The amendment
authorizes $5 million per year for FY2001-2003. The amendment
was adopted by voice vote.
Amendment 4.--Ms. Woolsey (CA) offered an amendment to
authorize programs to encourage girls to pursue science,
mathematics and technology. The amendment was adopted by voice
vote.
Amendment 5.--Mrs. Morella (MD) offered an amendment to
authorize a grant for a consortium of community colleges to
advance women, minorities, and people with disabilities in
science, engineering and technology. The amendment was adopted
by a voice vote.
Amendment 6.--Mr. Hoeffel (PA) offered an amendment to
allow certain NSF grant funds to be used by school districts
for expenses related to leave from work for teachers
participating in professional development. The amendment was
adopted by voice vote.
Amendment 7.--Mr. Etheridge (NC) offered an amendment to
create a collaborative grant program for education, mathematics
and science faculty to improve teacher preparation curricula,
educational materials and techniques that incorporate
information technology. The amendment authorizes $2 million per
year for FY2001-FY2003. The amendment was adopted by voice
vote.
Amendment 8.--Mr. Larson (CT) offered an amendment to
create a program within NSF to award grants for the evaluation
of precollege educational materials for instruction in science,
mathematics and technology. The amendment authorizes $2 million
for FY2001. The amendment was withdrawn.
Amendment 9.--Mr. Etheridge (NC) offered an amendment to
strike Section 4--the Master Teacher Grant Program and replace
it with a Master Teacher Training Program. The amendment was
withdrawn.
With a quorum present, Ms. Johnson moved that the Committee
report the bill, H.R. 4271, as amended, to the House, that the
staff prepare the legislative report and make technical and
conforming changes, and that the Chairman take all necessary
steps to bring the bill before the House for consideration. The
motion was agreed to by a recorded vote of 36 to 0.
VI. Summary of Major Provisions of the Bill
The National Science Education Act (NSEA), H.R. 4271,
focuses on improving and expanding the activities of the
National Science Foundation. For Fiscal Year 2001, H.R. 4271
would make appropriations of $85.9 million for Fiscal Year 2001
and $85.2 million for Fiscal Years 2002 and 2003. Total funding
authorizations by program are as follows:
$256.3 million for NSF, including:
$150 million for grants to enable schools to
employ Master Teachers;
$9 million for a public-private partnership
to improve precollege science and mathematics education
and to encourage students to pursue careers in
information technology and other science and technology
fields;
$15 million for disseminating information to
high schools regarding the standard prerequisites to
postsecondary SMET education teacher training;
$600 thousand for the National Academies to
undertake an evaluation of studies on the effectiveness
of technology in the classroom;
$30 million for teacher technology
professional development;
$700 thousand for NSF to convene a
conference to bring together private sector
participants in education;
$15 million for distance learning grants;
$15 million for a scholarship program that
would enable outstanding teachers to participate in
research;
$15 million for scholarships for students
who have majored in science, mathematics, or
engineering to fulfill academic requirements necessary
to become certified as teachers; and
$6 million for a grant program to improve
teacher preparation curricula, educational materials
and techniques that incorporate information technology.
Table 1 provides a detailed summary of the authorizations in
H.R. 4271.
Other highlights of the bill include:
The bill authorizes regional educational technology
extension services (ETUs) at intermediate school districts,
regional educational service agencies and/or undergraduate
institutions of higher education to improve the utilization of
educational technologies in elementary, middle and high
schools.
In addition, the bill requires the Office of Science and
Technology Policy to catalog the federal science, mathematics,
engineering and technology education programs; review and
evaluate the programs; develop a plan for interagency
coordination; and monitor the implementation of this plan.
The bill authorizes the NSF to award grants to encourage
girls' interests in science, mathematics and technology, as
well as to allow grant funds for professional development to be
used for expenses related to releasing teachers so they may
participate in needed training sessions.
The bill also authorizes NSF to award a grant to a
consortium of community colleges for the advancement of women,
minorities and persons with disabilities in science,
engineering and technology.
TABLE 1.--THE NATIONAL SCIENCE EDUCATION ACT
[By fiscal year; in millions of dollars]
----------------------------------------------------------------------------------------------------------------
2001 2002 2003 Total
Activity authorization authorization authorization authorization
----------------------------------------------------------------------------------------------------------------
NSF:
Total Grants.................................... 70.0 70.0 70.0 210.0
Total Scholarships.............................. 10.0 10.0 10.0 30.0
Total Other..................................... 5.9 5.2 5.2 16.3
===========================================================
Teacher Grants:
Master Teacher Grants........................... 50.0 50.0 50.0 150.0
Demonstration Program Grants.................... 3.0 3.0 3.0 9.0
Technology Professional Development............. 10.0 10.0 10.0 30.0
Science Teacher Education....................... 2.0 2.0 2.0 6.0
Other Grants:
Distance Learning Grants........................ 5.0 5.0 5.0 15.0
Teacher Scholarships:
To Participate in Research...................... 5.0 5.0 5.0 15.0
To Achieve Teacher Certification................ 5.0 5.0 5.0 15.0
Other:
Course Dissemination............................ 5.0 5.0 5.0 15.0
Study Evaluation................................ .6 ............. ............. .6
Education-Business Conference................... .3 .2 .2 .7
-----------------------------------------------------------
Total......................................... 85.9 85.2 85.2 256.3
----------------------------------------------------------------------------------------------------------------
VII. Section-by-Section Analysis
Section 1. Short title
Cites the Act as the ``National Science Education Act.''
Section 2. Findings
The Committee finds that: (1) the United States must
maintain its preeminent position in science and technology to
advance human understanding and to improve the lives of all
people; (2) the growth of the economy depends upon continued
scientific and technological research; (3) economic growth is
possible only through intellectual capital and education is
instrumental to developing this resource; (4) educational
institutions must provide for three kinds of intellectual
capital; that needed by scientists, mathematicians and
engineers, that needed by other workers to succeed in a high-
technology workplace, and that votes and consumers need to make
educated decisions; (5) student performance on recent
assessments indicates that American students are being
outperformed by their international peers. We must expect more
from American educators and students, and new methods, better
curricula and improved training of teachers is needed; (6)
science, mathematics, engineering and technology are more than
subjects that contain facts to be memorized--each is the
foundation of principles that must be applied throughout a
lifetime; (7) science, mathematics, engineering and technology
must be learned by doing; (8) children are naturally curious
and learning of science, mathematics, engineering and
technology must begin early and continue from kindergarten
through high school; (9) teachers are the essential component
in a successful learning experience and teachers must be
offered a career that is respected by their peers, financially
and intellectually rewarding, contains sufficient opportunity
for advancement and has continuing access to professional
development; and (10) teacher must have incentives to remain in
the profession and improve their practice and they must be
knowledgeable of their content area, curriculum, and
pedagogical techniques.
Section 3. Assurance of continued local control
Nothing in this Act should be construed as superseding or
exercising control over any educational institution or school
system.
Section 4. Master Teacher grant program
Establishes within NSF a ``Master Teacher'' program, which
would grant funds to State Educational Agencies, Local
Educational Agencies or private schools for hiring science or
math master teachers to lead instruction and manage hands-on
resources in grades K-8. Authorizes $50 million for each of
FY2001-FY2003.
Section 5. Demonstration program authorized
Incorporates H.R. 1265, Mathematics and Science Proficiency
Partnership Act of 1999, which authorizes a demonstration
project within NSF that would allow the NSF Director to award
grants to certain educational agencies in urban or rural areas.
Five urban and five rural areas could be selected to receive
funding, subject to demonstrated economic need and evidence of
private sector participation and financial support to establish
an internship, mentoring and scholarship program. Each
educational agency could receive a maximum of $300,000. These
funds could be used to build or expand mathematics, science,
and information technology curricula, to purchase educational
equipment, and to provide teacher training in such fields. This
provision is authorized at $3 million for each of FY2001-
FY2003.
Section 6. Dissemination of information on required course of study for
careers in science, mathematics, engineering, and technology
education
Requires NSF and the Department of Education to disseminate
to high schools information explaining the high school courses
typically prerequisite to pursuing a college teaching degree in
science and math. Authorizes $5 million for each of FY2001-
FY2003.
Section 7. Requirement to conduct study evaluation
Authorizes an evaluation of studies on the effectiveness of
technology in the classroom for learning and testing. This
section incorporates modified sections of S. 987, Eisenhower
National Clearinghouse Improvement Act. Section 7 authorizes
$600,000 to be obligated within one year of enactment of this
Act.
Section 8. Teacher technology professional development
Authorizes a grant program for professional development in
the use and integration of technology in the classroom.
Authorizes $10 million for each of FY2001-FY2003.
Section 9. Science, mathematics, engineering, and technology business
education conference
Authorizes NSF to convene a conference to bring together
private sector participants in education. Authorizes $300,000
for FY2001, $200,000 for FY2002-FY2003.
Section 10. Grants for distance learning
Authorizes NSF to make grants to applicants who integrate
distance learning into their proposals. Authorizes $5 million
for each of FY2001-FY2003.
Section 11. Scholarships to participate in certain research activities
Authorizes NSF to award, on behalf of the President,
scholarships to teachers to pursue research in their field of
expertise. Authorizes $5 million for each of FY2001-FY2003.
Section 12. Educational technology utilization extension assistance
Incorporates H.R. 2417, Educational Technology Utilization
Extension Assistance Act, which authorizes an educational
technology extension service based at intermediate school
districts, regional educational service agencies and/or
undergraduate institutions to assist schools in the acquisition
and use of such technology. Regional centers for the
utilization of educational technologies are authorized to
advise K-12 schools on the use of new technologies and the best
use of their existing technology base and to provide teacher
training on integration of technology in the curriculum.
Section 13. Interagency coordination of science education programs
Requires the Office of Science and Technology Policy to
catalog the federal science, mathematics, engineering and
technology education programs; review and evaluate the
programs; develop a plan for interagency coordination; and
monitor the implementation of this plan.
Section 14. Science, mathematics, and engineering scholarship program
Authorizes a $5,000 scholarship for students who have
majored in science, mathematics, or engineering to fulfill
academic requirements necessary to become certified as
teachers. Authorizes $5 million per year for FY2001-FY2003.
Section 15. Go girl grants
Authorizes programs to encourage girls to pursue science,
mathematics and technology.
Section 16. Grant for learning community consortium for advancement of
women, minorities, and persons with disabilities in science,
engineering, and technology
Authorizes a grant for a consortium of community colleges
that would advance women, minorities, and people with
disabilities in science, engineering and technology.
Section 17. Use of funds providing release time and other incentives
Incorporates provisions from H.R. 3156 to allow NSF grant
funds to be used by school districts for expenses related to
leave from work for teachers participating in professional
development.
Section 18. Science teacher education
Authorizes a grant program to improve teacher preparation
curricula, educational materials and techniques that
incorporate information technology. Authorizes $5 million for
FY2001-2003.
Section 19. Definitions
Defines: (1) ``local educational agency'' and ``State
educational agency'' as defined in the Elementary and Secondary
Education Act of 1965; and (2) ``institution of higher
education'' as defined in the Higher Education Act of 1965.
VIII. Committee Views
The Committee notes that recent studies have stated that
the most important factor of educational improvement efforts,
especially those in science, math, engineering and technology,
is enthusiastic and well-prepared teachers. When integrating
the needs of learners into the context of the emerging needs of
the American workplace and society, the truth of the
observation ``teaching is the essential profession, the one
that makes all other professions possible'' is obvious.
Teachers provide the essential connection between students
and the content they are learning. Thus, high quality teachers
must be identified, recruited, and retained in every school
district throughout the Nation. K-12 science, mathematics,
engineering, or technology teachers should be respected by
their peers, rewarded financially and intellectually, and have
sufficient opportunities for advancement. In exchange, we must
expect that all teachers are knowledgeable of their content
area, curriculum, up-to-date research in teaching and learning,
and techniques that can be used to connect information to the
students in their classrooms.
The Federal Government supports many programs aimed at
improving K-12 science, mathematics and technology (SMT)
education. It is a small player in terms of total funding when
compared to the state and local resources involved, but the
funds are important to schools which often lack sufficient
supplementary resources to help them carry out reform agendas.
Although the Department of Education and the National Science
Foundation administer the majority of federal programs that
support improvements to K-12 SMT education, many relevant
programs can be found in other departments and agencies,
including in most that support substantial R&D activities.
In general, coordination among federal agencies in
developing and implementing their education programs is ad hoc
and incomplete. Many times the targets of the agencies'
programs are similar. For example, a 1997 GAO report on federal
funding for education found 10 programs supporting teacher
professional development in the Departments of Energy and
Transportation, NSF, NASA, and EPA, in addition to 60 more in
the Department of Education. Across all the agencies' programs,
the degree of unnecessary duplication is unknown, as is the
possibility of lost opportunities for replicating particularly
effective programs.
The Committee calls for the establishment of an interagency
committee under the auspices of the Office of Science and
Technology Policy (OSTP) to coordinate and plan federal
programs that support K-12 SMT education. The Committee
believes that the relatively small federal investment in
improving K-12 SMT education will have the greatest effect if
the sponsoring agencies coordinate and jointly plan their
programs so that they are targeted to provide maximum
assistance to states and local education systems that are
committed to implementing standards-based reform. The Committee
also stresses the need for the coordinating committee to
develop procedures to rigorously assess the outcomes of federal
programs, to identify best practices and the most effective
educational materials, and to disseminate information about the
success stories.
IX. Cost Estimate
Rule XIII, clause 3(d)(2) of the House of Representatives
requires each committee report accompanying each bill or joint
resolution of a public character to contain: (1) an estimate,
made by such committee, of the costs which would be incurred in
carrying out such bill or joint resolution in the fiscal year
in which it is reported and in each of the five fiscal years
following such fiscal year (or for the authorized duration of
any program authorized by such bill or joint resolution, if
less than five years); (2) a comparison of the estimate of
costs described in subparagraph (1) of this paragraph made by
such committee with an estimate of such costs made by any
Government agency and submitted to such committee; and (3) when
practicable, a comparison of the total estimated funding level
for the relevant program (or programs) with the appropriate
levels under current law. However, House Rule XIII, clause
3(d)(3)(B) provides that this requirement does not apply when a
cost estimate and comparison prepared by the Director of the
Congressional Budget Office under section 402 of the
Congressional Budget Act of 1974 has been timely submitted
prior to the filing of the report and included in the report
pursuant to House Rule XIII, clause 3(c)(3). A cost estimate
and comparison prepared by the Director of the Congressionial
Budget Office under section 402 of the Congressional Budget Act
of 1974 has been timely submitted to the Committee on Science
prior to the filing of this report and is included in Section X
of this report pursuant to House Rule XIII, cluase 3(c)(3).
Rule XIII, clause 3(c)(2) of the House of Representatives
requires each committee report that accompanies a measure
providing new budget authority (other than continuing
appropriations), new spending authority, or new credit
authority, or changes in revenues or tax expenditures to
contain a cost estimate, as required by section 308(a)(1) of
the Congressional Budget Act of 1974 and, when practicable with
respect to estimates of new budget authority, a comparison of
the total estimated funding level for the relevant program (or
programs) to the appropriate levels under current law. H.R.
4271 does not contain any new budget authority, credit
authority, or changes in revenues or tax expenditures. Assuming
that the sums authorized under the bill are appropriated, H.R.
4271 does authorize additional discretionary spending, as
described in the Congressional Budget Officer report on the
bill, which is contained in Section X of this report.
X. Congressional Budget Office Cost Estimate
U.S. Congress,
Congressional Budget Office,
Washingotn, DC, August 16, 2000.
Hon. F. James Sensenbrenner, Jr.,
Chairman, Committee on Science,
House of Representatives, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 4271, the National
Science Education Act.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Kathleen
Gramp.
Sincerely,
Arlene Holen
(For Dan L. Crippen, Director).
Enclosure.
H.R. 4271--National Science Education Act
Summary: H.R. 4271 would authorize funding for programs to
enhance math and science education, particularly in elementary
and secondary schools. Most of the programs would be
administered by the National Science Foundation (NSF),
including grants for master teachers and other professional
development efforts, matching funds for university-based
centers for educational technologies, and initiatives aimed at
increasing the number of girls pursuing scientific studies. The
bill also would direct the Office of Science and Technology
Policy (OSTP) to coordinate federal math and science education
programs and would authorize funding for studies by the
National Academy of Sciences (NAS).
Assuming appropriation of the necessary amounts, CBO
estimates that implementing H.R. 4271 would cost a total of
$299 million over the 2001-2005 period. The bill would not
affect direct spending or receipts; therefore, pay-as-you-go
procedures would not apply. H.R. 4271 contains no
intergovernmental or private-sector mandates as defined in the
Unfunded Mandates Reform Act (UMRA).
Estimated cost to the Federal Government: The estimated
budgetary impact of H.R. 4271 is shown in the following table.
The costs of this legislation fall within budget function 250
(general science, space, and technology).
----------------------------------------------------------------------------------------------------------------
By fiscal year, in millions of dollars--
--------------------------------------------
2001 2002 2003 2004 2005
----------------------------------------------------------------------------------------------------------------
CHANGES IN SPENDING SUBJECT TO APPROPRIATION
Estimated Authorization Level...................................... 112 100 100 15 15
Estimated Outlays.................................................. 16 66 91 82 44
----------------------------------------------------------------------------------------------------------------
Basis of estimate: For this estimate, CBO assumes that the
amounts authorized by the bill will be appropriated near the
start of each fiscal year and that outlays will follows trends
similar to those of existing education programs at NSF. The
estimated authorization levels reflect the $85 million
specified in H.R. 4271 for each of the fiscal years 2001
through 2003 for various programs at NSF. The bill also would
authorize the appropriation of $11 million, which CBO assumes
would be available in 2001, for a pilot program to encourage
women, minorities, and persons with disabilities to complete
science and technology programs at certain community colleges.
Based on information from NSF, CBO expects that about 10
educational technology centers would be established as a result
of this legislation and that the federal share of their costs
would average $10 million a year. Finally, we estimate that NSF
would spend about $4 million annually for programs targeted to
girls and that the NAS and OSTP would spend a total of $2
million in 2001 for the studies and policy functions required
by the bill.
Pay-as-you-go considerations: None.
Intergovernmental and private-sector impact: H.R. 4271
contains no intergovernmental or private-sector mandates as
defined in UMRA. The bill would benefit state and local
governments, including local schools districts and public
universities, by authorizing appropriations to NSF for grant
programs designed to improve science education. Any costs
incurred by intergovernmental entities to participate in grant
programs would be voluntary.
Estimate prepared by: Federal Costs: Kathleen Gramp; Impact
on State, Local, and Tribal Governments: Victoria Heid Hall;
Impact on the Private Sector: Lauren Marks.
Estimate approved by: Peter H. Fontaine, Deputy Assistant
Director for Budget Analysis.
XI. Compliance With Public Law 104-4
H.R. 4271 contains no unfunded mandates.
XII. Committee Oversight Findings and Recommendations
Rule XIII, clause 3(c)(1) of the House of Representatives
requires each committee report to include oversight findings
and recommendations required pursuant to clause 2(b)(1) of rule
X. The Committee on Science's oversight findings and
recommendations are reflected in the body of this report.
XIII. Oversight Findings and Recommendations by the Committee on
Government Reform
Rule XIII, clause 3(c)(4) of the House of Representatives
requires each committee report to contain a summary of the
oversight findings and recommendations made by the House
Government Reform Committee pursuant to clause 4(c)(2) of rule
X, whenever such findings and recommendations have been
submitted to the Committee in a timely fashion. The Committee
on Science has received no such findings or recommendations
from the Committee on Government Reform.
XIV. Constitutional Authority Statement
Rule XIII, clause 3(d)(1) of the House of Representatives
requires each report of a committee on a bill or joint
resolution of a public character to include a statement citing
the specific powers granted to the Congress in the Constitution
to enact the law proposed by the bill or joint resolution.
Article I, section 8 of the Constitution of the United States
grants Congress the authority to enact H.R. 4271.
XV. Federal Advisory Committee Statement
H.R. 4271 does not establish nor authorize the
establishment of any advisory committee.
XVI. Congressional Accountability Act
The Committee finds that H.R. 4271 does not relate to the
terms and conditions of employment or access to public services
or accommodations within the meaning of section 102(b)3) of the
Congressional Accountability Act (Public Law 104-1).
XVII. Statement on Preemption of State, Local, or Tribal Law
This bill is not intended to preempt any state, local, or
tribal law.
XVIII. Changes in Existing Law Made by this Bill, As Reported
This legislation does not amend any existing Federal
statute.
XIX. Committee Recommendations
On July 26, 2000, a quorum being present, the Committee on
Science favorably reported the National Science Education Act,
by a roll call vote of Yeas-36; Nay-0, and recommends its
enactment.
XX. Exchange of Committee Correspondence
House of Representatives,
Committee on Science,
Washington, DC, July 27, 2000.
Hon. William Goodling,
Chairman, Committee on Education and the Workforce, Rayburn House
Office Building, Washington, DC.
Dear Mr. Chairman: On July 26, 2000 the House Committee on
Science ordered reported H.R. 4271--the National Science
Education Act. Upon our return from the August recess, we
expect to file our Committee's report on this measure.
It is our desire to bring this legislation expeditiously to
the floor upon our return in September. We acknowledge that
your Committee has received an initial sequential referral on
this bill and would hope that we could work with your staff to
ameliorate any concerns that you may have on H.R. 4721. In
return, I would request that you would forgo further action on
this bill.
It is important that we quickly move science and math
education legislation before the end of the 106th Congress.
I look forward to your reply.
Sincerely,
F. James Sensenbrenner, Jr.,
Chairman.
------
House of Representatives,
Committee on Education and the Workforce,
Washington, DC, August 16, 2000.
Hon. F. James Sensenbrenner,
Chairman, Committee on Science, House of Representatives, Rayburn House
Office Building, Washington, DC.
Dear Chairman Sensenbrenner: Thank you for our letter of
July 27, 2000 regarding H.R. 4271, the National Science
Education Act, which was referred to the Committee on Science
and in addition the Education and the Workforce. I understand
your desire to have this legislation considered expeditiously
by the House; however, I do have concerns regarding several
provisions adopted in your Committee at least one of which was
considered and rejected by the Education and the Workforce
Committee during consideration of H.R. 4141, the Education
OPTIONS Act. I would like to work with you and Rep. Ehlers
regarding these concerns in an effort to come to a resolution.
I also appreciate your acknowledgement of the Education and
the Workforce Committee's jurisdiction over this legislation.
Should I choose not to hold a full Committee markup of this
legislation, I would expect you to agree that this procedural
route should not be construed to prejudice the Committee on
Education and the Workforce's jurisdictional interest and
prerogatives on this legislation or any other similar
legislation and will not be considered as precedent for
consideration of matters of jurisdictional interest to my
Committee in the future. I would also expect your support in my
request to the Speaker for the appointment of conferees from my
Committee with respect to matters within the jurisdiction of my
Committee should a conference with the Senate be convened on
this or similar legislation.
Again, thank you for your letter. I would appreciate your
including our exchange of letters in your Committee's report to
accompany H.R. 4271.
Sincerely,
Bill Goodling,
Chairman.
XXI. Proceedings of the Full Committee Markup
committee on science proceedings of the full committee markup on h.r.
4271, national science education act, july 26, 2000
Chairman Sensenbrenner. Finally, we get to H.R. 4271, the
National Science Education Act.
[A copy of the bill H.R. 4271 follows:]
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``National Science Education
Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) As concluded in the report of the Committee on
Science of the House of Representatives, ``Unlocking
Our Future Toward a New National Science Policy,''
which was adopted by the House of Representatives, the
United States must maintain and improve its preeminent
position in science and technology in order to advance
human understanding of the universe and all it
contains, and to improve the lives, health, and
freedoms of all people.
(2) 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 most fundamental research is
responsible for investigating our perceived universe,
to extend our observations to the outer limits of what
our minds and methods can achieve, and to seek answers
to questions that have never been asked before. Applied
research continues the process by applying the answers
from basic science to the problems faced by
individuals, organizations, and governments in the
everyday activities that make our lives more livable.
The scientific-technological sector of our economy,
which has driven our recent economic boom and led the
United States to the longest period of prosperity in
history, is fueled by the work and discoveries of the
scientific community.
(3) The effectiveness of the United States in
maintaining this economic growth will be largely
determined by the intellectual capital of the United
States. Education is critical to developing this
resource.
(4) The education program of the United States needs
to provide for 3 different kinds of intellectual
capital. First, it needs scientists and engineers to
continue the research and development that is central
to the economic growth of the United States. Second, it
needs technologically proficient workers who are
comfortable and capable dealing with the demands of a
science-based, high-technology workplace. Last, it
needs scientifically literate voters and consumers to
make intelligent decisions about public policy.
(5) Student performance on the recent Third
International Math 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.
(6) Science is more than a collection of facts,
theories, and results. It is a process of inquiry built
upon observations and data that leads to a way of
knowing and explaining in logically derived concepts
and theories.
(7) Students should learn science primarily by doing
science. Science education ought to reflect the
scientific process and be object-oriented, experiment-
centered, and concept-based.
(8) Children are naturally curious and inquisitive.
To successfully tap into these innate qualities,
education in science must begin at an early age and
continue throughout the entire school experience.
(9) Teachers provide the essential connection between
students and the content they are learning. High-
quality prospective teachers need to be identified and
recruited by presenting to them a career that is
respected by their peers, is financially and
intellectually rewarding, and contains sufficient
opportunities for advancement.
(10) Teachers need to have incentives to remain in
the classroom and improve their practice, and training
of teachers is essential if the results are to be good.
Teachers need to be knowledgeable of their content
area, of their curriculum, of up-to-date research in
teaching and learning, and of techniques that can be
used to connect that information to their students in
their classroom.
SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.
Nothing in this Act may be construed to authorize any
department, agency, officer, or employee of the United States
to exercise any direction, supervision, or control over the
curriculum, program of instruction, administration, or
personnel of any educational institution or school system.
SEC. 4. MASTER TEACHER GRANT PROGRAM.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is amended--
(1) by redesignating section 16 as section 18; and
(2) by inserting after section 15 the following new
section:
``Sec. 16. Grants and awards
``(a)(1) The Director of the National Science Foundation
shall conduct a grant program to make grants to a State or
local educational agency or to a private elementary or middle
school for the purpose of hiring a master teacher described in
paragraph (3).
``(2) In order to be eligible to receive a grant under this
subsection, a State or local educational agency or private
elementary or middle school shall submit to the Director a
description of the requirements for a master teacher of the
State or local educational agency or school, including
certification requirements and job responsibilities of the
master teacher, and a description of how professional
development will be integrated with the math or science program
of the State educational agency or local educational agency or
school including a master teacher.
``(3) A master teacher referred to in paragraph (1)--
``(A) shall provide support for not more than 10
teachers at public and private schools in math,
science, engineering or technology programs for
students in grades kindergarten through the eighth
grade; and
``(B) shall be responsible for in-classroom
assistance and oversight of hands-on inquiry materials,
equipment, and supplies, including supplying and
repairing such materials.
``(4) Grants shall be made under this section out of funds
available for the National Science Foundation for Education and
Human Resources Activities.
``(b) In this section, the terms `State educational agency'
and `local educational agency' have the meaning given those
terms in section 14101 of the Elementary and Secondary
Education Act of 1965.''.
SEC. 5. HIGH-QUALITY EDUCATIONAL SOFTWARE FOR ALL SCHOOLS.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is further amended in section 16 (as added by section
4) by adding at the end the following new subsection:
``(c)(1) The Director is authorized to award grants, on a
competitive basis, to secondary school and college students
working with university faculty, software developers, and
experts in educational technology, or to university faculty,
software developers, and experts in educational technology
working with secondary school or college students, for the
development of high-quality educational software and Internet
web sites by such students, faculty, developers, and experts.
``(2)(A) The Director shall recognize outstanding educational
software and Internet web sites developed with assistance
provided under this subsection.
``(B) The President is requested to, and the Director shall,
issue an official certificate signed by the President and
Director, to each student and faculty member who develops
outstanding educational software or Internet web sites
recognized under this subsection.
``(3) The educational software or Internet web sites that are
recognized under this subsection shall focus on core curriculum
areas.
``(4) The Director shall give priority to awarding grants for
the development of educational software or Internet web sites
in the areas of mathematics, science, engineering, and
technology.
``(5) The Director shall designate official judges to
recognize outstanding educational software or Internet web
sites assisted under this section.''.
SEC. 6. ESTABLISHMENT OF WORKING GROUP ON SCIENCE, MATHEMATICS,
ENGINEERING, AND TECHNOLOGY EDUCATION.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is further amended by inserting after section 16 (as
added by section 4) the following new section:
``Sec. 17. Establishment of working group on science, mathematics,
engineering, and technology education
``(a) There is established in the National Science Foundation
a working group to review and coordinate regular and
supplemental curricula in kindergarten through the twelfth
grade for science, mathematics, engineering, and technology,
taking into account--
``(1) the content, scope, and sequence of such
curricula;
``(2) the research basis for such curricula; and
``(3) the demonstrated results of such curricula.
``(b) There shall be 15 members of the working group
established by subsection (a), who shall have experience in the
fields of life science, physical science, earth science,
chemistry, technology, math, or engineering, and who shall be
appointed by the Director for a three-year term that may be
extended once for an additional three years. The members shall
be appointed as follows:
``(1) 4 members appointed from among representatives
from appropriate professional societies representing
the scientific disciplines.
``(2) 3 members appointed from among business leaders
who are active in education.
``(3) 2 members appointed from among representatives
of institutions of higher education.
``(4) 2 members appointed from among representatives
of schools of education within such institutions.
``(5) 4 members appointed from among representatives
of professional societies that represent science
teaching.
``(c)(1) The working group established by subsection (a)--
``(A) shall, beginning not later than three years
after the date of the enactment of this Act, award
recognition annually in predetermined categories;
``(B) shall publish all criteria upon which a review
by the working group under this section is based; and
``(C) shall disseminate information on award-winning
programs for the purpose of acting as a resource for
State and local educational agencies--
``(i) for determining the best methods for
teachers to present science, mathematics,
engineering, and technology subject areas to
students; and
``(ii) for organizing science, mathematics,
engineering, and technology disciplines.
``(2) The information required to be disseminated by
paragraph (1)(C) shall include information describing the
activities of the award-winning programs and the awards made in
each category.''.
SEC. 7. DEMONSTRATION PROGRAM AUTHORIZED.
(a) General Authority.--
(1) In general.--
(A) Grant program.--The Director shall,
subject to appropriations, carry out a
demonstration project under which the Director
awards grants in accordance with this section
to eligible local educational agencies.
(B) Uses of funds.--A local educational
agency that receives a grant under this section
may use such grant funds to develop an
information technology program that builds or
expands mathematics, science, and information
technology curricula, to purchase equipment
necessary to establish such program, and to
provide professional development in such
fields.
(2) Program requirements.--The program described in
paragraph (1) shall--
(A) provide professional development
specifically in information technology,
mathematics, and science; and
(B) provide students with specialized
training in mathematics, science, and
information technology.
(b) Eligible Local Educational Agency.--For purposes of this
section, a local educational agency is eligible to receive a
grant under this section if the agency--
(1) provides assurances that it has executed
conditional agreements with representatives of the
private sector to provide services and funds described
in subsection (c); and
(2) agrees to enter into an agreement with the
Director to comply with the requirements of this
section.
(c) Private Sector Participation.--The conditional agreement
referred to in subsection (b)(1) shall describe participation
by the private sector, including--
(1) the donation of computer hardware and software;
(2) the establishment of internship and mentoring
opportunities for students who participate in the
information technology program; and
(3) the donation of higher education scholarship
funds for eligible students who have participated in
the information technology program.
(d) Application.--
(1) In general.--Each eligible local educational
agency desiring a grant under this section shall submit
an application to the Director in accordance with
guidelines established by the Director pursuant to
paragraph (2).
(2) Guidelines.--
(A) Requirements.--The guidelines referred to
in paragraph (1) shall require, at a minimum,
that the application include--
(i) a description of proposed
activities consistent with the uses of
funds and program requirements under
subsection (a)(1)(B) and (a)(2);
(ii) a description of the higher
education scholarship program,
including criteria for selection,
duration of scholarship, number of
scholarships to be awarded each year,
and funding levels for scholarships;
and
(iii) evidence of private sector
participation and financial support to
establish an internship, mentoring, and
scholarship program.
(B) Guideline publication.--The Director
shall issue and publish such guidelines not
later than 6 months after the date of the
enactment of this Act.
(3) Selection.--The Director shall select a local
educational agency to receive an award under this
section in accordance with subsection (e) and on the
basis of merit to be determined after conducting a
comprehensive review.
(e) Priority.--The Director shall give special priority in
awarding grants under this section to eligible local
educational agencies that--
(1) demonstrate the greatest ability to obtain
commitments from representatives of the private sector
to provide services and funds described under
subsection (c);
(2) demonstrate the greatest economic need; and
(3) use a curriculum recognized by the working group
established by section 17 of the National Science
Foundation Act of 1950 (as added by section 6).
(f) Assessment.--The Director shall assess the effectiveness
of activities carried out under this section.
(g) Study and Report.--The Director--
(1) shall initiate an evaluative study of eligible
students selected for scholarships pursuant to this
section in order to measure the effectiveness of the
demonstration program; and
(2) shall report the findings of the study to
Congress not later than 4 years after the award of the
first scholarship. Such report shall include the number
of students graduating from an institution of higher
education with a major in mathematics, science, or
information technology and the number of students who
find employment in such fields.
(g) Definitions.--Except as otherwise provided, for purposes
of this section--
(1) the term ``Director'' means the Director of the
National Science Foundation;
(2) the term ``eligible student'' means a student
enrolled in the 12th grade who--
(A) has participated in an information
technology program established pursuant to this
section;
(B) has demonstrated a commitment to pursue a
career in information technology, mathematics,
science, or engineering; and
(C) has attained high academic standing and
maintains a grade point average of not less
than 3.0 on a 4.0 scale for the last 2 years of
secondary school (11th and 12th grades); and
(3) the term ``local educational agency'' has the
same meaning given such term in section 14101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 8801).
(h) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation to carry out
this section, $3,000,000.
(i) Maximum Grant Award.--An award made to an eligible local
educational agency under this section may not exceed $300,000.
SEC. 8. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR
CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY EDUCATION.
The Director of the National Science Foundation shall,
jointly with the Secretary of Education, compile and
disseminate information (including, but not limited to, through
outreach, school counselor education, and visiting speakers)
regarding--
(1) standard prerequisites for middle school and high
school students who seek to enter a course of study at
an institution of higher education in science,
mathematics, engineering, or technology education for
purposes of teaching in an elementary or secondary
school; and
(2) the licensing requirements in each State for
science, mathematics, engineering, or technology
elementary or secondary school teachers.
SEC. 9. REQUIREMENT TO CONDUCT STUDY EVALUATION.
(a) Study Required.--The Director of the National Science
Foundation shall enter into an agreement with the National
Academy of Sciences under which the Academy shall compile and
evaluate studies on the effectiveness of technology in the
classroom on learning and student performance, as measured by
State standardized tests. The study evaluation shall include,
to the extent available, information on the type of technology
used in each classroom, the reason that such technology works,
and the teacher training that is conducted in conjunction with
the technology.
(b) Deadline for Completion.--The study evaluation required
by subsection (a) shall be completed not later than 180 days
after the date of the enactment of this Act.
(c) Definition of Technology.--In this section, the term
``technology'' has the meaning given that term in section
3113(11) of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6813(11)).
(d) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation $600,000 for
the purpose of conducting the study evaluation required by
subsection (a).
SEC. 10. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is further amended in section 16 (as added by section
4) by adding at the end the following new subsection:
``(d) The Director shall establish a grant program under
which grants may be made for instruction of teachers for grades
kindergarten through the twelfth grade on the use of technology
in the classroom.''.
SEC. 11. MIDDLE SCHOOL COMPUTER LITERACY ASSISTANCE.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is further amended in section 16 (as added by section
4) by adding at the end the following new subsection:
``(e)(1) The Director is authorized to award grants to assist
States in reaching the goal of making all middle school
graduates in the State technology literate.
``(2) Grants awarded under this subsection shall be used for
teacher training in technology, with an emphasis on programs
that prepare 1 or more teachers in each middle school in the
State to become technology leaders who then serve as experts
and train other teachers.
``(3) Each State shall encourage schools that receive
assistance under this subsection to provide matching funds,
with respect to the cost of teacher training in technology to
be assisted under this subsection, in order to enhance the
impact of the teacher training and to help ensure that all
middle school graduates in the State are computer literate.''.
SEC. 12. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY EDUCATION
CONFERENCE.
(a) In General.--Within 180 days after the date of the
enactment of this Act, the Director of the National Science
Foundation shall convene a conference of representatives from
Federal, State, and local governments, private industries,
professional organizations, educators, science, mathematics,
engineering, and technology educational resource providers,
students, and any other stakeholders the Director decides would
provide useful participation in the conference. Such conference
shall be known as the National Science Education Forum.
(b) Purposes.--The purposes of the conference convened under
subsection (a) shall be to--
(1) identify existing science, mathematics,
engineering, and technology education programs and
resource providers;
(2) examine how well existing programs are
coordinated and how much collaboration exists among
them;
(3) examine the common goals and differences among
the participants at the conference; and
(4) develop strategies that will support partnerships
and leverage resources.
(c) Report and Publication.--At the conclusion of the
conference the Director of the National Science Foundation
shall--
(1) transmit to the Committee on Science of the House
of Representatives and to the Committee on Commerce,
Science, and Transportation of the Senate a report on
the outcome and conclusions of the conference; and
(2) ensure that a similar report is published and
distributed as widely as possible to stakeholders in
science, mathematics, engineering, and technology
education.
SEC. 13. GRANTS FOR DISTANCE LEARNING.
The National Science Foundation Act of 1950 (42 U.S.C. 1861
et seq.) is further amended in section 16 (as added by section
4) by adding at the end the following new subsection:
``(f) The Director may make grants to a State or local
educational agency or to a private elementary, middle, or
secondary school, under any grant program administered by the
Director using funds appropriated for the National Science
Foundation for Education and Human Resources Activities, for
activities in which distance learning is integrated into the
education process in grades kindergarten through the twelfth
grade.''.
SEC. 14. AVAILABILITY OF CURRICULAR PROGRAMS THROUGH THE INTERNET.
The Director of the National Science Foundation shall make
available through the Internet at no cost a complete field-test
version (including text and graphics) of any curricular
program, the development for which the National Science
Foundation provided funds.
SEC. 15. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.
(a) In General.--The President, acting through the National
Science Foundation, shall provide scholarships to teachers at
public and private schools in grades kindergarten through the
twelfth grade in order that such teachers may participate in
research programs conducted at private entities or Federal or
State Government agencies. The purpose of such scholarships
shall be to provide teachers with an opportunity to expand
their knowledge of science and research techniques and
encourage incorporation of such techniques into the classroom.
(b) Requirements.--In order to be eligible to receive a
scholarship under this section, a teacher described in
subsection (a) shall be required to develop, in conjunction
with the private entity or Government agency at which the
teacher will be participating in a research program, a proposal
to be submitted to the President describing the types of
research activities involved, and how techniques with respect
to such research may be incorporated into the educational
process.
(c) Period of Program.--Participation in a research program
in accordance with this section may be for a period of one
academic year or 2 sequential summers.
(d) Internet Site.--The Director of the National Science
Foundation shall establish an Internet web site which may be
used by students and teachers participating in the program
under this section to incorporate research knowledge and
techniques into the educational process.
Chairman Sensenbrenner. I will yield myself five minutes
for an opening statement.
As we have learned in the hearings the Committee has held
over the past two years, too many American students are
entering the workforce with an inadequate foundation in math
and science. It is now time to take action on all we have
learned from these eight hearings.
H.R. 4271, introduced by Vice Chairman Vernon Ehlers,
addresses the problem with a two-pronged approach. First, it
will improve the quality of teachers in the classroom by
providing them the support they need to excel. Equally
importantly, the bill will also widen opportunities for
students to learn by improving their access to effective
instruction and learning materials. For example, the bill
authorizes professional development for teachers so the many
teachers who do not feel comfortable using technology in the
classroom can get the training to effectively use it. Both
students and teachers benefit when teachers are comfortable
with and able to integrate technology into their lessons.
In addition, the bill includes language, introduced by
Basic Research Ranking Member Eddie Bernice Johnson, which will
authorize a public-private partnership to support high school
students pursuing further education in technology.
I am pleased to be considering the bill today that brings
together so many positive ideas that will help America's
students. I would like to thank the gentleman from Michigan,
Mr. Ehlers, for all his hard work in producing a bill that
deserves strong bipartisan support.
[The prepared statement of Chairman Sensenbrenner follows:]
NSEA--Chairman Sensenbrenner Opening Statement
The next bill we will be taking up is H.R. 4271, the
National Science Education Act. As we have learned in the
hearings the Committee has held over the past two years, too
many American students are entering the workforce with an
inadequate foundation in math and science. It is now time to
take action on all we have learned from the eight hearings.
H.R. 4271, introduced by Vice Chairman Vern Ehlers
addresses the problem with a two-pronged approach. First, it
will improve the quality of teachers in the classroom by
providing them the support they need to excel. Equally
importantly, the bill will also widen opportunities for
students to learn by improving their access to effective
instruction and learning materials.
For example, the bill authorizes professional development
for teachers so the many teachers who do not feel comfortable
using technology in the classroom can get the training to
effectively use technology. Both students and teachers benefit
when teachers are comfortable with and able to integrate
technology into their lessons. In addition, the bill includes
language, introduced by Basic Research Ranking Member Eddie
Bernice Johnson, which will authorize a public-private
partnership to support high school students pursuing further
education in technology. I am pleased to be considering a bill
today that brings together so many positive ideas that will
help America's students.
I want to thank Vice Chairman Vern Ehlers for all his hard
work in producing a bill that deserves strong bipartisan
support. I will now recognize Mr. Hall for whatever statement
he wants to make.
Chairman Sensenbrenner. I yield back the balance of my time
and recognize Mr. Hall for an opening statement.
Mr. Hall. Mr. Chairman, thank you very much. Though you
very adequately and capably explained the bill, I just want to
add that H.R. 4271 is a bipartisan bill that incorporates ideas
from members on both sides of the aisle, and it is focused on a
problem of great importance to the future of the Nation, the
improvement of science, math, and technology education in
elementary and secondary schools.
I want to congratulate you, Mr. Sensenbrenner, for bringing
this bill before the Committee today. I also want to
acknowledge Mr. Ehlers, Vice Chairman of the Committee, and
Mrs. Eddie Bernice Johnson, the Ranking Democratic Member of
the Basic Research Subcommittee, for all their hard work on
conducting the series of Committee hearings that have provided
the basis for this bill and on development of the legislation.
The programs established by H.R. 4271 will address very
serious deficiencies in the preparation and professional
development of science and math teachers so badly needed. It
will establish new partnerships between schools and businesses
to encourage greater student interest in science and in
technology. And it will explore ways to employ educational
technologies more effectively.
Several of my Democratic colleagues will be offering
amendments with some additional initiatives that I believe will
help strengthen the efforts of NSF to improve science
education. I would like now to yield to Congresswoman Johnson
for some additional comments on the bill.
[The prepared statement of Mr. Hall follows:]
Statement of the Honorable Ralph M. Hall
Mr. Chairman, H.R. 4271 is a bipartisan bill that
incorporates ideas from Members on both sides of the aisle. It
is focused on a problem of great importance to the future of
the nation--the improvement of science, math and technology
education in elementary and secondary schools.
I want to congratulate Chairman Sensenbrenner for bringing
the bill before the Committee today. I also want to acknowledge
Mr. Ehlers, the Vice-Chairman of the Committee, and Ms. Eddie
Bernice Johnson, the Ranking Democratic Member of the Basic
Research Subcommittee, for all their hard work on conducting
the series of Committee hearings that have provided the basis
for this bill, and on development of the legislation.
The programs established by H.R. 4271 will address serious
deficiencies in the preparation and professional development of
science and math teachers. It will establish new partnerships
between schools and businesses to encourage greater student
interest in science and technology, and it will explore ways to
employ educational technologies more effectively.
Several of my Democratic colleagues will be offering
amendments with some additional initiatives that I believe will
help strengthen the efforts at NSF to improve science
education.
I would like to yield now to Congresswoman Johnson for some
additional comments on the bill.
Ms. Johnson. Thank you, Mr. Chairman. Let me first express
my gratitude to you for bringing this bill, and to my Ranking
Member. I am pleased that H.R. 4271 has come before the
Committee today. The bill resulted from a comprehensive series
of hearings organized by Mr. Ehlers that examined all aspects
of K-12 science and math education. The bill incorporates a
range of proposals from several members on ways to improve
teacher training and to develop more effective educational
materials and teaching practices to improve student learning.
I want to congratulate Mr. Ehlers for his very hard work in
guiding this Committee's investigation of science education
issues during this Congress and the one before. He didn't take
it lightly. He involved and included a number of professionals
in seeking some real useful direction.
I want to thank him for incorporating into the bill the
Mathematics and Science Proficiency Partnership Act, which I
introduced before. My legislation is a targeted measure. It
seeks to bring schools with large populations of economically
disadvantaged students together in partnership with businesses
to improve science and math education and to recruit and
support students in undergraduate education in science and
technology fields.
The components of the partnerships will include support
from the National Science Foundation to the schools for teacher
training, education materials, and equipment. Industry will
provide support for college scholarships for promising
students, job-site mentoring and internship programs, and
donations of computer software and hardware.
The Nation must take advantage of the human resource
potential of all of our citizens if we are to succeed in the
international economic competition of the 21st century. We need
reform efforts in science and math education that will engage
and cultivate the interest of all children and it will require
focused programs to encourage promising students from
underrepresented groups to pursue careers in science and
engineering. Several of my Democratic colleagues will be
offering amendments to the bill which I believe will strengthen
it further.
Again, Mr. Chairman, I want to thank you and Mr. Ehlers for
his leadership. I look forward to having this bill move on to
the House. Thank you.
[The prepared statement of Ms. Johnson follows:]
Markup Statement by the Honorable Eddie Bernice Johnson
Mr. Chairman, I am pleased that H.R. 4271 has come before
the Committee today. This bill resulted from a comprehensive
series of hearings organized by Mr. Ehlers that examined all
aspects of K-12 science and math education. The bill
incorporates a range of proposals from several Members on ways
to improve teacher training and to develop more effective
educational materials and teaching practices to improve student
learning.
I want to congratulate Mr. Ehlers for his hard work in
guiding the Committee's investigation of science education
issues during this Congress and on developing this bill.
I also want to thank Mr. Ehlers for incorporating into the
bill the Mathematics and Science Proficiency Partnership Act,
which I introduced last year. My legislation is a targeted
measure. It seeks to bring schools with large populations of
economically disadvantaged students together in partnership
with businesses to improve science and math education and to
recruit and support students in undergraduate education in
science and technology fields.
The components of the partnerships will include support
from NSF to the schools for teacher training, education
materials, and equipment. Industry will provide support for
college scholarships for promising students, job-site mentoring
and internship programs, and donations of computer software and
hardware.
The nation must take advantage of the human resource
potential of all our citizens if we are to succeed in the
international economic competition of the 21st century. We need
reform efforts in science and math education that will engage
and cultivate the interest of all children. And, it will
require focused programs to encourage promising students from
underrepresented groups to pursue careers in science and
engineering.
Several of my Democratic colleagues will be offering
amendments to the bill, which I believe will strengthen it
further.
I want to thank the Chairman for bringing the bill before
the Committee for its consideration, and I look forward to
seeing it reported to the House.
Chairman Sensenbrenner. Does the gentleman from Texas yield
back?
Mr. Hall. I yield back.
Chairman Sensenbrenner. Without objection, members may
insert additional opening statements at this point in the
record.
The Chair is aware of a number of amendments to this bill,
beginning with an amendment in the nature of a substitute by
the gentleman from Michigan, Mr. Ehlers. Because the rules say
once an amendment in the nature of a substitute is adopted,
further amendments are precluded. After Mr. Ehlers offers his
amendment, I am going to request unanimous consent that this
amendment be considered as an original text of the bill for
purposes of amendments so that further amendments may be
offered.
For what purpose does the gentleman from Michigan, Mr.
Ehlers, seek recognition?
Mr. Ehlers. Mr. Chairman, I offer the Manager's Amendment
to H.R. 4271, the National Science Education Act.
Chairman Sensenbrenner. The Clerk will report the amendment
in the nature of a substitute.
The Clerk. Amendment in the nature of a substitute to H.R.
4271, offered by Mr. Ehlers.
Chairman Sensenbrenner. Without objection, the amendment in
the nature of a substitute is considered as read. And without
objection, the amendment in the nature of a substitute will be
considered as an original text for purposes of an amendment.
The gentleman from Michigan is recognized for five minutes.
Mr. Ehlers. I thank the Chairman for recognizing me and
thank him also for the great deal of support given in terms of
getting this bill prepared and presented to this Committee. I
also wish to thank Ranking Member Johnson for her bipartisan
commitment to this initiative and for her faithful work through
all the hearings in helping develop this bill.
The purpose of the three bill package that I am presenting
overall is to do three things. First of all, to help this
Nation to prepare future scientists and engineers, something
that we are falling down on at this point and which we are
seeking to band-aid through H-1(b) visa legislation. In
addition to that, a main purpose is to provide a foundation for
those entering the workforce in all areas of work, because I am
convinced in 15 years you will not be able to get meaningful
jobs in this country without substantial knowledge of science,
technology, engineering, and mathematics. The third purpose of
the bill is to ensure that we have an educated electorate and
educated consumers who will deal with the more complex issues
that we face in science and technology today in the marketplace
and in the voting booth.
We cover many different aspects in the bill. Much of this
has been presented in earlier comments, so I will simply
summarize. The purpose is to train teachers, help teachers who
are ready in the classrooms to receive further training, and
ensure that those taking teacher training in colleges and
universities will receive an adequate training in science
education and mathematics teaching.
In addition to that, we have in the substitute before us
several changes that I believe improve the bill tremendously
since its original introduction. We have removed several
sections which on further reflection did not really seem to
contribute towards our objectives and we have strengthened
other areas, particularly the ``Master Teacher'' grant program
and dissemination of information required in courses for
careers in science, mathematics, and engineering. And, of
course, we still have the core purpose of making certain that
all teachers are well prepared and well educated and that good
curricula are publicized and evaluated.
So, Mr. Chairman, I am pleased to offer both the bill and
particularly to offer the amendment in the nature of a
substitute which adds further improvement to it and I believe
has taken care of all the objections that have been voiced by
the minority side of this Committee and taken account of their
concerns. So I yield back the balance of my time.
[The amendment in the nature of a substitute offered by Mr.
Ehlers follows:]
Full Committee Markup Amendment Roster
H.R. 4271, National Science Education Act
--Unanimous consent request to adopt the Amendment in the
Nature of a Substitute as the text for markup: Agreed to by a
voice vote.
--Motion to agree to the Amendment in the Nature of a
Substitute, as amended: Adopted by a voice vote.
--Motion to report the bill, as amended: Adopted by a Roll
Call Vote--Y-36, N-0.
------------------------------------------------------------------------
No. and sponsor Description Results
------------------------------------------------------------------------
1. Mr. Ehlers................ Manager's Amendment..... Adopted by a
voice vote.
2. Ms. Eddie Bernice Johnson. Amendment to require Adopted by a
coordination of Federal voice vote.
K-12 science and math
programs.
3. Mr. Udall, Mr. Wu, and Ms. Amendment would create a Adopted by a
Stabenow. new section titled voice vote.
Science, Mathematics,
and Engineering
Scholarship Program.
4. Ms. Woolsey............... Amendment would provide Adopted by a
grants to educational voice vote.
agencies and
institutions of higher
education to encourage
female students to
select careers in
science and mathematics.
5. Mrs. Morella.............. Amendment regarding Adopted by a
community college voice vote.
consortium.
6. Mr. Hoeffel............... Amendment would create a Adopted by a
new section to the bill voice vote.
titled Use of Funds for
Providing Release Time
and Other Incentives.
7. Mr. Etheridge............. Amendment would create a Unanimous
new section to the bill consent to
titled Science Teacher change funding
Education. level to $2M
on page 2,
line 24 of the
amendment--agr
eed to.
Adopted by a
voice vote.
8. Mr. Larson................ Amendment would Withdrawn.
establish an NSF
program for systematic
assessment of
educational materials
in pre-college science,
mathematics and
technology instruction.
9. Mr. Capuano............... Amendment on Aligning Not offered.
Science Standards.
10. Mr. Etheridge............ Amendment to strike Withdrawn.
Section 4 and insert a
new section--Master
Teacher Training
Program.
------------------------------------------------------------------------
Amendment in the Nature of a Substitute to H.R. 4271 Offered by Mr.
Ehlers
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``National Science Education
Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) As concluded in the report of the Committee on
Science of the House of Representatives, ``Unlocking
Our Future Toward a New National Science Policy,''
which was adopted by the House of Representatives, the
United States must maintain and improve its preeminent
position in science and technology in order to advance
human understanding of the universe and all it
contains, and to improve the lives, health, and
freedoms of all people.
(2) 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 most fundamental research is
responsible for investigating our perceived universe,
to extend our observations to the outer limits of what
our minds and methods can achieve, and to seek answers
to questions that have never been asked before. Applied
research continues the process by applying the answers
from basic science to the problems faced by
individuals, organizations, and governments in the
everyday activities that make our lives more livable.
The scientific-technological sector of our economy,
which has driven our recent economic boom and led the
United States to the longest period of prosperity in
history, is fueled by the work and discoveries of the
scientific community.
(3) The effectiveness of the United States in
maintaining this economic growth will be largely
determined by the intellectual capital of the United
States. Education is critical to developing this
resource.
(4) The education program of the United States needs
to provide for 3 different kinds of intellectual
capital. First, it needs scientists, mathematicians,
and engineers to continue the research and development
that is central to the economic growth of the United
States. Second, it needs technologically proficient
workers who are comfortable and capable dealing with
the demands of a science-based, high-technology
workplace. Last, it needs scientifically literate
voters and consumers to make intelligent decisions
about public policy.
(5) 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 science,
mathematics, engineering, and technology are required,
as well as better curricula and improved training of
teachers.
(6) Science is more than a collection of facts,
theories, and results. It is a process of inquiry built
upon observations and data that leads to a way of
knowing and explaining in logically derived concepts
and theories. Mathematics is more than procedures to be
memorized. It is a field that requires reasoning,
understanding, and making connections in order to solve
problems. Engineering is more than just designing and
building. It is the process of making compromises to
optimize design and assessing risks so that designs and
products best solve a given problem. Technology is more
than using computer applications, the Internet, and
programming. Technology is the innovation, change, or
modification of the natural environment, based on
scientific, mathematical, and engineering principles.
(7) Students should learn science primarily by doing
science. Science education ought to reflect the
scientific process and be object-oriented, experiment-
centered, and concept-based. Students should learn
mathematics with understanding that numeric systems
have intrinsic properties that can represent objects
and systems in real life, and can be applied in solving
problems. Engineering education should reflect the
realities of real world design, and should involve
hands-on projects and require students to make trade-
offs based upon evidence. Students should learn
technology as both a tool to solve other problems and
as a process by which people adapt the natural world to
suit their own purposes. Computers represent a
particularly useful form of technology, enabling
students and teachers to acquire data, model systems,
visualize phenomena, communicate and organize
information, and collaborate with others in powerful
new ways. A background in the basics of information
technology is essential for success in the modern
workplace and the modern world.
(8) Children are naturally curious and inquisitive.
To successfully tap into these innate qualities,
education in science, mathematics, engineering, and
technology must begin at an early age and continue
throughout the entire school experience.
(9) Teachers provide the essential connection between
students and the content they are learning. Prospective
teachers need to be identified and recruited by
presenting to them a career that is respected by their
peers, is financially and intellectually rewarding,
contains sufficient opportunities for advancement, and
has continuing access to professional development.
(10) Teachers need to have incentives to remain in
the classroom and improve their practice, and training
of teachers is essential if the results are to be good.
Teachers need to be knowledgeable of their content
area, of their curriculum, of up-to-date research in
teaching and learning, and of techniques that can be
used to connect that information to their students in
their classroom.
SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.
Nothing in this Act may be construed to authorize any
department, agency, officer, or employee of the United States
to exercise any direction, supervision, or control over the
curriculum, program of instruction, administration, or
personnel of any educational institution or school system.
SEC. 4. MASTER TEACHER GRANT PROGRAM.
(a) Program Authorized.--The Director of the National Science
Foundation shall conduct a grant program to make grants to a
State or local educational agency, a private elementary or
middle school, or a consortium of any combination of those
entities, for the purpose of hiring a master teacher described
in subsection (b).
(b) Eligibility.--In order to be eligible to receive a grant
under this subsection, a State or local educational agency,
private elementary or middle school, or consortium described in
subsection (a) shall submit to the Director a description of
the relationship the master teacher will have vis-a-vis other
administrative and managerial staff and the State and local
educational agency, the ratio of master teachers to other
teachers, and the requirements for a master teacher of the
State or local educational agency or school, including
certification requirements and job responsibilities of the
master teacher. Job responsibilities must include a discussion
of any responsibility the master teacher will have for--
(1) development or implementation of science,
mathematics, engineering, or technology curricula;
(2) in-classroom assistance;
(3) authority over hands-on inquiry materials,
equipment, and supplies;
(4) mentoring other teachers or fulfilling any
leadership role; and
(5) professional development, including training
other master teachers or other teachers, or developing
or implementing professional development programs.
(c) Assessment of effectiveness.--The Director shall assess
the effectiveness of activities carried out under this section.
(d) Funds.--
(1) Source.--Grants shall be made under this section
out of funds available for the National Science
Foundation for Education and Human Resources
Activities.
(2) Authorization.--There are authorized to be
appropriated to the National Science Foundation to
carry out this section $50,000,000 for each of fiscal
years 2001 through 2003.
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED.
(a) General Authority.--
(1) In general.--
(A) Grant program.--The Director of the
National Science Foundation shall, subject to
appropriations, carry out a demonstration
project under which the Director awards grants
in accordance with this section to eligible
local educational agencies.
(B) Uses of funds.--A local educational
agency that receives a grant under this section
may use such grant funds to develop a program
that builds or expands mathematics, science,
and information technology curricula, to
purchase equipment necessary to establish such
program, and to provide professional
development in such fields.
(2) Program requirements.--The program described in
paragraph (1) shall--
(A) provide professional development
specifically in information technology,
mathematics, and science; and
(B) provide students with specialized
training in mathematics, science, and
information technology.
(b) Eligible Local Educational Agencies.--For purposes of
this section, a local educational agency or consortium of local
educational agencies is eligible to receive a grant under this
section if the agency or consortium--
(1) provides assurances that it has executed
conditional agreements with representatives of the
private sector to provide services and funds described
in subsection (c); and
(2) agrees to enter into an agreement with the
Director to comply with the requirements of this
section.
(c) Private Sector Participation.--The conditional agreements
referred to in subsection (b)(1) shall describe participation
by the private sector, including--
(1) the donation of computer hardware and software;
(2) the establishment of internship and mentoring
opportunities for students who participate in the
information technology program; and
(3) the donation of higher education scholarship
funds for eligible students who have participated in
the information technology program.
(d) Application.--
(1) In general.--To apply for a grant under this
section, each eligible local educational agency or
consortium of local educational agencies shall submit
an application to the Director in accordance with
guidelines established by the Director pursuant to
paragraph (2).
(2) Guidelines.--
(A) Requirements.--The guidelines referred to
in paragraph (1) shall require, at a minimum,
that the application include--
(i) a description of proposed
activities consistent with the uses of
funds and program requirements under
subsection (a)(1)(B) and (a)(2);
(ii) a description of the higher
education scholarship program,
including criteria for selection,
duration of scholarship, number of
scholarships to be awarded each year,
and funding levels for scholarships;
and
(iii) evidence of private sector
participation and financial support to
establish an internship, mentoring, and
scholarship program.
(B) Guideline publication.--The Director
shall issue and publish such guidelines not
later than 6 months after the date of the
enactment of this Act.
(3) Selection.--The Director shall select a local
educational agency to receive an award under this
section in accordance with subsection (e) and on the
basis of merit to be determined after conducting a
comprehensive review.
(e) Priority.--The Director shall give special priority in
awarding grants under this section to eligible local
educational agencies that--
(1) demonstrate the greatest ability to obtain
commitments from representatives of the private sector
to provide services and funds described under
subsection (c); and
(2) demonstrate the greatest economic need.
(f) Assessment.--The Director shall assess the effectiveness
of activities carried out under this section.
(g) Study and Report.--The Director--
(1) shall initiate an evaluative study of eligible
students selected for scholarships pursuant to this
section in order to measure the effectiveness of the
demonstration program; and
(2) shall report the findings of the study to
Congress not later than 4 years after the award of the
first scholarship. Such report shall include the number
of students graduating from an institution of higher
education with a major in mathematics, science, or
information technology and the number of students who
find employment in such fields.
(h) Definition.--Except as otherwise provided, for purposes
of this section, the term ``eligible student'' means a student
enrolled in the 12th grade who--
(A) has participated in an information
technology program established pursuant to this
section;
(B) has demonstrated a commitment to pursue a
career in information technology, mathematics,
science, or engineering; and
(C) has attained high academic standing and
maintains a grade point average of not less
than 3.0 on a 4.0 scale for the last 2 years of
secondary school (11th and 12th grades).
(i) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation to carry out
this section, $3,000,000 for each of fiscal years 2001 through
2003.
(j) Maximum Grant Award.--An award made to an eligible local
educational agency under this section may not exceed $300,000.
SEC. 6. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR
CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY EDUCATION.
(a) In General.--The Director of the National Science
Foundation shall, jointly with the Secretary of Education,
compile and disseminate information (including through
outreach, school counselor education, and visiting speakers)
regarding--
(1) typical standard prerequisites for middle school
and high school students who seek to enter a course of
study at an institution of higher education in science,
mathematics, engineering, or technology education for
purposes of teaching in an elementary or secondary
school; and
(2) the licensing requirements in each State for
science, mathematics, engineering, or technology
elementary or secondary school teachers.
(b) Authorization of Appropriations.--There are authorized to
be appropriated for the National Science Foundation to carry
out this section $5,000,000 for each of fiscal years 2001
through 2003.
SEC. 7. REQUIREMENT TO CONDUCT STUDY EVALUATION.
(a) Study Required.--The Director of the National Science
Foundation shall enter into an agreement with the National
Academies of Sciences and Engineering under which the Academies
shall review existing studies on the effectiveness of
technology in the classroom on learning and student
performance, using various measures of learning and teaching
outcome including standardized tests of student achievement,
and explore the feasibility of one or more methodological
frameworks to be used in evaluations of technologies that have
different purposes and are used by schools and school systems
with diverse educational goals. The study evaluation shall
include, to the extent available, information on the type of
technology used in each classroom, the reason that such
technology works, and the teacher training that is conducted in
conjunction with the technology.
(b) Deadline for Completion.--The study evaluation required
by subsection (a) shall be completed not later than one year
after the date of the enactment of this Act.
(c) Definition of Technology.--In this section, the term
``technology'' has the meaning given that term in section
3113(11) of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6813(11)).
(d) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation for the
purpose of conducting the study evaluation required by
subsection (a), $600,000.
SEC. 8. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.
(a) In General.--The Director of the National Science
Foundation shall establish a grant program under which grants
may be made to a State or local educational agency, a private
elementary or middle school, or a consortium consisting of any
combination of those entities for instruction of teachers for
grades kindergarten through the twelfth grade on the use of
information technology in the classroom. Grants awarded under
this section shall be used for training teachers to use--
(1) classroom technology, including hardware,
software, communications technologies, and laboratory
equipment; or
(2) specific technology for science, mathematics,
engineering or technology instruction, including data
acquisition, modeling, visualization, simulation, and
numerical analysis.
(b) Authorization of Appropriations.--There are authorized to
be appropriated for the National Science Foundation to carry
out this section $10,000,000 for each of fiscal years 2001
through 2003.
SEC. 9. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY BUSINESS
EDUCATION CONFERENCE.
(a) In General.--Not later than 180 days after the date of
the enactment of this Act, the Director of the National Science
Foundation shall convene the first of an annual 3- to 5-day
conference for kindergarten through twelfth grade science,
mathematics, engineering, and technology education
stakeholders, including--
(1) representatives from Federal, State, and local
governments, private industries, private businesses,
and professional organizations;
(2) educators;
(3) science, mathematics, engineering, and technology
educational resource providers;
(4) students; and
(5) any other stakeholders the Director determines
would provide useful participation in the conference.
(b) Purposes.--The purposes of the conference convened under
subsection (a) shall be to--
(1) identify and gather information on existing
science, mathematics, engineering, and technology
education programs and resource providers, including
information on distribution, partners, cost assessment,
and derivation;
(2) determine the extent of any existing coordination
between providers of curricular activities,
initiatives, and units; and
(3) identify the common goals and differences among
the participants at the conference.
(c) Report and Publication.--At the conclusion of the
conference the Director of the National Science Foundation
shall--
(1) transmit to the Committee on Science of the House
of Representatives and to the Committee on Commerce,
Science, and Transportation of the Senate a report on
the outcome and conclusions of the conference,
including an inventory of curricular activities,
initiatives, and units, the content of the conference,
and strategies developed that will support partnerships
and leverage resources; and
(2) ensure that a similar report is published and
distributed as widely as possible to stakeholders in
science, mathematics, engineering, and technology
education.
(d) Authorization of Appropriations.--There are authorized to
be appropriated for the National Science Foundation to carry
out this section--
(1) $300,000 for fiscal year 2001; and
(2) $200,000 for each of fiscal years 2002 and 2003.
SEC. 10. GRANTS FOR DISTANCE LEARNING.
(a) In General.--The Director of the National Science
Foundation may make competitive, merit-based awards to develop
partnerships for distance learning of science, mathematics,
engineering, and technology education to a State or local
educational agency or to a private elementary, middle, or
secondary school, under any grant program administered by the
Director using funds appropriated to the National Science
Foundation for activities in which distance learning is
integrated into the education process in grades kindergarten
through the twelfth grade.
(b) Authorization of Appropriations.--There are authorized to
be appropriated for the National Science Foundation to carry
out this section $5,000,000 for each of fiscal years 2001
through 2003.
SEC. 11. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.
(a) In General.--The President, acting through the National
Science Foundation, shall provide scholarships to teachers at
public and private schools in grades kindergarten through the
12th grade in order that such teachers may participate in
research programs conducted at private entities or Federal or
State Government agencies. The purpose of such scholarships
shall be to provide teachers with an opportunity to expand
their knowledge of science, mathematics, engineering,
technology, and research techniques.
(b) Requirements.--In order to be eligible to receive a
scholarship under this section, a teacher described in
subsection (a) shall be required to develop, in conjunction
with the private entity or Government agency at which the
teacher will be participating in a research program, a proposal
to be submitted to the President describing the types of
research activities involved.
(c) Period of Program.--Participation in a research program
in accordance with this section may be for a period of one
academic year or two sequential summers.
(d) Use of Funds.--The Director may only use funds for
purposes of this section for salaries of scholarship
recipients, administrative expenses (including information
dissemination, direct mailing, advertising, and direct staff
costs for coordination and accounting services), expenses for
conducting an orientation program, relocation expenses, and the
expenses of conducting final selection interviews.
(e) Authorization of Appropriations.--There are authorized to
be appropriated for the National Science Foundation to carry
out this section $5,000,000 for each of fiscal years 2001
through 2003.
SEC. 12. EDUCATIONAL TECHNOLOGY UTILIZATION EXTENSION ASSISTANCE.
(a) Purpose.--The purpose of this section is to improve the
utilization of educational technologies in elementary and
secondary education by creating an educational technology
extension service based at undergraduate institutions of higher
education.
(b) Findings.--The Congress finds the following:
(1) Extension services such as the Manufacturing
Extension Partnership and the Agricultural Extension
Service have proven to be effective public/private
partnerships to integrate new technologies and to
improve utilization of existing technologies by small
to medium sized manufacturers and the United States
agricultural community.
(2) Undergraduate institutions of higher education
working with nonprofit organizations and State and
Federal agencies can tailor educational technology
extension programs to meet specific local and regional
requirements.
(3) Undergraduate institutions of higher education,
often with the assistance of the National Science
Foundation, have for the past 20 years been integrating
educational technologies into their curricula, and as
such they can draw upon their own experiences to advise
elementary and secondary school educators on ways to
integrate a variety of educational technologies into
the educational process.
(4) Many elementary and secondary school systems,
particularly in rural and traditionally underserved
areas, lack general information on the most effective
methods to integrate their existing technology
infrastructure, as well as new educational technology,
into the educational process and curriculum.
(5) Most Federal and State educational technology
programs have focused on acquiring educational
technologies with less emphasis on the utilization of
those technologies in the classroom and the training
and infrastructural requirements needed to efficiently
support those types of technologies. As a result, in
many instances, the full potential of educational
technology has not been realized.
(6) Our global economy is increasingly reliant on a
workforce not only comfortable with technology, but
also able to integrate rapid technological changes into
the production process. As such, in order to remain
competitive in a global economy, it is imperative that
we maintain a work-ready labor force.
(7) According to ``Teacher Quality: A Report on the
Preparation and Qualifications of Public School
Teachers'', prepared by the Department of Education,
only one in five teachers felt they were well prepared
to work in a modern classroom.
(8) The most common form of professional development
for teachers continues to be workshops that typically
last no more than one day and have little relevance to
teachers' work in the classroom.
(9) A 1998 national survey completed by the
Department of Education found that only 19 percent of
teachers had been formally mentored by another teacher,
and that 70 percent of these teachers felt that this
collaboration was very helpful to their teaching.
(c) Program Authorized.--
(1) General authority.--The Director of the National
Science Foundation, in cooperation with the Secretary
of Education and the Director of the National Institute
of Standards and Technology, is authorized to provide
assistance for the creation and support of regional
centers for the utilization of educational technologies
(hereinafter in this section referred to as ``ETU
Centers'').
(2) Functions of centers.--
(A) Establishment.--ETU Centers may be
established at any institution of higher
education, but such centers may include the
participation of nonprofit entities,
organizations, or groups thereof.
(B) Objectives of centers.--The objective of
the ETU Centers is to enhance the utilization
of educational technologies in elementary and
secondary education through--
(i) advising of elementary and
secondary school administrators, school
boards, and teachers on the adoption
and utilization of new educational
technologies and the utility of local
schools' existing educational
technology assets and infrastructure;
(ii) participation of individuals
from the private sector, universities,
State and local governments, and other
Federal agencies;
(iii) active dissemination of
technical and management information
about the use of educational
technologies; and
(iv) utilization, where appropriate,
of the expertise and capabilities that
exist in Federal laboratories and
Federal agencies.
(C) Activities of centers.--The activities of
the ETU Centers shall include the following:
(i) The active transfer and
dissemination of research findings and
ETU Center expertise to local school
authorities, including school
administrators, school boards, and
teachers.
(ii) The training of teachers in the
integration of local schools existing
educational technology infrastructure
into their instructional design.
(iii) The training and advising of
teachers, administrators, and school
board members in the acquisition,
utilization, and support of educational
technologies.
(iv) Support services to teachers,
administrators, and school board
members as agreed upon by ETU Center
representatives and local school
authorities.
(v) The advising of teachers,
administrators, and school board
members on current skill set standards
employed by private industry.
(3) Program administration.--
(A) Proposed rules.--The Director of the
National Science Foundation, after consultation
with the Secretary of Education and the
Director of the National Institute of Standards
and Technology, shall publish in the Federal
Register, within 90 days after the date of the
enactment of this section, proposed rules for
the program for establishing ETU Centers,
including--
(i) a description of the program;
(ii) the procedures to be followed by
applicants;
(iii) the criteria for determining
qualified applicants; and
(iv) the criteria, including those
listed in this section, for choosing
recipients of financial assistance
under this section from among qualified
applicants.
(B) Final rules.--The Director of the
National Science Foundation shall publish final
rules for the program under this section after
the expiration of a 30-day comment period on
such proposed rules.
(4) Eligibility and selection.--
(A) Applications required.--Any undergraduate
institution of higher education, consortia of
such institutions, non-profit organizations, or
groups thereof may submit an application for
financial support under this section in
accordance with the procedures established
under this section. In order to receive
assistance under this section, an applicant
shall provide adequate assurances that the
applicant will contribute 50 percent or more of
the proposed Center's capital and annual
operating and maintenance costs.
(B) Selection.--The Director of the National
Science Foundation, in conjunction with the
Secretary of Education and the Director of the
National Institute of Standards and Technology,
shall subject each application to competitive,
merit review. In making a decision whether to
approve such application and provide financial
support under this section, the Director of the
National Science Foundation shall consider at a
minimum--
(i) the merits of the application,
particularly those portions of the
application regarding the adaption of
training and educational technologies
to the needs of particular regions;
(ii) the quality of service to be
provided;
(iii) the geographical diversity and
extent of service area, with particular
emphasis on rural and traditionally
underdeveloped areas; and
(iv) the percentage of funding and
amount of in-kind commitment from other
sources.
(C) Evaluation.--Each ETU Center which
receives financial assistance under this
section shall be evaluated during its third
year of operation by an evaluation panel
appointed by the Director of the National
Science Foundation. Each evaluation panel shall
measure the involved Center's performance
against the objectives specified in this
section. Funding for an ETU Center shall not be
renewed unless the evaluation is positive.
(d) Definition.--As used in this section, the term
``institution of higher education'' has the meaning given that
term by section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
SEC. 13. DEFINITIONS.
In this Act the terms ``local educational agency'' and
``State educational agency'' have the meaning given such terms
in section 14101 of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 8801).
------
Amendment to H.R. 4271 Offered by Ms. Eddie Bernice Johnson of Texas
At the end of the bill add the following new section:
SEC. ____. INTERAGENCY COORDINATION OF SCIENCE EDUCATION PROGRAMS.
(a) Interagency Coordination Committee.--
(1) Establishment.--The Director of the Office of
Science and Technology Policy shall establish an
interagency committee to coordinate Federal programs in
support of science and mathematics education at the
elementary and secondary level.
(2) Membership.--The membership of the committee
shall consist of the heads, or designees, of the
National Science Foundation, the Department of Energy,
the National Aeronautics and Space Administration, the
Department of Education, and other Federal departments
and agencies that have programs directed toward support
of elementary and secondary science and mathematics
education.
(3) Functions.--The committee shall--
(A) prepare a catalog of Federal research,
development, demonstration and other programs
designed to improve elementary and secondary
science or mathematics education, including for
each program a summary of its goals and the
kinds of activities supported, a summary of
accomplishments (including evidence of
effectiveness in improving student learning),
the funding level, and, for grant programs, the
eligibility requirements and the selection
process for awards;
(B) review the programs identified under
subparagraph (A) in order to--
(i) determine the relative funding
levels among support for--
(I) teacher professional
development;
(II) curricular materials;
(III) improved classroom
teaching practices;
(IV) applications of
computers and related
information technologies; and
(V) other major categories of
activities;
(ii) assess whether the balance among
kinds of activities as determined under
clause (i) is appropriate and whether
unnecessary duplication or overlap
among programs exists;
(iii) assess the degree to which the
programs assist the efforts of State
and local school systems to implement
standards-based reform of science and
mathematics education, and group the
programs in the categories of high,
moderate, and low relevance for
assisting standards-based reform;
(iv) for grant programs, identify
ways to simplify the application
procedures and requirements and to
achieve greater conformity among the
procedures and requirements of the
agencies; and
(v) evaluate the adequacy of the
assessment procedures used by the
departments and agencies to determine
whether the goals and objectives of
programs are being achieved, and
identify the best practices identified
from the evaluation for assessment of
program effectiveness; and
(C) monitor the implementation of the plan
developed under subsection (c) and provide to
the Director of the Office of Science and
Technology Policy its findings and
recommendations for modifications to that plan.
(b) External Review.--The Director of the National Science
Foundation shall enter into an agreement with the National
Research Council to conduct an independent review of programs
as described in subsection (a)(3)(B) and to develop findings
and recommendations. The findings and recommendations from the
National Research Council review of programs shall be reported
to the Director of the Office of Science and Technology Policy
and to the Congress.
(c) Education Plan.--
(1) Plan contents.--On the basis of the findings of
the review carried out in accordance with subsection
(a)(3)(B) and taking into consideration the findings
and recommendations of the National Research Council in
accordance with subsection (b), the Director of the
Office of Science and Technology Policy shall prepare a
plan for Federal elementary and secondary science and
mathematics education programs which shall include--
(A) a strategy to increase the effectiveness
of Federal programs to assist the efforts of
State and local school systems to implement
standards-based reform of elementary and
secondary science and mathematics education;
(B) a coordinated approach for identifying
best practices for the use of computers and
related information technologies in classroom
instruction;
(C) the recommended balance for Federal
resource allocation among the major types of
activities supported, including projected
funding allocations for each major activity
broken out by department and agency;
(D) identification of effective Federal
programs that have made measurable
contributions to achieving standards-based
science and mathematics education reform;
(E) recommendations to the departments and
agencies for actions needed to increase
uniformity across the Federal Government for
application procedures and requirements for
grant awards for support of elementary and
secondary science and mathematics education;
and
(F) dissemination procedures for replicating
results from effective programs, particularly
best practices for classroom instruction.
(2) Consultation.--The Director shall consult with
academic, State, industry, and other appropriate
entities engaged in efforts to reform science and
mathematics education as necessary and appropriate for
preparing the plan under paragraph (1).
(d) Reports.--
(1) Initial report.--The Director of the Office of
Science and Technology Policy shall submit to the
Congress, not later than 1 year after the date of the
enactment of this Act, a report which--
(A) includes the plan described in subsection
(c)(1);
(B) in accordance with subsection (c)(1)(C),
describes, for each department and agency
represented on the committee established under
subsection (a)(1), appropriate levels of
Federal funding;
(C) includes the catalog prepared under
subsection (a)(3)(A);
(D) includes the findings from the review
required under subsection (a)(3)(B)(iii);
(E) includes the findings and recommendations
of the National Research Council developed
under subsection (b); and
(F) describes the procedures used by each
department and agency represented on the
committee to assess the effectiveness of its
education programs.
(2) Annual updates.--The Director of the Office of
Science and Technology Policy shall submit to the
Congress an annual update, at the time of the
President's annual budget request, of the report
submitted under paragraph (1), which shall include, for
each department and agency represented on the
committee, appropriate levels of Federal funding for
the fiscal year during which the report is submitted
and the levels proposed for the fiscal year with
respect to which the budget submission applies.
------
Amendment to H.R. 4271 Offered by Mr. Udall of Colorado, Mr. Wu, and
Ms. Stabenow
At the end of the bill add the following new section:
SEC. ____. SCIENCE, MATHEMATICS, AND ENGINEERING SCHOLARSHIP PROGRAM.
(a) Program Authorized.--The National Science Foundation is
authorized to establish a scholarship program to assist
graduates of baccalaureate degree programs in science,
mathematics or engineering, or individuals pursuing degrees in
those fields, to fulfill the academic requirements necessary to
become certified as elementary or secondary school teachers.
(b) Scholarship Amount and Duration.--Each scholarship
provided under subsection (a) shall be in the amount of $5000
and shall cover a period of 1 year.
(c) Requirements.--
(1) Eligibility.--Undergraduate students majoring in
science, mathematics or engineering who are within one
academic year of completion of degree requirements, and
individuals who have received degrees in such fields,
are eligible to receive scholarships under the program
established by subsection (a).
(2) Guidelines, procedures, and criteria.--The
Director shall establish and publish application and
selection guidelines, procedures, and criteria for the
scholarship program.
(3) Requirements for applications.--Each application
for a scholarship shall include a plan specifying the
course of study that will allow the applicant to
fulfill the academic requirements for obtaining a
teaching certificate during the scholarship period.
(4) Work requirement.--As a condition of acceptance
of a scholarship under this section, a recipient shall
agree to work as an elementary or secondary school
teacher for a minimum of two years following
certification as such a teacher or to repay the amount
of the scholarship to the National Science Foundation.
(d) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation to carry out
this section $5,000,000 for each of fiscal years 2001, 2002,
and 2003.
------
Amendment to H.R. 4271 Offered by Ms. Woolsey
At the end of the bill add the following new section:
SEC. ____. GO GIRL GRANTS.
(a) Short Title.--This section may be cited as the ``Getting
Our Girls Ready for the 21st Century Act (Go Girl Act)''.
(b) Findings.--Congress finds the following:
(1) Women have historically been underrepresented in
mathematics, science, and technology occupations.
(2) Female students take fewer high-level mathematics
and science courses in high school than male students.
(3) Female students take far fewer advanced computer
classes and tend to take only the basic data entry and
word processing classes compared to courses that male
students take.
(4) Female students earn fewer bachelors, masters,
and doctoral degrees in mathematics, science, and
technology than male students.
(5) Early career exploration is key to choosing a
career.
(6) Teachers' attitudes, methods of teaching, and
classroom atmosphere affect females' interest in
nontraditional fields.
(7) Stereotypes about appropriate careers for
females, a lack of female role models, and a lack of
basic career information significantly deters girls'
interest in mathematics, science, and technology
careers.
(8) Females consistently rate themselves
significantly lower than males in computer ability.
(9) By the year 2000, 65 percent of all jobs will
require technological skills.
(10) Limited access is a hurdle faced by females
seeking jobs in mathematics, science, and technology.
(11) Common recruitment and hiring practices make
extensive use of traditional networks that often
overlook females.
(c) Program Authority.--
(1) In general.--The Director of the National Science
Foundation is authorized to provide grants to and enter
into contracts or cooperative agreements with local
educational agencies and institutions of higher
education to encourage the ongoing interest of girls in
science, mathematics, and technology and to prepare
girls to pursue undergraduate and graduate degrees and
careers in science, mathematics, or technology.
(2) Application.--
(A) In general.--To be eligible to receive a
grant under this section, a local educational
agency or institution of higher education shall
submit an application to the Director at such
time, in such form, and containing such
information as the Director may reasonably
require.
(B) Contents.--The application referred to in
subparagraph (A) shall contain, at a minimum,
the following:
(i) A specific program description,
including the content of the program
and the research and models used to
design the program.
(ii) A description of how an eligible
entity will provide for collaboration
between elementary and secondary school
programs to fulfill goals of the grant
program.
(iii) An explanation regarding the
recruitment and selection of
participants.
(iv) A description of the
instructional and motivational
activities planned to be used.
(v) An evaluation plan.
(d) Uses of Funds for Elementary School Program.--Under
grants awarded pursuant to subsection (c) funds may be used for
the following:
(1) Encouraging girls in grades 4 and higher to enjoy
and pursue studies in science, mathematics, and
technology.
(2) Acquainting girls in grades 4 and higher with
careers in science, mathematics, and technology.
(3) Educating the parents of girls in grades 4 and
higher about the difficulties faced by girls to
maintain an interest and desire to achieve in science,
mathematics, and technology and enlist the help of the
parents in overcoming these difficulties.
(4) Tutoring in reading, science, mathematics, and
technology.
(5) Mentoring relationships, both in-person and
through the Internet.
(6) Paying the costs of attending events and academic
programs in science, mathematics, and technology.
(7) After-school activities designed to encourage the
interest of girls in grades 4 and higher in science,
mathematics, and technology.
(8) Summer programs designed to encourage interest in
and develop skills in science, mathematics, and
technology.
(9) Purchasing software designed for girls, or
designed to encourage girls' interest in science,
mathematics, and technology.
(10) Field trips to locations that educate and
encourage girls' interest in science, mathematics, and
technology.
(11) Field trips to locations that acquaint girls
with careers in science, mathematics, and technology.
(12) Purchasing and disseminating information to
parents of girls in grades 4 and higher that will help
parents to encourage their daughters' interest in
science, mathematics, and technology.
(e) Uses of Funds for Secondary School Program.--Under grants
awarded pursuant to subsection (c) funds may be used for the
following:
(1) Encouraging girls in grades 9 and higher to major
in science, mathematics, and technology in a
postsecondary institution.
(2) Providing academic advice and assistance in high
school course selection.
(3) Encouraging girls in grades 9 and higher to plan
for careers in science, mathematics, and technology.
(4) Educating the parents of girls in grades 9 and
higher about the difficulties faced by girls to
maintain an interest and desire to achieve in science,
mathematics, and technology and enlist the help of the
parents in overcoming these difficulties.
(5) Tutoring in science, mathematics, and technology.
(6) Mentoring relationships, both in-person and
through the Internet.
(7) Paying the costs of attending events and academic
programs in science, mathematics, and technology.
(8) Paying 50 percent of the cost of an internship in
science, mathematics, or technology.
(9) After-school activities designed to encourage the
interest of girls in grades 9 and higher in science,
mathematics, and technology, including the cost of that
portion of a staff salary to supervise these
activities.
(10) Summer programs designed to encourage interest
in and develop skills in science, mathematics, and
technology.
(11) Purchasing software designed for girls, or
designed to encourage girls' interest in science,
mathematics, and technology.
(12) Field trips to locations that educate and
encourage girls' interest in science, mathematics, and
technology.
(13) Field trips to locations that acquaint girls
with careers in science, mathematics, and technology.
(14) Visits to institutions of higher education to
acquaint girls with college-level programs in science,
mathematics, or technology, and to meet with educators
and female college students who will encourage them to
pursue degrees in science, mathematics, and technology.
(f) Definitions.--In this section:
(1) The term ``local educational agency'' has the
same meaning given such term in section 14101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 8801), except that in the case of Hawaii, the
District of Columbia, and the Commonwealth of Puerto
Rico, the term ``local educational agency'' shall be
deemed to mean the State educational agency.
(2) The term ``institution of higher education'' has
the meaning given that term in section 101 of the
Higher Education Act of 1965 (20 U.S.C. 1001).
------
Amendment to H.R. 4271 Offered by Mrs. Morella
At the end of the bill add the following new section:
SEC. ____. GRANT FOR LEARNING COMMUNITY CONSORTIUM FOR ADVANCEMENT OF
WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN
SCIENCE, ENGINEERING, AND TECHNOLOGY.
The Director of the National Science Foundation may, through
a competitive, merit-based process, provide to a consortium
composed of community colleges a grant in an amount not more
than $11,000,000 for the purpose of carrying out a pilot
project to provide support to encourage women, minorities, and
persons with disabilities to enter and complete programs in
science, engineering, and technology.
------
Amendment to H.R. 4271 Offered by Mr. Hoeffel
At the end of the bill add the following new section:
SEC. ____. USE OF FUNDS FOR PROVIDING RELEASE TIME AND OTHER
INCENTIVES.
A recipient of a grant under section 4 or 8 may use funds
received through such grant for expenses related to leave from
work (consistent with State law and contractual obligations),
and other incentives, to permit and encourage full-time
teachers to participate in--
(1) professional development activities relating to
the use of technology in education; and
(2) the development, demonstration, and evaluation of
applications of technology in elementary and secondary
education.
------
Amendment to H.R. 4271 Offered by Mr. Etheridge
At the end of the bill add the following new section:
SEC. ____. SCIENCE TEACHER EDUCATION.
(a) Program Authorized.--The Director of the National Science
Foundation may establish a program to improve the undergraduate
education and in-service professional development of science
and mathematics teachers in elementary and secondary schools.
Under the program, competitive awards shall be made on the
basis of merit to institutions of higher education that offer
baccalaureate degrees in education, science and mathematics.
(b) Purpose of Awards.--Awards made under subsection (a)
shall be for developing--
(1) courses and curricular materials for--
(A) the preparation of undergraduate students
pursuing education degrees who intend to serve
in elementary or secondary schools as science
or mathematics teachers; or
(B) the professional development of science
and mathematics teachers serving in elementary
and secondary schools; and
(2) educational materials and instructional
techniques incorporating innovative uses of information
technology.
(c) Requirements.--The Director shall establish and publish
application and selection guidelines, procedures, and criteria
for the program established by subsection (a). Proposals for
awards under the program shall involve collaborations of
education, mathematics and science faculty and include a plan
for a continued collaboration beyond the period of the award.
In making awards under this section, the Director shall
consider--
(1) the degree to which courses and materials
proposed to be developed in accordance with subsection
(b) combine content knowledge and pedagogical
techniques that are consistent with hands-on, inquiry-
based teaching, are aligned with established national
science or mathematics standards, and are based on
validated education research findings; and
(2) evidence of a strong commitment by the
administrative heads of the schools and departments,
whose faculty are involved in preparing a proposal to
the program, to provide appropriate rewards and
incentives to encourage continued faculty participation
in the collaborative activity.
(d) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation to carry out
this section $2,000,000 for each of fiscal years 2001 through
2003.
(e) Definition.--In this section, the term ``institution of
higher education'' has the meaning given that term in section
101 of the Higher Education Act of 1965 (20 U.S.C. 1001).
------
Amendment to H.R. 4271 Offered by Mr. Larson
At the end of the bill add the following new section:
SEC. ____. GRANTS FOR EVALUATION OF EDUCATIONAL MATERIALS.
(a) Program Authorized.--The Director of the National Science
Foundation shall establish a program to award grants through a
competitive, merit-based process for the evaluation of
precollege educational materials for instruction in science,
mathematics and technology.
(b) Requirements.--
(1) Criteria and procedures.--The Director shall
ensure that the entities selected for awards under this
section develop an appropriate set of evaluation
criteria and use a consistent process for carrying out
evaluations of educational materials.
(2) Form of materials.--Under the program established
by subsection (a), educational materials shall be
evaluated in the form of textbooks and related printed
matter, or materials incorporated in software.
(3) Contents of evaluations.--The evaluations of
educational materials carried out pursuant to this
section shall determine--
(A) the alignment of the materials with
established nationally recognized science and
mathematics standards for knowledge of students
at different grade levels; and
(B) the effectiveness of the materials in
improving student learning.
(c) Dissemination.--The Director shall make available through
the Internet summaries of the evaluations of educational
materials carried out pursuant to this section, including
information on how to obtain the evaluated materials.
(d) Authorization of Appropriations.--There are authorized to
be appropriated to the National Science Foundation to carry out
this section $2,000,000 for fiscal year 2001.
------
Amendment Offered by Mr. Capuano to the Amendment in the Nature of a
Substitute to H.R. 4271
Page 17, line 6, strike ``; and'' and insert a semicolon.
Page 17, line 8, strike the period and insert a semicolon.
Page 17, after line 8, insert the following:
(4) examine the differences among State standards as
to what students should know regarding science and
mathematics at different grade levels, and explore ways
to bring those standards into greater alignment; and
(5) provide a forum for State educational agencies
to--
(A) develop a multi-State consensus on
standards for what students should know in
science and mathematics at different grade
levels; and
(B) identify curricula that would be suitable
for implementing consensus standards arrived at
under subparagraph (A).
------
Amendment Offered by Mr. Etheridge to the Amendment in the Nature of a
Substitute to H.R. 4271
Strike section 4 and insert the following:
SEC. 4. MASTER TEACHER TRAINING PROGRAM.
(a) Requirement To Provide Awards.--The Director of the
National Science Foundation shall make competitive, merit-based
awards to institutions of higher education, nonprofit private
organizations, State and local educational agencies, private
elementary schools, professional engineering and scientific
associations, museums, and libraries to support institutes,
workshops, and other activities for supervisors and teachers in
public and private elementary and secondary schools for the
purpose of educating and training master teachers by improving
the subject knowledge and teaching skills of such teachers in
the areas of mathematics and science.
(b) Requirements For Master Teachers.--Master teachers
referred to in subsection (a) shall provide dedicated support
in mathematics, science, engineering, or technology programs in
grades kindergarten through the eighth grade and shall have
significant responsibility for development and implementation
of mathematics and science curricula, in-classroom assistance,
and oversight of hands-on inquiry materials, equipment, and
supplies.
(c) Activities Included.--Activities supported under this
section may, to the extent possible, involve the cooperation of
private sector partners that are able to supply assistance in
training of master teachers in mathematics and science
including--
(1) the donation of computer hardware, software, and
other equipment for use by the school and master
teacher; and
(2) opportunities for master teacher candidates to
gain research experiences through internships or
mentoring activities provided by private sector
partners.
(d) Assurance of Involvement.--The Director shall require
assurances that local educational agencies will be involved in
the planning and development of the master teacher training
activity in the case of applications submitted by other
eligible entities described in subsection (a), or that one or
more of such entities will be involved in the planning and
development of the activity in the case of applications
submitted by a State or local educational agency.
(e) Information To Be Included in Proposal.--As part of a
proposal submitted under this section, a local educational
agency shall include plans for the deployment and support of
the master teachers within the local school system.
Chairman Sensenbrenner. The gentleman yields back.
The Chair has notice of 9 amendments. The first one being
one by the gentlewoman from Texas, Ms. Johnson.
For what purpose does the gentlewoman from Texas seek
recognition?
Ms. Johnson. Mr. Chairman, I have an amendment at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271, offered by Ms. Eddie
Bernice Johnson of Texas.
Ms. Johnson. I ask unanimous consent that the amendment be
considered as read.
Chairman Sensenbrenner. Without objection, and the
gentlewoman is recognized for five minutes.
Ms. Johnson. Thank you, Mr. Chairman. Many Federal agencies
support a wide range of programs aimed at improving K-12
science and math education. Unfortunately, coordination among
Federal agencies in developing and implementing their education
programs is ad hoc and incomplete. Many times the targets of
the agencies programs are similar. The relatively small Federal
investment in improving K-12 science and math education will
have the greatest effect if the sponsoring agencies coordinate
and jointly plan their programs. They should be targeted to
provide maximum assistance to States and local education
systems that are committed to implementing standards-based
reform.
My amendment puts in place procedures to rigorously assess
the outcomes of Federal programs to identify best practices and
the most effective education materials and to disseminate
information about the success stories. The amendment
establishes an interagency committee under the auspices of the
Office of Science and Technology Policy to coordinate and plan
Federal programs that support K-12 science and math education.
The interagency committee is charged with (1) to compile a
catalogue of existing programs, (2) to assess the effectiveness
of existing programs, and (3) to develop a strategy and funding
priorities for future Federal investment in K-12 science and
math education that will increase the effectiveness of Federal
programs. The goal is to identify and develop education
programs that will assist States and local school systems to
implement standards-based reforms, including identification of
best practices for the use of educational technologies in the
classroom.
I believe my amendment fills a real need in ensuring that
Federal resources to improve science and math education are
used to achieve the maximum benefit. And I urge my colleagues
to support the amendment.
[The amendment offered by Ms. Johnson follows:]
Chairman Sensenbrenner. Will the gentlewoman yield?
Ms. Johnson. I yield.
Chairman Sensenbrenner. This amendment would authorize a
committee composed of representatives of Federal agencies that
have science, math, engineering, or technology education
programs that would work through the OSTP on efforts to
coordinate Federal math and science education programs. This
committee will assess all programs and then develop a plan for
coordination and effective use of funding and efforts. I would
like to thank the gentlewoman for her amendment and will accept
it.
Ms. Johnson. Thank you, Mr. Chairman.
Chairman Sensenbrenner. Further discussion on the
amendment?
The gentleman from Michigan, Mr. Ehlers?
Mr. Ehlers. Mr. Chairman, very briefly.
Chairman Sensenbrenner. The gentleman is recognized for
five minutes.
Mr. Ehlers. Thank you, Mr. Chairman. Very briefly, I just
wanted to comment that in view of the fact that OSTP has been
very supportive of this legislation, and in view of the fact
that there is a good deal of separate agencies acting on this
and not acting in concert, I believe that this is a good
amendment, and I am also pleased to accept it.
Chairman Sensenbrenner. The gentleman yields back.
Further discussion on the amendment by the gentlewoman from
Texas, Ms. Johnson.
[No response.]
Chairman Sensenbrenner. Hearing none, all those in favor of
the amendment will signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment is agreed to.
Chairman Sensenbrenner. The next amendment on the roster is
the amendment by the gentleman from Colorado, Mr. Udall. For
what purpose does he seek recognition?
Mr. Udall. Mr. Chairman, I have an amendment at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271 offered by Mr. Udall----
Mr. Udall. Mr. Chairman, I ask unanimous consent that the
amendment be considered as read.
Chairman Sensenbrenner. Without objection, and the
gentleman is recognized for five minutes.
Mr. Udall. Mr. Chairman, if I might, I would ask unanimous
consent to hand out the revised amendment. The amendment that
was filed yesterday has been changed slightly, and if we could
hand that out now, it would be appreciated.
Chairman Sensenbrenner. Yes, the staff will distribute the
amendment.
Mr. Udall. If I might, Mr. Chairman, use the handing out of
the revised amendment to speak to that revision. The revision
added a section to the amendment, and I will discuss the
amendment in its broader terms when I complete explaining this,
added a section that requires that an elementary or a secondary
school teacher who is eligible for the grants and scholarships
that are proposed would work for a minimum of two years as a
teacher in the math and science fields or repay the amount of
the scholarship to the National Science Foundation.
Having said that, Mr. Chairman, I rise to offer an
amendment, along with my colleagues Mr. Wu and Ms. Stabenow. I
did want to also take this opportunity to thank you, Chairman
Sensenbrenner, and the Ranking Member Mr. Hall from Texas for
their support of this amendment.
The amendment would authorize a program of one year, $5,000
scholarships to those with bachelor's degrees in science or
engineering or those nearing completion of such degrees to
enable them to take the courses they need to become certified
as K-12 science or math teachers. We all know from attending
Science Committee hearings over the last year about the state
of science and math education and from talking to constituents,
students, and educators at home that we need to improve science
and math education in this country. In particular, we have been
hearing that poor student performance in science and math has
much to do with the fact that teachers often have little or no
training in the disciplines they are teaching. While the
importance of teacher expertise in determining student
achievement is widely acknowledged, it is also the case that
significant numbers of K-12 students are being taught science
and math by unqualified teachers.
Mr. Ehlers' bill includes a number of important provisions
to assist teachers. The amendment I am offering with Mr. Wu and
Ms. Stabenow would add one more critical piece. Not only do we
need to ensure a high quality of science and math education for
our students, but we also need to make sure that there is a
sufficient quantity of trained teachers available to teach
them. Our amendment will provide an incentive for individuals
with the content knowledge to try teaching as a career.
Most students emerge from college with a heavy debt load
and studies have shown that average debt for college graduates
has tended upwards since college tuition costs have been
increasing faster than inflation. So scholarships would be
particularly beneficial for those considering entering the
teaching field where starting salaries are relatively low.
Mr. Chairman, this bill takes some critical steps to help
ensure that we can sustain our current economic growth and that
our future workforce will be prepared to succeed in our
increasingly technologically based world. The amendment would
compliment and build on those efforts by helping to ensure our
children are taught by qualified teachers. I urge its support.
And I would add one additional thank you, and that is to the
author of the bill, my colleague from Michigan. Thank you.
Chairman Sensenbrenner. Will the gentleman yield?
Mr. Udall. Yes, I would yield.
Chairman Sensenbrenner. This amendment would authorize a
$5,000 scholarship for students who have majored in science,
math, or engineering to help them fulfill the academic
requirements necessary to become certified as teachers. I would
like to thank the gentleman and the gentlelady for working with
the Committee to modify the amendment by adding a requirement
that grant recipients who do not go on to teach for at least
two years must repay their scholarship. I believe this will
help address the need for improving teacher retention, and I
will now support this amendment.
Mr. Udall. Thank you, Mr. Chairman. I would yield back any
time I have remaining.
Chairman Sensenbrenner. Further discussion on the
amendment?
The gentlewoman from Michigan, Ms. Stabenow.
Ms. Stabenow. Thank you. I move to strike the last word.
Chairman Sensenbrenner. You are recognized for five
minutes.
Ms. Stabenow. Thank you, Mr. Chairman. I would just also
like to echo the comments of Mr. Udall and thank his leadership
and Mr. Wu, and also to yourself, Mr. Chairman, and all those
involved in this bill, Mr. Ehlers. This is a critical issue for
us. I think this amendment adds an important part. We have
heard now for years about workforce shortages, the need for
more individuals to go into the area of math and science and
engineering. An important piece of that is being able to bring
highly qualified teachers to the classroom that have substance,
that have content knowledge in the areas of math and science
and engineering and to be able to then have them in the
classroom so that we have the very best and the brightest,
those with high content knowledge being able to teach our
children.
This is a real challenge for us, I think, for the next
number of years to be able to focus on math and science
education. I think the bill as a whole and this amendment is
very, very important in moving us forward, and Mr. Chairman, I
want to thank you for supporting the amendment.
Chairman Sensenbrenner. Does the gentlewoman yield back?
Ms. Stabenow. Yes.
Chairman Sensenbrenner. For what purpose does the gentleman
from New York seek recognition?
Mr. Boehlert. Strike the last word.
Chairman Sensenbrenner. The gentleman is recognized for
five minutes.
Mr. Boehlert. Mr. Chairman, I would like to commend the
authors of this amendment because it addresses the very core of
the problem. Several years ago, working in conjunction with my
colleague Senator Rockefeller, we were able to have the House
pass legislation to grant significant stipends, at that time it
was $5,000 a year, to juniors and seniors in college majoring
in science, math, or engineering. And there was a forgiveness
clause if they agreed to teach in public education. We thought
that was a good way to proceed, just as you do with this.
I would suggest here and now this Committee should take a
collective pledge. We are on target, this Committee has been
year after year, but the problem is we get the authorization
and we don't get the appropriation. So while we all feel better
that we have done something worthy of note, and I proudly
identify with this amendment, I think it is incumbent upon all
of us to really put the pressure on the appropriators to have
them realize that if we don't get the funds for this, America's
future is in jeopardy.
So I once again commend all who are associated with this
amendment. You are absolutely correct, this is the way to go.
And as Mr. Udall pointed out, the typical college kid today,
graduates with outstanding academic record in science or math,
would love to teach but faces a $20,000 debt and the prospect
of maybe getting married and starting a family, and has a
choice of going into public education for the grand sum of
maybe $26,000 or $27,000 to start or going over to a Fortune
500 company where the starting salary is double that. And while
that person might have teaching in his or her heart and would
love to do it, as a very practical matter, got to pay off the
debt, got to start raising a family, and so public education
loses. So let's get on with it and I encourage its strong and
enthusiastic support.
Chairman Sensenbrenner. Will the gentleman yield?
Mr. Boehlert. I would be glad to yield to my colleague.
Chairman Sensenbrenner. Since the appropriate appropriator
represents the adjacent district to yours in New York, will you
lead the charge? [Laughter.]
Mr. Boehlert. Let me point out that I have had a number of
conversations with the distinguished Cardinal and His Eminence
Mr. Walsh recognizes the importance of this. And I would
suggest better days are ahead.
Chairman Sensenbrenner. Words are cheap, money is what's
needed.
The gentleman from Michigan, Mr. Ehlers, is recognized for
five minutes.
Mr. Ehlers. I appreciate that pithy comment. I would like
to join you, Mr. Chairman, in accepting this amendment. I just
have one concern I wanted to express and I would like to
request that the authors continue to work with me to improve
the assessment and evaluation mechanisms that are included
within the amendment. I think we have to make certain every
activity in here is assessed and evaluated properly. I yield
back.
Chairman Sensenbrenner. The gentleman from North Carolina,
Mr. Etheridge.
Mr. Etheridge. I move to strike the last word.
Chairman Sensenbrenner. The gentleman is recognized for
five minutes.
Mr. Etheridge. I won't use it all, Mr. Chairman. I commend
the gentleman for putting in the amendment. But let me just
share a quick note of concern. I've noticed in this there is a
$5,000 stipend but it is two years. In North Carolina we have a
teaching fellows program where we offer students who will come
back and teach $5,000 a year and they forgive $5,000 a year if
they will teach four years. Unfortunately, roughly 20 percent
of those decide they are going to pay it off and not even
teach, and I think the point that was made just a few moments
ago. I support this amendment, I am in favor of it, I think we
ought to be doing it, I think we ought to do it for one year
rather than two. But the bigger issue is going to come is when
we start paying teachers we are going to start keeping
teachers. When they can go to industry in science and
mathematics, make twice what we are paying them in the public
school, our children are still going to have a tough time.
Thank you and I yield back, Mr. Chairman.
Chairman Sensenbrenner. Further discussion on the Udall
Amendment?
[No response.]
Chairman Sensenbrenner. Hearing none, the Chair will put
the question. All those in favor will signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment is agreed to.
The next amendment on the roster is one by the gentlewoman
from California, Ms. Woolsey. For what purpose does she seek
recognition?
Ms. Woolsey. Mr. Chairman, I have an amendment at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271 offered by Ms. Woolsey.
Ms. Woolsey. Mr. Chairman, I ask unanimous consent that the
amendment be inserted as read and considered as read.
Chairman Sensenbrenner. Without objection, and the
gentlewoman is recognized for five minutes.
Ms. Woolsey. Thank you, Mr. Chairman, and thank you for
being sympathetic to this amendment and I appreciate you very
much. What is wrong with this picture? Females make up slightly
more than 50 percent of this country's population yet less than
30 percent of America's scientists are women, even fewer
engineers are women, less than 10 percent. In 1994, there were
209 tenured faculty at the Massachusetts Institute of
Technology--209. And of those 209, 15 were women. Of course,
these figures aren't surprising when we know that in 1985 women
earned less than 30 percent of the bachelor's degrees in the
physical sciences and less than 10 percent of the bachelor's
degrees in engineering.
For those colleagues whom I am privileged to also serve
with on the Education Committee, you will be glad to know that
I am not considering this a gender equity problem--it is a
national problem. It is a big problem for employers. It is a
big problem for women as future wage earners. And it is a huge
problem for all of our Nation as we compete in the global
marketplace.
This amendment that I am offering is based on a bill that I
introduced, H.R. 2387. I am proud that seven of our Nation's
top high tech and telecommunications companies, including
Microsoft and Hewlett-Packard and Intel, have endorsed this
bill and support the goal behind this amendment. So, Mr.
Chairman, I ask unanimous consent to enter the letter that they
sent to us into the record.
Chairman Sensenbrenner. Without objection, so ordered.
Ms. Woolsey. Thank you, Mr. Chairman. And it is in that
regard that I offer this amendment to provide grants to
educational agencies and institutions of higher education to
encourage female students starting in grade 4 to select careers
in science and mathematics.
[The statement by Ms. Woolsey and the referenced letter
follow:]
Statement of Representative Lynn Woolsey
Mr. Chairman, what's wrong with this picture? Females make
up slightly more than fifty percent of this country's
population, yet, less than thirty percent of America's
Scientists are women.
Even fewer engineers are women--less than ten percent! In
1994 there were 209 tenured faculty at the Massachusetts
Institute of Technology--and 15 of them were women!
Of course, these figures aren't surprising when you learn
that in 1985 women earned less than thirty percent of the
bachelor degrees in the physical sciences, and, less than ten
percent of the bachelor degrees in engineering.
For those colleagues whom I'm privileged to also serve on
the education committee with, I'm sure that some of them are
saying to themselves, ``here comes another Woolsey ``gender
equity'' amendment.'' But you know what . . . this isn't a
gender equity problem. It's a national problem. its a big
problem for employers; its a problem for women as future wage
earners; and its a huge problem for our nation as we compete in
the global marketplace.
This amendment that I am offering is based on a bill I
introduced H.R. 2387. I am proud that seven of our nation's top
high-tech and telecommunications companies--including
Microsoft, Hewlett-Packard and Intel--have endorsed my bill and
support the goal behind this amendment.
The Bureau of Labor Statistics predicts that by the year
2005 the number of women in the workforce will have increased
at twice the rate of men. Yet, a recent study of school-to-work
projects found ninety percent of girls clustered in five
traditionally female occupations (nursing, teaching, retail,
service and clerical). And the fact is that even these
professions are going requiring solid technology skills. The
National Science Foundation itself reports that by the year
2010, sixty-five percent of all jobs will require technology
skills.
But even more worrisome was a letter I received from the
American Electronics Association in Santa Clara, California.
The AEA wrote to members of Congress about the critical
shortage of skilled worked in the hi-tech industry. The letter
included the results of a recent report showing that the number
of degrees in computer science, engineering, mathematics and
physics have actually declined since 1990. Quite clearly, there
is no way that America can have a technically competent
workforce, if, the majority of our students--females--don't
study science, math, engineering, or technology.
My amendment works to change that. It authorizes a program
at NSF that will encourage girls to pursue careers in science,
math, engineering, and technology. It will help create a bold
new workforce of energized young women for careers in the
fields of science, math, engineering, and technology.
This amendment encourages girls beginning in the fourth
grade, the grade in which girls typically begin to fall behind
boys in math and science, by providing opportunities for girls,
and their parents, to participate in a wide variety events and
activities that increase their awareness of careers in math,
science, engineering, and technology. The purpose is for them
to gain both the practical advice and the vision they need to
pursue their studies in these fields.
This program means that companies will be able to hire the
workers they need right here in America, because they fifty
percent of our population which is now turning away from
careers in science, math, engineering and technology, will get
the education they need to fill those jobs.
I hope that my colleagues on both sides of the aisle will
join me in sending a new message to our girls in school--a
message that says, ``you GO, Girl'' into a career in science,
math, engineering, and technology.
Microsoft,
September 24, 1999.
Hon. William L. Clay,
House of Representatives, Rayburn House Office Building, Washington,
DC.
Dear Representative Clay: Research has shown that the
earlier girls are introduced to mathematics and science, the
more likely they are to enter information technology (IT)
careers. As such, we are writing to express our strong support
for H.R. 2387, ``The Getting Our Girls Ready for the 21st
Century Act (GO GIRL!), ``introduced by Rep. Lynn Woolsey (D-
CA). The bill seeks to encourage young female students'
interest in mathematics and science, and ultimately, into high
technology careers.
While the IT industry is thriving and continues to drive
U.S. economic growth, we are in the midst of a critical high
technology workers shortage. At the same time, 50% of the U.S.
population is female yet women currently make up just 8% of the
engineering workforce. Moreover, only 3 percent of top
executive positions at Fortune 500 companies were held by
women. Clearly, we are letting a valuable national resource go
untapped. We need to work together to encourage more of our
country's women to pursue careers in technology.
The GO GIRL! Proposal establishes a program that works with
girls beginning in the fourth grade and stays with them through
high school. It funds mentors, tutors and events to encourage
their interest in technology.
We support proposals that encourage young girls to be
exposed to role models and develop an interest and self-
confidence in mathematics and science as numerous empirical
studies have suggested that girls tend to develop negative
attitudes towards the ``hard sciences'' in middle school. While
several of our companies employ a variety of mentoring,
recruiting and training programs to encourage women to enter
high technology/fields, we strongly support federal initiatives
that strike at the root of this issue in the formative years.
In your consideration of the Elementary and Secondary
Education Act (ESEA), the high technology industry strongly
encourages you to consider proposals that not only strengthen
math and science education broadly but that aim to target
women, minorities and other underrepresented groups to pursue
these courses of study. We urge you to consider co-sponsoring
Rep. Woolsey's proposal by calling Lynda Theil at 5-5161 and
appreciate your consideration.
Sincerely,
Apply Computer, Inc.
Hewlett-Packard Company.
Autodesk, Inc.
Intel Corporation.
Compaq Computer Corporation.
Microsoft Corporation.
Motorola, Inc.
Chairman Sensenbrenner. Would the gentlewoman yield?
Ms. Woolsey. Yes.
Chairman Sensenbrenner. First, before endorsing your
amendment, let me say that I use the word ``girls'' advisedly
because some people view this as somewhat of a diminutive term,
however, I am just quoting from the gentlewoman's amendment so
I hope I will be excused from accusations in using that term.
But the amendment would authorize programs to encourage girls
and young women to pursue science, math, and technology. And I
would like to thank the gentlewoman from California for working
with the Committee to modify her amendment so that we can
support it, and I would urge the membership to adopt it.
The gentleman from Michigan.
Mr. Ehlers. I move to strike the last word.
Chairman Sensenbrenner. The gentleman is recognized for
five minutes.
Mr. Ehlers. Thank you, Mr. Chairman. I certainly support
the concept of this amendment. It is an issue that has bothered
me for many years and I am pleased to see that it is finally
improving in our country. I also accept the amendment. Once
again, I have concerns about some of the details and making the
amendment meld with the bill in a more consistent fashion, and
I would once again like to request that the gentlelady agree to
work with me to continue to improve the amendment.
Ms. Woolsey. I would be glad to, Mr. Chairman, even going
so far as to change the title from ``Go Girl'' to something
more satisfying to you. [Laughter.]
Mr. Ehlers. I appreciate that you're ready to lift that out
of here. I yield back.
Chairman Sensenbrenner. Any further discussion on this
amendment?
[No response.]
Chairman Sensenbrenner. Hearing none, all those in favor of
the amendment offered by the gentlewoman from California, Ms.
Woolsey, will signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment is agreed to.
The next amendment on the roster is one by the gentlewoman
from Maryland, Ms. Morella. For what purpose does she seek
recognition?
Mrs. Morella. Thank you, Mr. Chairman, I have an amendment
at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271 offered by Mrs. Morella--
--
Mrs. Morella. I ask unanimous consent that the amendment be
considered as read.
Chairman Sensenbrenner. Without objection, so ordered.
Mrs. Morella. Thank you, Mr. Chairman. Are you going to
give me five minutes?
Chairman Sensenbrenner. The gentlewoman is recognized for
five minutes.
Mrs. Morella. Thank you. My amendment would authorize an
NSF grant for a community college pilot project. This would
implement an educational framework to promote recruitment and
retention of women, minorities, and individuals with
disabilities in science, engineering, and technology education.
Recognizing the importance of community colleges and the role
that they play in helping prepare the high tech employee of the
future, the Subcommittee on Technology held a hearing in April
of 1998 to look at ways that community colleges harness the
power of technology to educate our students in science,
engineering, and technology. And then on top of that, as you
know, we passed H.R. 3007 last year which became Public Law
105-255, and that legislation created the Commission on the
Advancement of Women, Minorities, and Individuals with
Disabilities in Science, Engineering, and Technology over the
past year. The recommendations came from that commission and
the amendment I offer now is based on a few of the basic
recommendations of the commission to increase the participation
and retention of students in these fields.
Community colleges are targeted in the amendment because
they provide low-cost quality education tailored to meet the
specific needs of the communities they serve. As a matter of
fact, we had testimony via teleconferencing from Colonel Eileen
Collins just last week where she indicated that she went to a
community college. Community colleges establish and maintain
close relationships with businesses and industries in their
region and, as a result, they are able to closely monitor
evolving technology and adapt a curriculum to reflect these
changes. Currently, there are approximately 1,300 community
colleges nationwide serving more than 5.5 million credit-
earning students. Community college students represent nearly
45 percent of all U.S. undergraduates.
Leaders in the information technology industry have also
recognized the potential role community colleges play in
preparing students to compete in the information age. MicroSoft
Chairman Bill Gates recently stated, ``Ninety percent of the
U.S. population is near a community college and I think they
are going to play the major role in training the workforce for
the next century.''
And so picking up on what Mr. Gates said, and adding onto
the wonderful bill that Congressman Ehlers and others have
offered, and he has worked very hard on this, I respectfully
offer this amendment to enhance the bill.
Chairman Sensenbrenner. Will the gentlewoman yield?
Mrs. Morella. Yes.
Chairman Sensenbrenner. I thank the gentlewoman. The
amendment would give the NSF the authority to award a grant to
a consortium of community colleges that would advance women,
minorities, and people with disabilities in science,
engineering, and technology. I would like to thank the
gentlewoman for working with the Committee to modify her
amendment to ensure that the grant is both merit based and
discretionary, and I will now support it.
Mrs. Morella. Thank you, Mr. Chairman.
Chairman Sensenbrenner. Is there further discussion on the
Morella Amendment?
[No response.]
Chairman Sensenbrenner. Hearing none, all those in favor
will signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment is agreed to.
The next amendment on the roster is one by the gentleman
from Pennsylvania, Mr. Hoeffel. For what purpose does he seek
recognition?
Mr. Hoeffel. Mr. Chairman, I have an amendment at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271 offered by Mr. Hoeffel.
Mr. Hoeffel. I ask unanimous consent that the amendment be
considered as read.
Chairman Sensenbrenner. Without objection, so ordered. The
gentleman is recognized for five minutes. And before giving his
statement, would the gentleman yield because I understand there
is a technical amendment that is necessary for your amendment
on page 1, line 3, strike 8 and insert 10.
Mr. Hoeffel. Mr. Chairman, actually that is not needed. The
amendment is properly calibrated to the substitute.
Chairman Sensenbrenner. Okay.
Mr. Hoeffel. And so we are okay.
Chairman Sensenbrenner. I will take your word for it. The
gentleman is recognized for five minutes.
Mr. Hoeffel. Thank you, Mr. Chairman, and I apologize to
the Chair that I caused that confusion earlier but the
amendment does designate the proper sections. I want to thank
the Chair and the Ranking Member and Mr. Ehlers for bringing
this excellent bill forward and for supporting my amendment.
I have learned, as we all have, of the need for more
technology in our schools. And in my visits to my public
schools in my district in Montgomery County, Pennsylvania, in
my discussions with principals and administrators and teachers
as result of an educational survey that I circulated, I learned
the schools in my district put a very high priority on
educating children with the best technology. The schools in my
district have a lot of the best technology, fortunately, well
supplied with computers and hardware. But the schools need help
in getting the teachers properly trained. The teachers want
more training. In fact, they acknowledge they need more
training, but there are problems sometimes with finding the
resources to get the teachers to the training.
My amendment is designed to add some additional flexibility
to the grant recipients to pay expenses that will enable
teachers to leave their classrooms to take advantage of this
training. I am amending Section 4, the Master Teacher grant
program, and Section 8, the Teacher Technology Professional
Development grant program that Mr. Ehlers is creating in his
bill, to simply give to the grant recipients more flexibility
to provide for leave and other expenses that would allow more
teachers to take advantage of this training so, basically, Mr.
Chairman, they can keep up with their students.
I thank the Chair for its support, and I yield.
Chairman Sensenbrenner. This amendment would allow the use
of grant funds for professional development and teacher
training expenses related to freeing up permanent teachers so
that they are able to participate in these important training
sessions. I would like to thank the gentleman from Pennsylvania
for working with the Committee to modify his amendment, and I
will now support it, and yield back to him.
Mr. Hoeffel. I thank the Chair, and I yield.
Chairman Sensenbrenner. The gentleman from Michigan, Mr.
Ehlers, for what purpose do you seek recognition?
Mr. Ehlers. I move to strike the last word.
Chairman Sensenbrenner. The gentleman is recognized for
five minutes.
Mr. Ehlers. Thank you, Mr. Chairman. Once again, I am
pleased to join you in supporting the amendment. But, once
again, I want to make certain that we have accountability and
evaluation built into this and would like to continue to work
on the details of the amendment with the gentleman as we
proceed.
Mr. Hoeffel. I'll be happy to cooperate.
Mr. Ehlers. I yield back.
Chairman Sensenbrenner. Further discussion on the Hoeffel
Amendment?
[No response.]
Chairman Sensenbrenner. If there is no one else seeking
recognition, the Chair will put the question. All those in
favor of the amendment by the gentleman from Pennsylvania will
signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment is agreed to.
The next amendment on the roster is one by the gentleman
from North Carolina, Mr. Etheridge. For what purpose does he
seek recognition?
Mr. Etheridge. Mr. Chairman, I have an amendment at the
desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271 offered by Mr. Etheridge.
At the end of the----
Chairman Sensenbrenner. Without objection, the amendment is
considered as read and open for amendment at any point. The
gentleman is recognized for five minutes. And before doing so,
is not the authorization reduced from $5 million to $2 million
on line 24, page----
Mr. Etheridge. That is correct, Mr. Chairman.
Chairman Sensenbrenner. Okay. Without objection, that
modification will be made, and the gentleman from North
Carolina is recognized for five minutes.
Mr. Etheridge. Thank you, Mr. Chairman, and let me also
join the others in thanking Mr. Ehlers for allowing us to work
with him in putting forth this legislation. This amendment
directs the National Science Foundation to establish a program
to improve the undergraduate education and in-service
professional development for science and mathematics teachers
in elementary and secondary schools.
Having worked for eight years at the State level with our
schools across North Carolina to improve science and
mathematics education, I agree with Representative Ehlers that
there is a need for teacher enhancement and the professional
development of teachers who are currently teaching children in
the classrooms across this country. However, I strongly believe
there is also a great need, maybe even a greater need, to
improve instruction in our classrooms. We need better qualified
teachers in our K-12 math and science classrooms and I believe
a great part of the root of that problem really goes back to
teacher preparation. Our teachers are not being adequately
prepared, in my opinion, and I heard that over and over again
as I was talking with other colleagues all across this America
when we met with the Chiefs meeting.
In the long run, we would benefit immeasurably if we
allocate resources to invest more in the undergraduate
preparation of teachers. There is a growing recognition that
the success of nearly any effort to improve the academic
performance of American students depends critically upon their
teachers' mastery of subject matter and their knowledge in
those matters and their ability to teach it. If America is to
improve its public schools, teacher quality must become the
first priority of education reform. The way to lift student
achievement is to ensure that we have a qualified teacher in
every classroom. We must improve the preparation quality of our
teacher candidates and this preparation should involve both the
schools of education and the science departments working
together collaboratively. One of the most difficult challenges
we face today in getting well-trained and qualified science and
mathematics teachers in every classroom is just that.
The amendment I am offering today authorizes NSF to
establish a program to improve the undergraduate preparation of
science and mathematics teachers at the pre-college level.
Under this program, competitive awards will be made on the
basis of merit to institutions of higher learning that offer
baccalaureate degrees in education, science, and mathematics,
and proposals for awards under the program would involve
collaboration of education, science and mathematic faculties
and include a plan for continued collaboration beyond the
period of the award. I think that is very important that it
goes beyond the award period. They would combine the content
knowledge and pedagogical techniques that are consistent with
hands-on inquiry-based teaching that aligns with established
national science and mathematics standards and are based on
validated educational research findings. I urge the adoption of
the amendment.
Chairman Sensenbrenner. Will the gentleman yield?
Mr. Etheridge. I would be happy to yield.
Chairman Sensenbrenner. I am pleased to accept the
amendment and I thank the gentleman from North Carolina for
working with the majority to be able to address the concerns
that we expressed. We have got a twofold problem. One is the
problem that the gentleman from North Carolina has very
eloquently stated. The other is the problem that many people
who have got master teacher credentials are not able to find
master teacher positions. And when we have an overwhelming
teacher shortage, that shows the problem is in the school
districts that cannot find room in their budgets or their
schools to be able to hire master teachers.
What we are doing with the gentleman's amendment and with
the Ehlers substitute is addressing both of these problems
rather than making them mutually exclusive. I think both of
these problems are legitimate problems and I am glad that with
the gentleman's amendment this bill will address both. I thank
the gentleman for yielding.
Mr. Etheridge. Thank you, Mr. Chairman, and I yield back
the balance of my time.
Chairman Sensenbrenner. Further discussion on the Etheridge
Amendment?
[No response.]
Chairman Sensenbrenner. Hearing none, all those in favor of
the Etheridge Amendment signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment by the gentleman from North
Carolina is agreed to.
The next amendment on the roster is one by the gentleman
from Connecticut, Mr. Larson. For what purpose does he seek
recognition?
Mr. Larson. Mr. Chairman, I have an amendment at the desk.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment to H.R. 4271----
Mr. Larson. Mr. Chairman, I ask unanimous consent that the
amendment be considered as read.
Chairman Sensenbrenner. Without objection, so ordered. The
gentleman is recognized for five minutes.
Mr. Larson. Thank you very much, Mr. Chairman. Let me
start, first and foremost, by complimenting Mr. Ehlers and
Eddie Bernice Johnson on the incredible effort that they have
put forward. But the outreach on behalf of Mr. Ehlers has been
extraordinary. The kind of testimony that we have had an
opportunity to receive before this Committee has been very
thoughtful and provocative.
Let me get right to the chase. The amendment before you is
one that deals specifically in the area of evaluation and
assessment. It is my long-standing belief, both as a legislator
and as a former school teacher, that without appropriate
evaluation and without appropriate assessment, the best
intentions of programs can sometimes go astray. Therefore, this
specific amendment looks to focus on having the National
Science Foundation, modelled on a program that was put forward
by the American Association for the Advancement of Science,
look at specific areas in math and science and do the kind of
appropriate evaluation and assessment necessitated, not
interfering with local control, but making sure as we go
forward that the tools and instruments, especially the
textbooks that we're using are appropriate.
I had a conversation with Mr. Ehlers prior to the meeting.
He told me that there were some problematic concerns, they are
concerns that I believe can hopefully be worked out as we move
forward. And so I will, in the obligatory sense, withdraw the
amendment. I yield back the balance of my time and respectfully
withdraw the amendment.
Chairman Sensenbrenner. Without objection, the amendment is
withdrawn.
The next amendment on the roster is one by the gentleman
from Massachusetts, Mr. Capuano, who is not here because he is
testifying before the Rules Committee on legislation that is
scheduled to come to the Floor tomorrow.
And the amendment following the Capuano Amendment is an
amendment by the gentleman from North Carolina, Mr. Etheridge.
For what purpose does the gentleman seek recognition?
Mr. Etheridge. I have an amendment at the desk, Mr.
Chairman.
Chairman Sensenbrenner. The Clerk will report the
amendment.
The Clerk. Amendment offered by Mr. Capuano----
Chairman Sensenbrenner. No, it is Mr. Etheridge.
The Clerk. I am sorry. Excuse me.
Chairman Sensenbrenner. Number 10.
The Clerk. Amendment offered by Mr. Etheridge to the
amendment in the nature of a substitute----
Chairman Sensenbrenner. Without objection, the amendment is
considered as read and open for amendment at any point. The
gentleman from North Carolina is recognized for five minutes.
Mr. Etheridge. Thank you, Mr. Chairman, I will not take the
whole five minutes. I offer this amendment. I do plan to
withdraw it, but let me tell you why I am offering it so the
Committee will understand and I hope we can, with Mr. Ehlers'
help and yours, we can work on it as it moves along because I
think it is important as we look at reaching out and helping in
this whole area of providing quality science and math teachers
in our classroom, retaining and keeping them there, it is as
important how we do it that we do it. Because it is important
to make sure--what my amendment would do would have trainers of
trainers. Trained teachers are there, they are going to say let
them train other teachers because I think that reaches out and
gets the job done.
The reason I feel so strongly about that is we used it in
North Carolina for a lot of areas, and if you look at the
results, you will see that is one State where math and science
in the elementary grades have consistently gone up over the
last 8 to 10 years more than any other State in the Nation. Now
I realize it has some problems but I trust we can continue to
talk about it and hopefully be able to work something out
before the bill is finally adopted.
And with that, I withdraw the amendment at this time.
Chairman Sensenbrenner. The amendment is withdrawn.
Are there further amendments to the amendment in the nature
of a substitute by Mr. Ehlers of Michigan?
[No response.]
Chairman Sensenbrenner. Hearing none, the question is on
agreeing to the amendment in the nature of a substitute. All
those in favor will signify by saying aye.
[Chorus of ayes.]
Chairman Sensenbrenner. Opposed, no.
[No response.]
Chairman Sensenbrenner. The ayes appear to have it. The
ayes have it and the amendment in the nature of a substitute is
agreed to.
The Chair now recognizes the gentlewoman from Texas, Ms.
Johnson, to make a motion to report the bill favorably.
Ms. Johnson. Thank you, Mr. Chairman. I move that the
Committee favorably report H.R. 4271, as amended, to the House
with the recommendation that the bill as amended do pass. And
further, I move that the staff be instructed to prepared the
legislative report and make necessary technical and conforming
amendments, and that the Chairman take all necessary steps to
bring the bill before the House of Representatives for
consideration.
Chairman Sensenbrenner. You have heard the motion to report
the bill favorably. Is there any discussion on the motion?
[No response.]
Chairman Sensenbrenner. Hearing none, on motion of the
Chair, we will have a roll call vote. Those in favor will
signify by saying aye. Those opposed, no. And the Clerk will
call the roll.
The Clerk. Mr. Sensenbrenner.
Chairman Sensenbrenner. Aye.
The Clerk. Mr. Sensenbrenner votes yes. Mr. Boehlert.
Mr. Boehlert. Aye.
The Clerk. Mr. Boehlert votes yes. Mr. Smith of Texas.
No response.
The Clerk. Mrs. Morella.
Mrs. Morella. Aye.
The Clerk. Mrs. Morella votes yes. Mr. Weldon of
Pennsylvania.
No response.
The Clerk. Mr. Rohrabacher.
Mr. Rohrabacher. Saluting Mr. Ehlers, I vote yes.
The Clerk. Mr. Rohrabacher votes yes. Mr. Barton.
No response.
The Clerk. Mr. Calvert.
No response.
The Clerk. Mr. Smith of Michigan.
Mr. Smith of Michigan. Aye.
The Clerk. Mr. Smith votes yes. Mr. Bartlett.
No response.
The Clerk. Mr. Ehlers.
Mr. Ehlers. Ayes.
The Clerk. Mr. Ehlers votes yes. Mr. Weldon of Florida.
Mr. Weldon. Yes.
The Clerk. Mr. Weldon votes yes. Mr. Gutknecht.
Mr. Gutknecht. Yes.
The Clerk. Mr. Gutknecht votes yes. Mr. Ewing.
No response.
The Clerk. Mr. Cannon.
Mr. Cannon. Yes.
The Clerk. Mr. Cannon votes yes. Mr. Brady.
Mr. Brady. Yes.
The Clerk. Mr. Brady votes yes. Mr. Cook.
Mr. Cook. Aye.
The Clerk. Mr. Cook votes yes. Mr. Nethercutt.
Mr. Nethercutt. Aye.
The Clerk. Mr. Nethercutt votes yes. Mr. Lucas.
Mr. Lucas. Yes.
The Clerk. Mr. Lucas votes yes. Mr. Green.
Mr. Green. Yes.
The Clerk. Mr. Green votes yes. Mr. Kuykendall.
Mr. Kuykendall. Yes.
The Clerk. Mr. Kuykendall votes yes. Mr. Miller.
No response.
The Clerk. Mrs. Biggert.
Ms. Biggert. Aye.
The Clerk. Mrs. Biggert votes yes. Mr. Sanford.
No response.
The Clerk. Mr. Metcalf.
Mr. Metcalf. Aye.
The Clerk. Mr. Metcalf votes yes. Mr. Hall.
Mr. Hall. Yes.
The Clerk. Mr. Hall votes yes. Mr. Gordon.
Mr. Gordon. Yes.
The Clerk. Mr. Gordon votes yes. Mr. Costello.
Mr. Costello. Aye.
The Clerk. Mr. Costello votes yes. Mr. Barcia.
Mr. Barcia. Yes.
The Clerk. Mr. Barcia votes yes. Ms. Johnson.
Ms. Johnson. Yes.
The Clerk. Ms. Johnson votes yes. Ms. Woolsey.
Ms. Woolsey. Yes.
The Clerk. Ms. Woolsey votes yes. Ms. Rivers.
Ms. Rivers. Aye.
The Clerk. Ms. Rivers votes yes. Ms. Lofgren.
No response.
The Clerk. Mr. Doyle.
Mr. Doyle. Yes.
The Clerk. Mr. Doyle votes yes. Ms. Jackson-Lee.
No response.
The Clerk. Ms. Stabenow.
Ms. Stabenow. Yes.
The Clerk. Ms. Stabenow votes yes. Mr. Etheridge.
Mr. Etheridge. Yes.
The Clerk. Mr. Etheridge votes yes. Mr. Lampson.
Mr. Lampson. Yes.
The Clerk. Mr. Lampson votes yes. Mr. Larson.
Mr. Larson. Yes.
The Clerk. Mr. Larson votes yes. Mr. Udall.
Mr. Udall. Yes.
The Clerk. Mr. Udall votes yes. Mr. Wu.
Mr. Wu. Yes.
The Clerk. Mr. Wu votes yes. Mr. Weiner.
No response.
The Clerk. Mr. Capuano.
No response.
The Clerk. Mr. Baird.
Mr. Baird. Yes.
The Clerk. Mr. Baird votes yes. Mr. Hoeffel.
Mr. Hoeffel. Yes.
The Clerk. Mr. Hoeffel votes yes. Mr. Moore.
Mr. Moore. Yes.
The Clerk. Mr. Moore votes yes. Mr. Baca.
Mr. Baca. Yes.
The Clerk. Mr. Baca votes yes.
Chairman Sensenbrenner. Are there additional members in the
chamber that desire to cast their vote or change their vote?
The gentleman from Maryland, Mr. Bartlett.
Mr. Bartlett. Aye.
The Clerk. Mr. Bartlett votes yes.
Further members wishing to cast or change votes?
[No response.]
Chairman Sensenbrenner. If not, the Clerk will report.
The Clerk. Mr. Chairman, 36 yes. It is unanimous.
Chairman Sensenbrenner. The ayes have it. The bill is
reported favorably.
Without objection, members will have two subsequent
calendar days in which to submit supplemental, minority,
additional, or dissenting views on the measure.
Without objection, the bill will be reported in the form of
a single amendment in the nature of a substitute reflecting
amendments adopted today.
Without objection, pursuant to clause 1, Rule 22 of the
Rules of the House, the Committee authorizes the Chairman to
offer such motions as may be necessary in the House to go to
conference with the Senate on the bill just reported.
And without objection, these unanimous consents are agreed
to.
There being no further----
Mr. Smith of Michigan. Mr. Chairman.
Chairman Sensenbrenner. For what purpose----
Mr. Smith of Michigan. I would ask unanimous consent to
speak for one minute out of order.
Chairman Sensenbrenner. The gentleman is recognized for a
minute.
Mr. Smith of Michigan. Just a quick comment on the NSF
authorization bill. That bill, I am disappointed, was not taken
up. It is important that we move ahead with this bill. In that
legislation we increase funding for NSF, the National Science
Foundation, by 17 percent the first year, 4 percent for the
second, an additional 4 percent for the third, substantially
higher than the President's request. It is important that we
move ahead with this legislation. I am hopeful that we can work
out the differences and proceed with that authorizing
legislation.
Chairman Sensenbrenner. If the gentleman would yield.
Mr. Smith of Michigan. I would yield.
Chairman Sensenbrenner. The Chair is hopeful that we can
work out these differences, too. As everyone knows, it is the
Chair's policy to work out differences so we don't have a
partisan shoot-out in this Committee, particularly when all of
us support giving increased appropriations to the NSF. So I am
hopeful that we will be able to use this recess period to work
things out.
And again, the Committee stands adjourned.
[Whereupon, at 3:20 p.m., the committee was adjourned.]