[House Report 108-465]
[From the U.S. Government Publishing Office]
108th Congress Report
HOUSE OF REPRESENTATIVES
2d Session 108-465
======================================================================
CONGRESSIONAL MEDAL FOR OUTSTANDING CONTRIBUTIONS IN MATH AND SCIENCE
EDUCATION ACT OF 2004
_______
April 20, 2004.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed
_______
Mr. Boehlert, from the Committee on Science, submitted the following
R E P O R T
[To accompany H.R. 4030]
[Including cost estimate of the Congressional Budget Office]
The Committee on Science, to whom was referred the bill (H.R.
4030) to establish the Congressional Medal for Outstanding
Contributions in Math and Science Education program to
recognize private entities for their outstanding contributions
to elementary and secondary science, technology, engineering,
and mathematics education, 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.............................................2
III. Background and Need for the Legislation.........................2
IV. Summary of Hearing..............................................3
V. Committee Actions...............................................4
VI. Summary of Major Provisions of the Bill.........................4
VII. Section-by-Section Analysis (by Title and Section)..............5
VIII. Committee Views.................................................7
IX. Cost Estimate...................................................7
X. Congressional Budget Office Cost Estimate.......................8
XI. Compliance With Public Law 104-4 (Unfunded Mandates)............9
XII. Committee Oversight Findings and Recommendations................9
XIII. Statement on General Performance Goals and Objectives...........9
XIV. Constitutional Authority Statement..............................9
XV. Federal Advisory Committee Statement............................9
XVI. Congressional Accountability Act................................9
XVII. Statement on Preemption of State, Local, or Tribal Law..........9
XVIII.Changes in Existing Law Made by the Bill, as Reported...........9
XIX. Committee Recommendations......................................10
XX. Proceedings of the Subcommittee Markup.........................11
XXI. Proceedings of the Full Committee Markup.......................33
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 ``Congressional Medal for Outstanding
Contributions in Math and Science Education Act of 2004''.
SEC. 2. DEFINITIONS.
In this Act:
(1) Director.--The term ``Director'' means the Director of
the National Science Foundation.
(2) Elementary school and secondary school.--The terms
``elementary school'' and ``secondary school'' have the meaning
given those terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
II. Purpose of the Bill
The purpose of the bill is to establish a program at the
National Science Foundation to recognize outstanding private
sector contributions in science, technology, engineering and
mathematics education at the elementary and secondary school
levels.
III. Background and Need for the Legislation
There are clear indications that the U.S. educational
system is not equipped to help today's students meet the
demands of postsecondary education or the modern workplace. For
example, the most recent National Assessment for Educational
Progress found that 31 percent of 4th graders, 34 percent of
8th graders and 35 percent of 12th graders are unable to
demonstrate even partial mastery of the knowledge and skills
that are fundamental for proficient work in mathematics for
their age and grade. In addition, the 1999 Third International
Mathematics and Science Study found that U.S. students in their
final year of high school rank among the lowest achieving of
all participants, ahead of only Cyprus and South Africa.
As a result, many high school graduates are not prepared
for college-level work. In what they characterized as a ``lost
opportunity,'' the National Commission on the High School
Senior Year found that 70 percent of students enroll in college
immediately after high school, but more than a quarter require
remedial education in basic subjects like reading, mathematics
and writing. In addition, the study found that only 20-25
percent of graduating high school seniors complete enough upper
level mathematics classes to be able to continue their
education in science, technology, engineering or mathematics.
Even among those who intend to major in a science or
engineering field, one-third drop out of the program before
they complete their bachelor's degree.
Those with a high school diploma or its equivalency--and
those who leave high school short of completing the program--
are at an even greater disadvantage in the modern workplace. As
recently as two decades ago, a high school diploma was the
ticket to the middle class. Those days, and those jobs, are
disappearing from the U.S. employment landscape. Today, most
entry-level jobs require an understanding of increasingly
complex math and science applications. An automobile worker,
according to an industry-wide standard, needs to be able to
apply physics formulas to properly wire the electrical circuits
of a car. And janitors at a hospital often have to understand
bio-hazardous materials waste management. Yet, most employers
rate the performance of high school graduates in grammar and
spelling, reading, and the ability to apply and use science and
math as fair or poor.
The private sector is becoming more involved in education
reform. Businesses and other private entities are collaborating
with schools to integrate state-of-the-art applications of math
and science principles into curricula and to provide insight
into the work of scientists and engineers. Businesses have
begun to provide such services as teacher training, classroom
materials, field trips, guest lecturers, and opportunities to
participate in internships or job shadowing programs. For
schools, these relationships can result in additional funding
and equipment, and they can contribute to overall student
achievement. For businesses, they can improve employee morale,
build customer loyalty and ultimately provide a talent base for
the recruitment of future employees. And for students, private
sector involvement can improve attitudes about education and
provides math and science experience in a real-world context.
Private sector interest and involvement in these efforts is
growing. A 2000 study by the National Association of Partners
in Education, Inc. noted that the number and scope of school-
business partnerships have increased significantly in the past
12 years, with nearly 70 percent of all school districts
engaging in some form of relationship with the private sector.
IV. Summary of Hearing
On March 30, 2004, the Research Subcommittee of the
Committee on Science held a hearing to examine the benefits of
business involvement in science, technology, engineering and
mathematics education. Witnesses provided comments on and
recommendations for additions to H.R. 4030, Congressional Medal
for Outstanding Contributions in Math and Science Education Act
of 2004, introduced by Research Subcommittee Chairman Nick
Smith and Ranking Member Eddie Bernice Johnson on March 25,
2004. The Subcommittee heard testimony from Dr. Judith Ramaley,
Assistant Director for Education and Human Resources at the
National Science Foundation; Mr. Jay Engeln, Resident
Practitioner for Business-School Partnerships at the National
Association of Secondary School Principals; Mr. Torrence
Robinson, Director of Public Affairs at Texas Instruments; Ms.
Antoinette Bailey, Vice President of Community and Education
Relations at The Boeing Company; and Mr. Gus Krudwig, Co-
Founder of the Glou Factory, a non-profit youth education
center in Jackson, Michigan. Witnesses described their reasons
for getting involved in partnerships between schools and the
private sector, and they discussed the importance of private
sector involvement in efforts to inspire and to develop future
scientists, engineers and mathematicians.
V. Committee Actions
On March 25, 2004, Research Subcommittee Chairman Nick
Smith and Ranking Member Eddie Bernice Johnson introduced H.R.
4030, Congressional Medal for Outstanding Contributions to Math
and Science Education Act of 2004, a bill to establish a
program at the National Science Foundation to recognize and
disseminate information on outstanding private sector
contributions to science, technology, engineering, and
mathematics education.
The Research Subcommittee of the Committee on Science met
on March 30, 2004 to consider the bill. An amendment in the
nature of a substitute was offered by Chairman Smith, which
made technical changes to the bill and clarified that women and
minorities are included among those for whom evidence of
improved student achievement would be given priority
consideration. The amendment was adopted by voice vote.
Ms. Johnson moved that the Subcommittee report the bill,
H.R. 4030, as amended, to the full Committee, and moved to
instruct the staff to make technical and conforming amendments
and that the Chairman take all necessary steps to bring the
bill before the Committee on Science for consideration. With a
quorum present, the motion was agreed to by voice vote.
The Committee on Science met on March 31, 2004, to consider
the bill, as amended by the Subcommittee. An amendment in the
nature of a substitute was offered by Chairman Boehlert, which
made technical changes to the bill and added a new section to
amend NSF reporting requirements to stagger the release of two
statutorily required biennial reports unrelated to the program
established by H.R. 4030. The amendment was adopted by voice
vote.
Mr. Gordon moved that the Committee favorably report the
bill, H.R. 4030, as amended, to the House of Representatives
with the recommendation that the bill as amended do pass, and
that the staff be instructed to make technical and conforming
changes to the bill as amended and prepare the legislative
report and that the Chairman take all necessary steps to bring
the bill before the House for consideration. With a quorum
present, the motion was agreed to by a voice vote.
VI. Summary of Major Provisions of the Bill
Requires the Director of the National Science
Foundation to establish a Congressional Medal for Outstanding
Contributions in Math and Science Education program to
recognize outstanding private sector contributions in science,
technology, engineering and mathematics in elementary and
secondary schools, to encourage additional private sector
involvement in these areas, and to disseminate information
about Medal recipients.
Requires the Director to name up to 40 finalists
and up to 10 Medal recipients annually and to distribute
information on the Medal recipients broadly, including to
schools, private entities and the general public.
Limits eligibility for the Medal to private
entities that have worked (alone or in partnership with for-
profit or nonprofit entities) to help students, teachers,
administrators and other school staff to improve student
achievement in science, technology, engineering and mathematics
for at least two years.
Requires the Director to establish a system for
accepting applications. Requires applications to include at
least two letters of support. Requires the Director to give
priority consideration in selecting finalists and Medal
recipients to those with evidence of improved student
achievement, including improved achievement of women,
minorities and persons with disabilities.
Authorizes such sums as are necessary for carrying
out the Act, from within amounts already authorized by the
National Science Foundation Act of 2002.
VII. Section-by-Section Analysis (by Title and Section)
Sec. 1. Short title
``Congressional Medal for Outstanding Contributions in Math
and Science Education Act of 2004.''
Sec. 2. Definitions
Defines terms used in the text.
Sec. 3. Establishment of program
Requires the Director of the National Science Foundation to
establish a Congressional Medal for Outstanding Contributions
in Math and Science Education program, which shall be designed
to:
(1) Recognize private entities for outstanding
efforts supporting elementary and secondary schools in
improving student achievement in science, technology,
engineering, and mathematics;
(2) Encourage private entities to support elementary
and secondary schools to improve and underscore the
importance of science, technology, engineering, and
mathematics education; and
(3) Distribute information about the gold medal
recipients available to schools, institutions of higher
education, educators, parents, administrators,
policymakers, researchers, public and private entities,
and the general public.
Sec. 4. Medals
(a) Requires, within two years of enactment, the Director
to annually name finalists according to the following criteria:
(1) Not more than 20 private entities with more than
500 employees; and
(2) Not more than 20 private entities with 500 or
fewer employees.
Specifies that each finalist shall receive a citation
describing the basis for the entity achieving status as a
finalist.
(b) Requires, within two years of enactment, the Director
to annually award medals to employers who are among the
finalists in (a) according to the following criteria:
(1) Not more than 5 private entities with more than
500 employees; and
(2) Not more than 5 private entities with 500 or
fewer employees.
(c) Distribution of information
(1) Requires the Director to distribute information
about the Congressional Medal recipients to schools,
institutions of higher education, educators, parents,
administrators, policymakers, researchers, public and
private entities, and the general public; and
(2) Allows any entity that is a finalist or receives
a medal to use such information for advertising or
other publicity purposes.
Sec. 5. Eligibility
Makes any private entity that has, either alone or in
partnership with for-profit and/or nonprofit entities, assisted
students, teachers, administrators, or other support staff in
improving student achievement in science, technology,
engineering, and mathematics in a school or community eligible
to receive a medal. Requires the entity to be involved in a
sustained manner for at least two years with at least one
elementary or secondary school.
Sec. 6. Application
Requires the Director to establish a system for accepting
applications from entities seeking to be considered for the
medal. Requires applications to include at least two letters of
support, which may come from teachers, support staff,
administrators, professional or business organizations, local,
county, or State Departments of Education, and any other
categories of persons or organizations as designated by the
Director.
Sec. 7. Selection
Requires the Director to give priority consideration to
evidence of improved student achievement in selecting entities
to receive medals, including improved student achievement by
women, minorities and persons with disabilities. Requires the
Director to consider, in addition to any other criteria the
Director may establish:
(1) Evidence of innovative approaches to increase
interest by students in science, technology,
engineering, and mathematics by students, including
women, minorities, and persons with disabilities. One
such measure may be an increase in the number of
students enrolled in advanced courses related to such
fields;
(2) Evidence of employee interaction with students or
teachers to support and improve mathematics and science
learning;
(3) Evidence of success in positively influencing
student attitudes and promoting education and career
opportunities in science, technology, engineering, and
mathematics;
(4) Evidence of successful outreach to students,
parents, and the community regarding the importance of
mathematics and science education to the Nation's
prosperity, job creation, and standard of living, as
well as future earning potential for the individual;
and
(5) Evidence of a strong and sustained commitment to
the students and schools.
Sec. 8. Biennial report
Changes the deadline for completion of the National Science
Foundation report on women and minorities in science and
engineering from even-numbered years to odd-numbered years.
Sec. 9. Authorization of appropriations
For each of fiscal years 2005 through 2007, authorizes such
sums as are necessary for carrying out this Act, to be derived
from amounts authorized by the National Science Foundation
Authorization Act of 2002.
VIII. Committee Views
The purpose of the Act is to encourage more private sector
involvement with public schools. The Act seeks to accomplish
this through at least three means--by having the Federal
government recognize the value of private sector contributions;
by having the Federal government disseminate widely information
on successful collaborations; and by allowing winners of the
new Medal mention the award in advertisements and other
promotional materials.
With that in mind, the Committee expects the Director to
ensure, to the extent practicable, that awards recognize
collaborations in a wide range of school districts--large and
small, rich and poor, rural suburban and urban--and in a wide
range of geographic areas.
The Committee also expects the Director to commission a
design for the award that will reflect the prestige of these
awards. The Committee notes that the word ``Medal'' is not
meant to limit the design of the Award, whether it be a medal,
plaque, trophy or other object.
The Act allows awards to be given to private sector
entities whose collaboration is part of a Federal program, such
as the Math and Science Partnerships. However, the Committee
expects all applicants to demonstrate evidence of their own
contributions and commitment to the partnership effort.
The Act requires the Director to establish a system for
accepting applications, and it requires applicants to include
letters of support from two of several categories of persons
and organizations. The Committee expects these letters to come
from those with personal knowledge of or experience with the
private sector entity and the school. The Act also provides
general selection criteria, such as evidence of positively
influencing attitudes and promoting career opportunities in
science, technology, engineering and mathematics. While
additional criteria may be developed to aid in the selection of
finalists and Medal recipients, the Act requires priority
consideration for those applicants that demonstrate evidence of
improved student achievement. The legislation specifies that
improved achievement by traditionally underrepresented
students, such as women, minorities, and persons with
disabilities, is also to be considered in providing this
priority.
The Committee expects the Director to establish the
necessary processes and mechanisms to ensure the success of the
program, which may include workshops to develop the program
design, conferences to encourage collaboration between the
private sector and schools, and a national recognition ceremony
for Medal recipients.
IX. Cost Estimate
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 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, clause 3(c)(3).
H.R. 4030 does not contain new budget authority, credit
authority, or changes in revenues or tax expenditures. Assuming
that the sums authorized under the bill are appropriated, H.R.
4030 does not authorize additional discretionary spending, as
described in the Congressional Budget Office 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,
Washington, DC, April 8, 2004.
Hon. Sherwood L. Boehlert,
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. 4030, the
Congressional Medal for Outstanding Contributions in Math and
Science Education Act of 2004.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Kathleen
Gramp.
Sincerely,
Douglas Holtz-Eakin,
Director.
Enclosure.
H.R. 4030--Congressional Medal for Outstanding Contributions in Math
and Science Education Act of 2004
H.R. 4030 would establish a Congressional medal to be
awarded to private entities that have made significant
contributions to improving the achievements of elementary or
secondary students in science, technology, engineering, and
mathematics. Under the bill, a total of 10 medals would be
awarded annually by the National Science Foundation (NSF).
Funding for the program would be derived from amounts
authorized for NSF activities in the National Science
Foundation Authorization Act of 2002 (Public Law 107-368). That
act authorized appropriations of $7.4 billion for fiscal year
2005, $8.5 billion for 2006, and $9.8 billion for 2007.
CBO estimates that enacting H.R. 4030 would have no
significant budgetary impact and would not affect direct
spending or revenues. Under this bill, the amounts authorized
to be appropriated for NSF would remain at the levels specified
in Public Law 107-368, but the scope of the authorized
activities would be expanded to include the cost of
administering this new program. According to NSF, those costs
would be about $500,000 a year.
H.R. 4030 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act and
would not affect the budgets of state, local, and tribal
governments.
The CBO staff contact for this estimate is Kathleen Gramp.
This estimate was approved by Peter H. Fontaine, Deputy
Assistant Director for Budget Analysis.
XI. Compliance With Public Law 104-4 (Unfunded Mandates)
H.R. 4030 contains no unfunded mandates.
XII. Committee Oversight Findings and Recommendations
The Committee on Science's oversight findings and
recommendations are reflected in the body of this report.
XIII. Statement on General Performance Goals and Objectives
Pursuant to clause (3)(c) of House rule XIII, the goals of
H.R. 4030 are to, through the establishment of a Congressional
medal of recognition program, encourage businesses and other
private sector entities to work with elementary and secondary
schools to improve science, technology, engineering and
mathematics education, recognize outstanding private sector-
school relationships, and disseminate information on model
private sector-school relationships so that successful
strategies and techniques can be adopted more widely.
XIV. Constitutional Authority Statement
Article I, Section 8 of the Constitution of the United
States grants Congress the authority to enact H.R. 4030.
XV. Federal Advisory Committee Statement
H.R. 4030 does not establish or authorize the establishment
of any advisory committee.
XVI. Congressional Accountability Act
The Committee finds that H.R. 4030 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 the Bill, as Reported
In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
matter is printed in italic, existing law in which no change is
proposed is shown in roman):
SECTION 37 OF THE SCIENCE AND ENGINEERING EQUAL OPPORTUNITIES ACT
BIENNIAL REPORT
Sec. 37. (a) [By January 30, 1982, and biennially thereafter]
By January 30 of each odd-numbered year, the Director shall
simultaneously transmit a report to the Congress, the Attorney
General, the Director of the Office of Science and Technology
Policy, the Chairman of the Equal Employment Opportunity
Commission, the Director of the Office of Personnel Management,
the Secretary of Labor, the Secretary of Education, and the
Secretary of Health and Human Services.
* * * * * * *
XIX. Committee Recommendations
On March 31, 2004, a quorum being present, the Committee on
Science reported H.R. 4030, Congressional Medal for Outstanding
Contributions to Math and Science Education Act of 2004, as
amended by a voice vote, and recommended its enactment.
XX. PROCEEDINGS OF THE MARKUP BY THE SUBCOMMITTEE ON RESEARCH ON H.R.
4030, CONGRESSIONAL MEDAL FOR OUTSTANDING CONTRIBUTIONS IN MATH AND
SCIENCE EDUCATION ACT OF 2004
----------
TUESDAY, MARCH 30, 2004
House of Representatives,
Subcommittee on Research,
Committee on Science,
Washington, DC.
The Subcommittee met, pursuant to call, at 10:09 a.m., in
Room 2318 of the Rayburn House Office Building, Hon. Nick Smith
[Chairman of the Subcommittee] presiding.
Chairman Smith. Good morning. I would like to thank our
witnesses. The procedure this morning is that we will move
towards consideration of H.R. 4030 and then we will ask our
witnesses to give us their thoughts and ideas on the
cooperation of business and industry to help and support
science and math education in our K through 12 schools.
I ask unanimous consent for the authority to recess the
Subcommittee at any point, and without objection, it is so
ordered.
We will now consider H.R. 4030 and proceed with the opening
remarks.
[See Appendix for H.R. 4030 and Section-by-Section
Analysis.]
Chairman Smith. I would like to welcome everybody here
today for this Research Subcommittee markup of the
Congressional Medal for Outstanding Contributions in Math and
Science Education Act of 2004, which Congresswoman Johnson and
I introduced recently. The Congressional Medal is intended to
encourage companies to work with the K through 12 schools to
improve science and math education, but to also encourage by
recognizing those companies that do an exceptional job.
Business, industry, and other private groups have so much
to offer and so much to gain by helping to excite an interest
in students and keep that interest and ability burning as they
enter college or begin their careers. Many companies are
already doing a lot. In addition to recognizing their efforts,
H.R. 4030 requires the National Science Foundation to make
information about the award winners and what they are doing,
and that, then, becomes available to schools around the
country. This bill also creates separate categories of awards
for private entities with more than 500 employees and also
those with less than 500.
Everyone from large corporations and associations to small
manufacturers and community organizations has a role to play in
improving math and science education, and should be able to
receive the encouragement and recognition under this
legislation. H.R. 4030 establishes criteria that the National
Science Foundation shall consider in determining Medal
finalists and winners, including priority consideration for
evidence of improved student achievement in science and
technology and engineering or mathematics by the students. The
legislation also allows for the consideration of additional
criteria established by the Director of NSF.
[The prepared statement of Chairman Smith follows:]
Prepared Statement of Chairman Nick Smith
I'd like to welcome all of you here today for this Research
Subcommittee markup of H.R. 4030, the Congressional Medal for
Outstanding Contributions in Math and Science Education Act of 2004,
which Ranking Member Johnson and I introduced last week. The
Congressional Medal is intended to encourage companies to work with K-
12 schools to improve math and science education and recognize the
companies that do an exceptional job already.
Business, industry and other private groups have so much to offer
and so much to gain by helping to excite an interest in students and
keep that interest and ability burning as they enter college or begin
their careers. Many companies are already doing a lot. In addition to
recognizing their efforts, H.R. 4030 requires the National Science
Foundation to make information about award winners publicly available
so that examples of techniques and strategies can be utilized around
the country.
This bill also creates separate categories of awards for private
entities with more than 500 employees and those with 500 or less
employees. Everyone from large corporations and associations to small
manufacturers and community organizations has a role to play in
improving math and science education and should be able to receive
recognition for their efforts.
H.R. 4030 establishes criteria that NSF shall consider in
determining medal finalists and winners, including priority
consideration for evidence of improved student achievement in science,
technology, engineering, or mathematics by students. The legislation
also allows for the consideration of additional criteria established by
the Director of NSF.
The manager's amendment makes several technical corrections, and
includes language suggested by Ranking Member Johnson that I have
accepted ensuring that, in determining medal finalists and winners, NSF
give consideration to efforts that assist female and minority students.
I thank Ms. Johnson for her help with this amendment and encourage all
Members to vote for the amendment and final passage.
Chairman Smith. I would now recognize Ms. Johnson for five
minutes to present her opening remarks.
Ms. Johnson. Thank you very much, Mr. Chairman.
As the co-sponsor of this legislation, I speak in support
of this favorable consideration by the Research Subcommittee
today. The Subcommittee has a long history of support for
efforts to improve K through 12 math and science education. The
bill before the Subcommittee will help to mobilize greater
efforts by the private sector and helping our schools to
achieve the goal of higher achievement in math and science for
all students.
And I would like to commend you, Chairman Smith, for
originating the concept for the bill and in working with me in
a collegial way in developing the final product. In particular,
I appreciate your willingness to include language I propose in
the Manager's Amendment, which we will offer at the appropriate
time. My language simply emphasizes the importance of
recognizing private sector activities that increase the
participation and improve the achievement of women and
minorities in math and science.
This provision is consistent with this committee's long
interest in attracting the interest of and preparing all
segments of the population in math and science. This is
necessary if the Nation is to satisfy its demands for science
and technology workforce of the future, because the proportion
of minorities in the college-aged population is growing. And it
helps to ensure that all citizens will achieve a level of
technological literacy needed to function in the 21st century.
Mr. Chairman, I want to thank you for bringing H.R. 4030
before the Subcommittee for its consideration today, and I am
pleased to recommend the bill to my colleagues and seek their
approval for a favorable report of the legislation to the Full
Committee.
Thank you very much.
Chairman Smith. Thank you very much.
And without objection, all Members may place opening
statements in the record at this point in time, but Mr.
Gutknecht, Mr. Gingrey, Mr. Neugebauer, if you would like to
make a brief comment, you are certainly welcome to at this
time.
[The prepared statement of Mr. Honda follows:]
Prepared Statement of Representative Michael M. Honda
I thank Chairman Smith and Ranking Member Johnson for introducing
this legislation and holding this hearing and markup today.
In Silicon Valley, we have been fortunate to have companies
involved in K-12 education in a variety of ways for many years.
Contributions vary widely, ranging from the employees of individual
companies such as Xilinx who donate stock options to schools to
consortia of many companies and groups.
Industry Initiatives for Science and Math Education (IISME) was
founded by a consortium of Bay Area industries in partnership with the
University of California at Berkeley. IISME seeks to transform teaching
and learning through industry-education partnerships by focusing on
teachers as the primary agents for effecting change and offering a
number of professional development opportunities for professional
development for K-12 teachers.
Workforce Silicon Valley has brought together leading Silicon
Valley employers, represented by the Silicon Valley Manufacturing Group
(SVMG), with local K-12 districts, colleges and training organizations,
employers, parents, and community members, to narrow the gap between
the skills of Silicon Valley youth and the needs of high-performance
organizations.
The Resource Area for Teachers provides thousands of Bay Area
teachers and community groups with a wide range of interactive learning
materials, enhancing math, science, and technology programs. Materials
are surplus items donated by over 1,000 local businesses.
These examples represent only a small piece of the wide range of
ways that private sector entities can help to improve our K-12 science
education programs. All of these private entities have reasons to
engage in this activity, primarily philanthropy but often because they
recognize that it provides a benefit to them, in a more well-prepared
future workforce. I don't know that the recognition of a medal is going
to encourage more participation in such programs.
Current efforts are certainly worthy of commendation, but I wonder
whether it might be a better use of federal resources to work on
improving the K-12 system so that such programs would not be necessary.
However, if the medals program will successfully distribute information
about the efforts going on nationwide and help generate more efforts
like this, it may be worth the effort. At this hearing and markup, I
hope the witnesses will enlighten us on whether these medals will
actually encourage more of this kind of effort.
Chairman Smith. Mr. Gutknecht.
Mr. Gutknecht. Mr. Chairman, let me just thank you for
putting this bill together. And I think it is one that we
should move forward with. And hopefully all of our colleagues,
on both sides of the aisle, can agree that this is the kind of
thing that we need to encourage more of.
Mr. Gutknecht. I yield back.
Chairman Smith. Thank you.
Mr. Neugebauer.
Mr. Neugebauer. Yeah. Mr. Chairman, I also want to commend
you for introducing this bill. And I think it is important, and
I am a strong advocate of increasing and encouraging private
sector participation in education, and so I think this bill is
one of those tools that we can use to do that. And I thank you
for bringing this to the Committee this morning.
Chairman Smith. Thank you.
Mr. Gingrey.
Mr. Gingrey. Mr. Chairman, thank you. And I would like to
join my colleagues in commending you and Ms. Johnson for
bringing this bill. It is so important that we recognize the
strategic importance of math and science in both elementary,
primary, and secondary education. It is--you know, we are
concerned about jobs and the global economy in the 21st
century, and I don't think anything can help our job situation
better than preparing our youngsters with a strong, solid
background in math and science, so I commend you for this
legislation.
Chairman Smith. I ask unanimous consent that the bill is
considered as read and open to amendment at any point and that
the Members proceed with the amendments in order of the roster.
And without objection, it is so ordered.
[See Appendix for the Amendment Roster.]
Chairman Smith. The first amendment on the roster is an
amendment in the nature of a substitute offered by the Chair.
And so there is--that amendment is at the desk. And the Clerk,
excuse me, shall report the amendment.
The Clerk. Amendment in the nature of a substitute to H.R.
4030, offered by Mr. Smith of Michigan.
[See Appendix for the Amendment in the Nature of a
Substitute offered by Mr. Smith of Michigan.]
Chairman Smith. Again, if there is no objection, I would
move and ask for unanimous consent that the amendment be
considered read. And without objection, it is so ordered.
I recognize myself for five minutes or less.
And the Manager's Amendment makes several technical
corrections and includes language suggested by Ranking Member
Johnson, that I think is good language and is part of this
substitute, in determining that Medal finalists and winners,
NSF give consideration to efforts that assist female and
minority students.
And I thank Ms. Johnson for her help with this amendment
and encourage all Members to vote for this substitute and final
passage.
And with that, would the Ranking Member have any comments
on the substitute?
[No response.]
Chairman Smith. The motion is for its adoption. Without--if
there is no further----
Mr. Neugebauer. Mr. Chairman?
Chairman Smith. Yes.
Mr. Neugebauer. Where is that language that Ms. Johnson
offered? What--put in the substitute. I was looking through
here, and I am sure I am looking right over it, but I don't----
Chairman Smith. Page--what page is it, Dan? Let me know,
Dan, and everybody can know. I am sorry, I can't hear you. Page
4. The bottom of page 4.
Mr. Neugebauer. Mr. Chairman, I--it is not necessary. I--at
some point in time, I would like to see that language, but I
would assume that it is--make sure that it is very inclusive,
and that was----
Chairman Smith. Dan, can you have somebody on staff go
pursue it now? And we could have it by the end of the--they can
look that up. The question is on the adoption of the
substitute. All in favor, say aye. Those opposed, no. The ayes
have it, and the amendment in the nature of a substitute is
agreed to.
The question is now on the bill, H.R. 4030, Congressional
Medal for Outstanding Contributions in Math and Science
Education Act of 2004, as amended. Are--is there further
discussion, or are we ready to vote? All of those in favor will
say aye. Those opposed, say no. In the opinion of the Chair,
the ayes have it, and the motion in the nature of a substitute
is adopted.
I now recognize Ms. Johnson to offer a motion.
Ms. Johnson. Mr. Chairman, I move that the Subcommittee
favorably report the bill, H.R. 4030, as amended, to the Full
Committee. And further, I ask unanimous consent that the staff
be instructed to make all necessary technical and conforming
changes to the bill, as amended, in accordance with the
recommendations of the Subcommittee.
Chairman Smith. The question is now on the motion to report
the bill, as amended, favorably. And those in favor of the
motion will signify by saying aye. Those opposed, no. The ayes
appear to have it, and the resolution is favorably reported.
Without objection, the motion to reconsider is laid upon
the table. And this concludes our Subcommittee markup, and the
Chair declares the Subcommittee adjourned.
[Whereupon, at 10:18 a.m., the Subcommittee proceeded to
other business.]
Appendix:
----------
Amendment Roster, H.R. 4030, Section-by-Section Analysis
Section-by-Section Analysis of H.R. 4030,
Congressional Medal for Outstanding Contributions in Math and Science
Education Act of 2004
Sec. 1. Short Title.
``Congressional Medal for Outstanding Contributions in Math and
Science Education Act of 2004''
Sec. 2. Definitions.
Defines terms used in the text.
Sec. 3. Establishment of Program.
Requires the Director to establish a Congressional Medal for
Outstanding Contributions in Math and Science Education program, which
shall be designed to:
(1) recognize private entities for outstanding efforts
supporting elementary and secondary schools in improving
student achievement in science, technology, engineering, and
mathematics;
(2) encourage private entities to support elementary and
secondary schools to improve and underscore the importance of
science, technology, engineering, and mathematics education;
and
(3) distribute information about the gold medal recipients
available to schools, institutions of higher education,
educators, parents, administrators, policy-makers, researchers,
public and private entities, and the general public.
Sec. 4. Medals.
(a) Requires, within two years of enactment, the Director to annually
name finalists according to the following criteria:
(1) not more than 20 private entities with more than 500
employees; and
(2) not more than 20 private entities with 500 or fewer
employees.
Specifies that each finalist shall receive a citation describing
the basis for the entity achieving status as a finalist.
(b) Requires, within two years of enactment, the Director to annually
award medals to employers who are among the finalists in (a) according
to the following criteria:
(1) not more than 5 private entities with more than 500
employees; and
(2) not more than 5 private entities with 500 or fewer
employees.
(c) Distribution of Information.
(1) Requires the Director to distribute information about the
Congressional Medal recipients to schools, institutions of
higher education, educators, parents, administrators, policy-
makers, researchers, public and private entities, and the
general public.
(2) Allows any entity that is a finalist or receives a medal
to use such information for advertising or other publicity
purposes.
Sec. 5. Eligibility.
Makes any private entity that has, either alone or in partnership
with for-profit and/or non-profit entities, assisted students,
teachers, administrators, or other support staff in improving student
achievement in science, technology, engineering, and mathematics in a
school or community eligible to receive a medal. Requires the entity to
be involved in a sustained manner for at least two years with at least
one elementary or secondary school.
Sec. 6. Application.
Requires the Director to establish a system for accepting
applications from entities seeking to be considered for the medal.
Requires applications to include at least two letters of support, which
may come from teachers, support staff, administrators, professional or
business organizations, local, county, or State Departments of
Education, and any other categories of persons or organizations as
designated by the Director.
Sec. 7. Selection.
Requires the Director to give priority consideration to evidence of
improved student achievement in selecting entities to receive medals.
Requires the Director to consider, in addition to any other criteria
the Director may establish:
(1) Evidence of innovative approaches to increase interest by
students in science, technology, engineering, and mathematics
such as an increase in the number of students enrolled in
advanced courses related to such fields;
(2) Evidence of employee interaction with students or teachers
to support and improve mathematics and science learning;
(3) Evidence of success in positively influencing student
attitudes and promoting education and career opportunities in
science, technology, engineering, and mathematics;
(4) Evidence of successful outreach to students, parents, and
the community regarding the importance of mathematics and
science education to the Nation's prosperity, job creation, and
standard of living, as well as future earning potential for the
individual; and
(5) Evidence of a strong and sustained commitment to the
students and schools.
Sec. 8. Authorization of Appropriations.
For fiscal years 2005-2007, authorizes such sums as are necessary
for carrying out this act from amounts authorized by the National
Science Foundation Act of 2002.
XXI. PROCEEDINGS OF THE FULL COMMITTEE MARKUP ON H.R. 4030,
CONGRESSIONAL MEDAL FOR OUTSTANDING CONTRIBUTIONS IN MATH AND SCIENCE
EDUCATION ACT OF 2004
----------
WEDNESDAY, MARCH 31, 2004
House of Representatives,
Committee on Science,
Washington, DC.
The Committee met, pursuant to call, at 10:08 a.m., in Room
2318 of the Rayburn House Office Building, Hon. Sherwood L.
Boehlert [Chairman of the Committee] presiding.
Chairman Boehlert. I want to welcome everyone here this
morning. As usual, we are moving forward with bills that are
bipartisan. All right. Before I get to my more official
statement, as those of you know, the Committee on Science meets
today to consider the following measures. H.R. 3980, the
National Windstorm Impact Reduction Act of 2004, H.R. 4030,
Congressional Medal for Outstanding Contributions in Math and
Science Education of 2004, and H.R. 3970, the Green Chemistry
Research and Development Act of 2004, and in consultation with
Mr. Gordon, we agree that is the order we are going to proceed.
The first two should go relatively easily. We will have a
little more discussion on the Green Chemistry Bill, and we hope
by then to have more Members in attendance.
I ask unanimous consent for the authority to recess the
Committee at any point, and without objection, so ordered.
We will now proceed with the opening statements, and as I
said before I so rudely interrupted myself, welcome. As usual,
we are moving forward with bills that are bipartisan and
moderate. Bills that will help make a difference in people's
lives in very real ways. I am especially pleased that two of
the bills were introduced by freshmen Members, Dr. Gingrey and
Mr. Neugebauer. We hope that all of these bills will be able to
move through the House before the May recess, although the Wind
Bill, because it has a referral to another Committee, may be a
little bit longer. As is our practice, I am going to talk about
the bills now and let the sponsors describe them in greater
detail when we get to the markup of each bill.
I want to congratulate Mr. Neugebauer and Mr. Moore for
coming up with an affordable, targeted version of this Wind
Bill. Windstorms cause much loss of life and property. We need
a program for wind like the one we have for earthquakes that
targets federal R&D resources toward developing better ways for
buildings to better withstand windstorms. That is exactly what
this bill will create.
I want to congratulate Chairman Smith and Ms. Johnson on
their bill to create an award for businesses that help our
nation's schools. This is clearly an activity we want to see
increase, and this award will provide an additional incentive.
The bill was inspired in part by the very successful Baldrige
Award Program, which as we all know, emanated from this
committee.
I want to take most of my time this morning to talk about
Dr. Gingrey's Green Chemistry Bill because that is what this
morning's debate will focus on. First let me say that this bill
is exactly the kind of thing this committee should be doing;
making sure that federal R&D programs give enough attention to
important research that could advance national needs. The
Federal Government has long had a smattering of Green Chemistry
Programs, and even the Presidential Award, but we have lacked a
sustained focused priority effort in this important area. This
bill is designed to change that. The bill has attracted a
surprisingly large number of amendments. I take that as a sign
that we have hit on an important issue, one that has been
previously neglected. So the amendments in that sense are a
good sign.
Unfortunately, we are going to have to oppose these
amendments in their current form. Let me emphasize that. In
their current form, even though I always try to be open to
other ideas and to look for grounds for compromise. We may
reach some compromises this morning, and we will be offering
substitutes for some amendments so that we can get at least
some of the ideas behind them into the bill.
So what is wrong with the amendments? Well, the amendments
fall into three categories. Several aim to increase spending in
this bill. While I am sympathetic to the need to spend more in
this program, we have a fiscal crisis, and both sound policy
and sound politics dictate that we not make the program more
expensive, particularly here and now. Hopefully, we will be
able to spend more on green chemistry in later years.
The second category of amendment aims to elaborate on
activities already explicitly or implicitly permitted in the
bill. We don't want to weigh down the bill with very
prescriptive program language, but we are willing to go
somewhat farther than the introduced bill does in describing
what kinds of activities might be funded through the Green
Chemistry Program. I hope we can reach some agreement on these
amendments.
The third category of amendment is the most problematic.
These amendments would change the nature of this bill from one
focused on R&D, and that is where I think we need the focus, to
one that is more regulatory in nature. This bill's purpose is
straightforward and non-controversial. We are trying to create
an R&D program that will generate new ideas. If we add
regulatory or procurement provisions, this bill will become
controversial and will be referred to other Committees, and we
will have nothing to show for our efforts. I am sympathetic to
some of these ideas, but this bill is not the proper vehicle to
carry them forward.
If prompted by this bill, Members are now interested in
taking other actions related to green chemistry, and I hope
they will be, then they should introduce their own bills and we
can decide how to proceed on them. But we shouldn't be turning
an R&D bill into a complex and controversial procurement and
regulatory measure. That is contrary to our original basic
purpose, to focus on research and development. So I hope we can
have a collegial and productive markup today. I don't think
there is any controversy on the underlying bills. I am pleased
that the Members want to expand these bills further, but we
can't expand so much that they won't fit into the House
schedule. And when all is said and done, we have got to be more
than just a debating society for ideas. We have got to be a
committee that generates good ideas that earn the support of
our colleagues that get passed by the House, get passed by the
Senate, and get signed into law by the President.
I now recognize Mr. Gordon for his opening statement.
[The prepared statement of Chairman Boehlert follows:]
Prepared Statement of Chairman Sherwood Boehlert
March 31, 2004
I want to welcome everyone here for our markup this morning. As
usual, we are moving forward with bills that are bipartisan and
moderate--bills that will help make a difference in people's lives in
very real ways. I'm especially pleased that two of the bills were
introduced by freshman Members--Dr. Gingrey and Mr. Neugebauer. We hope
that all of these bills will be able to move through the House before
the May recess, although the wind bill must go to another committee.
As is our practice, I'm going to talk about the bills now and let
the sponsors describe them in greater detail when we get to the markup
of each bill.
I want to congratulate Mr. Neugebauer and Mr. Moore for coming up
with an affordable, targeted version of this wind bill. Windstorms
cause much avoidable loss of life and property. We need a program for
wind, like the one we have for earthquakes, that targets federal R&D
resources toward developing ways for buildings to better withstand
windstorms. That's exactly what this bill will create.
I want to congratulate Chairman Smith and Ms. Johnson on their bill
to create an award for businesses that help our nation's schools. This
is clearly an activity we want to see increase, and this award will
provide an additional incentive. The bill is inspired in part by the
very successful Baldrige Award program that this committee created.
I want to take most of my time this morning to talk about Dr.
Gingrey's green chemistry bill because that's what this morning's
debates will center on.
First let me say that this bill is exactly the kind of thing this
Committee should be doing--making sure that federal R&D programs give
enough attention to important research that could advance national
needs. The Federal Government has long had a smattering of green
chemistry programs and even a Presidential award, but we've lacked a
sustained, focused and priority effort in this important area. This
bill is designed to change that.
The bill has attracted a surprisingly large number of amendments. I
take that as a sign that we have hit on an important issue--one that
has been previously neglected. So the amendments, in that sense, are a
good sign.
Unfortunately, we are going to have to oppose these amendments in
their current form, even though I always try to be open to others'
ideas and to look for grounds for compromise. We may yet reach some
compromises this morning, and we will be offering substitutes for some
amendments so that we can get at least some of the ideas behind them
into the bill.
So what's wrong with the amendments? Well, the amendments fall into
three categories. Several aim to increase the spending in this bill.
While I'm sympathetic to the need to spend more on this program, we
have a fiscal crisis, and both sound policy and sound politics dictate
that we not make the program more expensive. Hopefully, we will be able
to spend more on green chemistry in later years.
The second category of amendment aims to elaborate on activities
already explicitly or implicitly permitted in the bill.
We don't want to weigh the bill down with very prescriptive program
language, but we are willing to go somewhat farther than the introduced
bill does in describing what kinds of activities might be funded
through the green chemistry program. I hope we can reach agreement on
these amendments.
The third category of amendment is the most problematic; these
amendments would change the nature of this bill from one focused on R&D
to one that is more regulatory in nature. This bill's purpose is
straight-forward and non-controversial; we're trying to create an R&D
program that will generate new ideas.
If we add regulatory or procurement provisions, this bill will
become controversial and will be referred to other committees, and we
will have nothing to show for our efforts. I'm sympathetic to some of
these ideas, but this bill is not the proper vehicle for them.
If, prompted by this bill, Members are now interested in taking
other actions related to green chemistry, then they should introduce
their own bills and we can decide how to proceed on them. But we
shouldn't be turning an R&D bill into a complex and controversial
procurement and regulatory measure. If this bill doesn't pass, there
will be fewer green chemistry ideas to get companies and the government
to implement.
So I hope we can have a collegial and productive markup today. I
don't think there is any controversy on the underlying bills. I'm
pleased that Members want to expand these bills further, but we can't
expand so much that they won't fit into the House schedule.
Mr. Gordon.
4Mr. Gordon. Thank you, Mr. Chairman. We on the Democratic
side are pleased that you have moved forward with these three
bills for consideration today. The National Windstorm Impact
Reduction Act of 2004 is patterned after legislation written by
Congressman Dennis Moore, the bill's chief sponsor. We all owe
a debt of gratitude to Congressman Moore for identifying the
need for a multi-agency Wind Hazard Reduction Program five and
a half years ago. He worked to reach consensus among the
agencies on the scope of such legislation. He founded the Wind
Caucus to promote the program, and he worked with the private
sector and the university community to make sure that the needs
of those will carry out the work reflected in the bill's
context or text.
Time is of the essence on this bill. Many of our districts
have been impacted by major windstorms since Mr. Moore began
this effort, and we are pleased that all of the major elements
of the Moore--the log bill can be found in the new Neugebauer-
Moore bill. Congressman Moore will go into greater detail on
this point later in the markup. It is regrettable though that
the proposed funding for the program had to be reduced so
dramatically to perhaps a quarter of what we are spending on
the problem of earthquake research. But the bill is still a
positive start.
In contrast, the Green Chemistry Research and Development
Act of 2004 has not had such a lengthy period of maturation. It
was introduced just 15 years ago--I mean 15 days ago, excuse
me, and was the subject of a single hearing the following day.
Our issue today is more than with what is not--is more what is
not in the bill than what is in the bill. In other words, the
bill is okay as a start, but it is not--does not go far enough
to promote the adoption of green chemistry. Several Democratic
Members on the Committee will offer amendments today in an
effort to expand the impact and importance of the underlying
legislation. Nearly all of these amendments are based on
testimony given at our hearing by witnesses earlier this month.
We hope the Chairman will be able to support many of these
amendments, which we will offer in a constructive spirit.
The final bill today, H.R. 4030, is non-controversial.
Congressman Smith has worked closely with Congresswoman Johnson
in perfecting the bill. We all agree with the purpose of
honoring private-sector organizations that make outstanding
contributions to strengthening science, mathematics, technology
engineering education in our schools.
Chairman Boehlert. Without objection, all Members may place
opening statements in the record at this point.
[The prepared statement of Mr. Honda follows:]
Prepared Statement of Representative Michael M. Honda
I thank Chairman Smith and Ranking Member Johnson for introducing
this legislation and holding this hearing and markup today.
In Silicon Valley, we have been fortunate to have companies
involved in K-12 education in a variety of ways for many years.
Contributions vary widely, ranging from the employees of individual
companies such as Xilinx who donate stock options to schools to
consortia of many companies and groups.
Industry Initiatives for Science and Math Education (IISME) was
founded by a consortium of Bay Area industries in partnership with the
University of California at Berkeley. IISME seeks to transform teaching
and learning through industry-education partnerships by focusing on
teachers as the primary agents for effecting change and offering a
number of professional development opportunities for professional
development for K-12 teachers.
Workforce Silicon Valley has brought together leading Silicon
Valley employers, represented by the Silicon Valley Manufacturing Group
(SVMG), with local K-12 districts, colleges and training organizations,
employers, parents, and community members, to narrow the gap between
the skills of Silicon Valley youth and the needs of high-performance
organizations.
The Resource Area for Teachers provides thousands of Bay Area
teachers and community groups with a wide range of interactive learning
materials, enhancing math, science, and technology programs. Materials
are surplus items donated by over 1,000 local businesses.
These examples represent only a small piece of the wide range of
ways that private sector entities can help to improve our K-12 science
education programs. All of these private entities have reasons to
engage in this activity, primarily philanthropy but often because they
recognize that it provides a benefit to them, in a more well-prepared
future workforce. I don't know that the recognition of a medal is going
to encourage more participation in such programs.
Current efforts are certainly worthy of commendation, but I wonder
whether it might be a better use of federal resources to work on
improving the K-12 system so that such programs would not be necessary.
However, if the medals program will successfully distribute information
about the efforts going on nationwide and help generate more efforts
like this, it may be worth the effort. At this hearing and markup, I
hope the witnesses will enlighten us on whether these medals will
actually encourage more of this kind of effort.
[The prepared statement of Mr. Davis follows:]
Prepared Statement of Representative Lincoln Davis
I would like to start by thanking the Chair and Ranking Member for
the opportunity to speak at today's markup.
There is bipartisan support among Members of the Science Committee
for efforts to encourage green chemistry, or the development of
materials and processes that are not harmful to people or the
environment. Research and building construction at the Oak Ridge
National Laboratory (ORNL) are shining examples of the good things that
happen when green chemistry approaches are put into practice.
ORNL continues to contribute to a range of scientific and
technological needs in green chemistry. New chemical approaches that
use benign carbon dioxide (CO2) instead of noxious
industrial solvents have been deployed commercially in new, safer dry
cleaning technologies. Researchers have also worked to develop methods
that result in decreased use of materials that are harmful to the
environment.
Even Oak Ridge buildings are getting ``green.'' The environmentally
friendly design off a new 370,000 square foot complex has netted ORNL a
2003 Excellence in Construction award from a major contractors
association. Developing methods and products that are good for the
environment is important. In the long run, it will save us untold sums
in energy saved and damage deterred. I am proud that Oak Ridge is
leading the way in green chemistry efforts and would encourage others
to follow its example.
I thank our distinguished Chair and Ranking Member for the
opportunity to speak this morning and yield back to the Chair.
[The prepared statement of Ms. Jackson Lee follows:]
Prepared Statement of Representative Sheila Jackson Lee
Mr. Chairman,
I rise in support of this excellent bill. I would like to commend
my colleague from Michigan, Congressman Smith, and my fellow colleague
from Texas, Congresswoman Eddie Bernice Johnson, for their leadership
on this issue.
It has been said that ``it takes a village to raise a child.'' This
bill captures that spirit by encouraging private entities to enhance
the educational experiences of our children in math and science.
This legislation will encourage partnerships between private sector
entities and K-12 schools to support activities to improve student
achievement in math and science by formally recognizing companies and
non-profit private sector organizations that have made substantial
efforts in this area.
Every year up to five private sector organizations with 500 or
fewer employees and to up to five organizations with more than 500
employees will be chosen through a competition administered by the
National Science Foundation. Companies and organizations that earn
awards will receive recognition in the form of a Congressional medal.
This is a small but symbolic gesture for good works by our nation's
profit and non-profit groups that have assisted our teachers in
improving student achievement in math, science, technology,
engineering, and mathematics.
Of course, this bill is not enough. We are in a budget crisis these
days and the Administration and many on the Hill seem to feel that we
can cut corners by slashing education programs. This is a penny wise
and a pound foolish. We must make meaningful investments in the future
of our children, through education funding that will have a positive
impact on our industries and our economy.
This bill encourages industry to become a partner in that important
job. That is good. But we must make sure that the Federal Government is
doing its share as well.
Thank you.
Mr. Smith of Michigan. Mr. Chairman, may I make a short
comment?
Chairman Boehlert. You certainly may, Chairman Smith.
Mr. Smith of Michigan. All of us here, in this committee
especially, have been looking at how we improve math and
science education, and maybe this is a small encouragement to
have private sectors more involved--in the private sector in--
by way of nonprofit organizations, by the way of business and
industry to do something that is going to be in their long-term
advantage, as well as the advantage of the United States to
improve and increase the education in math and science and the
number of students that are interested and can perform well.
This particular bill has no cost, but can be a stimulant to
hopefully have more companies participate in working with
schools and communities working with schools. And so I hope we
can approve the amendment of the Chairman that allows us to do
a technical change on alternating years for reports from the
National Science Foundation.
Chairman Boehlert. Thank you very much for the
intervention. Now here is what I would like to do, with the
indulgence of all my colleagues. We have three bills before us,
two of them I think there is almost unanimous agreement on. Let
us dispense with them immediately, and then focus our time and
attention on the Green Chemistry Bill, which has us all
interested, and we are coming from different perspectives. Is
that--do I see from a nod of the heads that that is a good
plan? Let us go. All right.
Chairman Boehlert. We will now consider the Bill H.R. 4030,
Congressional Medal for Outstanding Contributions in Math and
Science Education Act of 2004, and the Chair now yields five
minutes to Mr. Smith of Michigan, distinguished Chair of the
Subcommittee to introduce the bill. Mr. Smith?
Mr. Smith of Michigan. Mr. Chairman, is the bill properly
before us at this time?
Chairman Boehlert. It is.
Mr. Smith of Michigan. I support--the Chairman's amendment
to the bill is similar to the amendment that we just passed on
the other two bills, and I think we all support that amendment
requested by NSF. This legislation encourages the business and
industry sector and communities to work closer with schools in
supporting math and science education. I would be glad to
respond to any questions from--I yield to my colleagues for any
questions or comments, but with that, I think--it is supported
by NSF. We had an excellent hearing, with business and industry
supporting the legislation in Subcommittee, and I hope my
colleagues will join me in passing the bill.
Chairman Boehlert. Thank you so much, and as you have
pointed out so often, it is patterned after the Malcolm
Baldrige Award Program, which has proven to be one of the most
outstanding incentive programs ever developed by any Congress
anytime. The Chair recognizes Mr. Gordon.
Mr. Gordon. I yield to Ms. Johnson.
Chairman Boehlert. Ms. Johnson?
Ms. Johnson. Thank you very much, Mr. Chairman and Ranking
Member. As a co-sponsor of this legislation I speak in support
of favorable consideration by the Research Subcommittee today.
The bill will have mobilized greater efforts by the private
sector in helping our schools to achieve the goal of higher
achievement in math and science for all students, and I would
like to commend Chairman Smith for originating the concept for
the bill and in working with me in a collegiate way in
developing the final product, especially for inclusion of
language that emphasizes the importance of activities that
increase the participation and improve the achievement of women
and minorities in math and science.
This language helps satisfy demands for the science and
technology workforce for our growing college-aged minority
population, and it helps to ensure that all citizens will
achieve a level of technological literacy needed to function in
the 21st century.
Mr. Chairman, I want to thank you for bringing H.R. 4030
before the Committee for its consideration today, and I am
pleased to recommend the bill to my colleagues and seek their
approval to favorably report the legislation. Thank you.
Mr. Smith of Michigan. Mr. Chairman, to your left----
Chairman Boehlert. Yes?
Mr. Smith of Michigan. May I request that there be
unanimous consent to include at this point in the record my
complete explanation and statement on the bill?
[The prepared statement of Mr. Smith follows:]
Prepared Statement of Representative Nick Smith
H.R. 4030, the Congressional Medal for Outstanding Contributions in
Math and Science Education Act of 2004, is intended to encourage
companies to work with K-12 schools to improve math and science
education and recognize the companies that do an exceptional job
already.
Business, industry and other private groups have so much to offer
and so much to gain by helping to excite an interest in students and
keep that interest and ability burning as they enter college or begin
their careers. Many companies are already doing a lot. In addition to
recognizing their efforts, H.R. 4030 requires the National Science
Foundation to make information about award winners publicly available
so that examples of techniques and strategies can be utilized around
the country.
This bill also creates separate categories of awards for private
entities with more than 500 employees and those with 500 or less
employees. Everyone from large corporations to small manufacturers has
a role to play in improving math and science education and should be
able to receive recognition for their efforts.
H.R. 4030 establishes criteria that NSF shall consider in
determining medal finalists and winners, including priority
consideration for evidence of improved student achievement in science,
technology, engineering, or mathematics by students. The legislation
also allows for the consideration of additional criteria established by
the Director of NSF.
Yesterday, the Research Subcommittee favorably reported H.R. 4030
and I urge the Full Committee to do the same today.
Chairman Boehlert. I ask unanimous consent that the bill is
considered as read and open to amendment at any point, and that
the Members proceed with the amendments in the order of the
roster. And without objection, that is so ordered.
The first amendment on the roster is an amendment in the
nature of a substitute offered by the Chair. I ask unanimous
consent that the amendment in the nature of a substitute be
treated as original text for purposes of amendment of the five-
minute rule. I have an amendment at the desk, and the Clerk
shall report the amendment.
The Clerk. Amendment in the nature of a substitute to H.R.
4030 offered by Mr. Boehlert.
Chairman Boehlert. I ask unanimous consent to dispense with
the reading, and without objection, so ordered.
I yield myself such time as I might consume to discuss the
amendment. I recognize myself for such time as I might consume.
And just let me say before I proceed, I want to thank Ms.
Johnson particularly for the outstanding work and cooperation.
We really appreciate it. But then we thank you quite often for
your outstanding work on this Committee. Thank you.
This amendment is an amendment in the nature of a
substitute that amends H.R. 4030 to include the very minor
changes that were considered and passed by the Research
Subcommittee at a markup yesterday morning. It also makes small
technical corrections and includes, as does the other bills we
have considered--or are considering this morning, language
modifying the report deadlines for NSF's statutorily required
report on women and minorities in science and engineering. It
has been worked out with the minority and I urge all Members to
support it.
Is there any further discussion on the amendment in the
nature of a substitute? Are there any amendments to the
amendment in the nature of a substitute? Hearing none, the vote
occurs on the amendment in the nature of a substitute. All in
favor, say aye. Opposed, no. The ayes have it, and the
amendment in the nature of a substitute is agreed to.
The question is now on the bill H.R. 4030, Congressional
Medal for Outstanding Contributions in Math and Science
Education Act of 2004, as amended. All in favor, say aye. Those
opposed, say no. In the opinion of the Chair, the ayes have it.
I will now recognize Mr. Gordon for a motion.
Mr. Gordon. Mr. Chairman, I move that the Committee
favorably report H.R. 4030 as amended to the House, with the
recommendation that the bill, as amended, do pass. Furthermore,
I move that the staff be instructed to prepare the legislative
report and make necessary technical and conforming changes, and
that the Chairman take all necessary steps to bring the bill
before the House for consideration.
Chairman Boehlert. The question is on the motion to report
the bill, as amended, favorably. Those in favor of the motion
will signify by saying aye. Opposed, no. The ayes appear to
have it, and the resolution is favorably reported. Without
objection, the motion to reconsider is laid upon the table. I
move that Members have two subsequent calendar days in which to
submit supplemental minority or additional views on the
measure.
I move pursuant to Clause 1 of Rule 22 of the Rules of the
House of Representatives that the Committee authorizes the
Chairman to offer such motions as may be necessary in the House
to adopt and pass H.R. 4030 as amended, and to go to conference
with the Senate on H.R. 4030 or a similar bill. Without
objection, so ordered.
Chairman Boehlert. The Committee is recessed until 10:00
tomorrow morning.
[Whereupon, at 12:00 p.m., the Committee recessed, to
reconvene at 10:00 a.m. Thursday, April 1, 2004.]
Appendix:
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Amendment Roster, H.R. 4030, Section-by-Section Analysis
Section-by-Section Analysis of H.R. 4030,
Congressional Medal for Outstanding Contributions in Math and Science
Education Act of 2004
Sec. 1. Short Title.
``Congressional Medal for Outstanding Contributions in Math and
Science Education Act of 2004''
Sec. 2. Definitions.
Defines terms used in the text.
Sec. 3. Establishment of Program.
Requires the Director to establish a Congressional Medal for
Outstanding Contributions in Math and Science Education program, which
shall be designed to:
(1) recognize private entities for outstanding efforts
supporting elementary and secondary schools in improving
student achievement in science, technology, engineering, and
mathematics;
(2) encourage private entities to support elementary and
secondary schools to improve and underscore the importance of
science, technology, engineering, and mathematics education;
and
(3) distribute information about the gold medal recipients
available to schools, institutions of higher education,
educators, parents, administrators, policy-makers, researchers,
public and private entities, and the general public.
Sec. 4. Medals.
(a) Requires, within two years of enactment, the Director to annually
name finalists according to the following criteria:
(1) not more than 20 private entities with more than 500
employees; and
(2) not more than 20 private entities with 500 or fewer
employees.
Specifies that each finalist shall receive a citation describing
the basis for the entity achieving status as a finalist.
(b) Requires, within two years of enactment, the Director to annually
award medals to employers who are among the finalists in (a) according
to the following criteria:
(1) not more than 5 private entities with more than 500
employees; and
(2) not more than 5 private entities with 500 or fewer
employees.
(c) Distribution of Information.
(1) Requires the Director to distribute information about the
Congressional Medal recipients to schools, institutions of
higher education, educators, parents, administrators, policy-
makers, researchers, public and private entities, and the
general public.
(2) Allows any entity that is a finalist or receives a medal
to use such information for advertising or other publicity
purposes.
Sec. 5. Eligibility.
Makes any private entity that has, either alone or in partnership
with for-profit and/or non-profit entities, assisted students,
teachers, administrators, or other support staff in improving student
achievement in science, technology, engineering, and mathematics in a
school or community eligible to receive a medal. Requires the entity to
be involved in a sustained manner for at least two years with at least
one elementary or secondary school.
Sec. 6. Application.
Requires the Director to establish a system for accepting
applications from entities seeking to be considered for the medal.
Requires applications to include at least two letters of support, which
may come from teachers, support staff, administrators, professional or
business organizations, local, county, or State Departments of
Education, and any other categories of persons or organizations as
designated by the Director.
Sec. 7. Selection.
Requires the Director to give priority consideration to evidence of
improved student achievement in selecting entities to receive medals.
Requires the Director to consider, in addition to any other criteria
the Director may establish:
(1) Evidence of innovative approaches to increase interest by
students in science, technology, engineering, and mathematics
such as an increase in the number of students enrolled in
advanced courses related to such fields;
(2) Evidence of employee interaction with students or teachers
to support and improve mathematics and science learning;
(3) Evidence of success in positively influencing student
attitudes and promoting education and career opportunities in
science, technology, engineering, and mathematics;
(4) Evidence of successful outreach to students, parents, and
the community regarding the importance of mathematics and
science education to the Nation's prosperity, job creation, and
standard of living, as well as future earning potential for the
individual; and
(5) Evidence of a strong and sustained commitment to the
students and schools.
Sec. 8. Authorization of Appropriations.
For fiscal years 2005-2007, authorizes such sums as are necessary
for carrying out this act from amounts authorized by the National
Science Foundation Act of 2002.