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92–756PS 2004

H.R. 4030, CONGRESSIONAL MEDAL FOR

OUTSTANDING CONTRIBUTIONS IN MATH

AND SCIENCE EDUCATION ACT OF 2004

HEARING

BEFORE THE

SUBCOMMITTEE ON RESEARCH

COMMITTEE ON SCIENCE

HOUSE OF REPRESENTATIVES

ONE HUNDRED EIGHTH CONGRESS

SECOND SESSION

MARCH 30, 2004

Serial No. 108–52

Printed for the use of the Committee on Science

(

Available via the World Wide Web: http://www.house.gov/science

(II)

COMMITTEE ON SCIENCE

HON. SHERWOOD L. BOEHLERT, New York, Chairman

RALPH M. HALL, Texas

LAMAR S. SMITH, Texas

CURT WELDON, Pennsylvania

DANA ROHRABACHER, California

KEN CALVERT, California

NICK SMITH, Michigan

ROSCOE G. BARTLETT, Maryland

VERNON J. EHLERS, Michigan

GIL GUTKNECHT, Minnesota

GEORGE R. NETHERCUTT, JR.,

Washington

FRANK D. LUCAS, Oklahoma

JUDY BIGGERT, Illinois

WAYNE T. GILCHREST, Maryland

W. TODD AKIN, Missouri

TIMOTHY V. JOHNSON, Illinois

MELISSA A. HART, Pennsylvania

J. RANDY FORBES, Virginia

PHIL GINGREY, Georgia

ROB BISHOP, Utah

MICHAEL C. BURGESS, Texas

JO BONNER, Alabama

TOM FEENEY, Florida

RANDY NEUGEBAUER, Texas

VACANCY

BART GORDON, Tennessee

JERRY F. COSTELLO, Illinois

EDDIE BERNICE JOHNSON, Texas

LYNN C. WOOLSEY, California

NICK LAMPSON, Texas

JOHN B. LARSON, Connecticut

MARK UDALL, Colorado

DAVID WU, Oregon

MICHAEL M. HONDA, California

BRAD MILLER, North Carolina

LINCOLN DAVIS, Tennessee

SHEILA JACKSON LEE, Texas

ZOE LOFGREN, California

BRAD SHERMAN, California

BRIAN BAIRD, Washington

DENNIS MOORE, Kansas

ANTHONY D. WEINER, New York

JIM MATHESON, Utah

DENNIS A. CARDOZA, California

VACANCY

VACANCY

VACANCY

SUBCOMMITTEE ON RESEARCH

NICK SMITH, Michigan, Chairman

LAMAR S. SMITH, Texas

DANA ROHRABACHER, California

GIL GUTKNECHT, Minnesota

FRANK D. LUCAS, Oklahoma

W. TODD AKIN, Missouri

TIMOTHY V. JOHNSON, Illinois

MELISSA A. HART, Pennsylvania

PHIL GINGREY, Georgia

RANDY NEUGEBAUER, Texas

VACANCY

SHERWOOD L. BOEHLERT, New York

EDDIE BERNICE JOHNSON, Texas

MICHAEL M. HONDA, California

ZOE LOFGREN, California

DENNIS A. CARDOZA, California

BRAD SHERMAN, California

DENNIS MOORE, Kansas

JIM MATHESON, Utah

SHEILA JACKSON LEE, Texas

VACANCY

BART GORDON, Tennessee

DAN BYERS Subcommittee Staff Director

JIM WILSON Democratic Professional Staff Member

DAVID FINGER Professional Staff Member/Chairman’s Designee

ELIZABETH GROSSMAN, KARA HAAS Professional Staff Members

JAMES HAGUE Staff Assistant

(III)

C O N T E N T S

March 30, 2004

Page

Witness List ............................................................................................................. 2

Hearing Charter ...................................................................................................... 3

Opening Statements

Statement by Representative Nick Smith, Chairman, Subcommittee on Research, Committee on Science, U.S. House of Representatives ........................ 8

Written Statement ............................................................................................ 9

Statement by Representative Eddie Bernice Johnson, Ranking Member, Subcommittee on Research, Committee on Science, U.S. House of Representatives ....................................................................................................................... 9

Prepared Statement by Representative Michael Honda, Member, Subcommittee on Research, Committee on Science, U.S. House of Representatives ....................................................................................................................... 10

Witnesses:

Ms. Antoinette M. Bailey, Vice President, Community and Education Relations, Boeing Company

Oral Statement ................................................................................................. 12

Written Statement ............................................................................................ 14

Biography .......................................................................................................... 30

Financial Disclosure ......................................................................................... 31

Mr. Jay T. Engeln, Resident Practitioner for Business-School Partnerships,

National Association of Secondary School Principals

Oral Statement ................................................................................................. 32

Written Statement ............................................................................................ 34

Biography .......................................................................................................... 49

Financial Disclosure ......................................................................................... 50

Mr. Torrence H. Robinson, Director, Federal Affairs, Texas Instruments

Oral Statement ................................................................................................. 51

Written Statement ............................................................................................ 52

Biography .......................................................................................................... 56

Financial Disclosure ......................................................................................... 57

Dr. Judith A. Ramaley, Assistant Director, Education and Human Resources

Directorate, National Science Foundation

Oral Statement ................................................................................................. 58

Written Statement ............................................................................................ 59

Biography .......................................................................................................... 62

Mr. Gus A. Krudwig, Co-founder, The Glou Factory

Oral Statement ................................................................................................. 63

Written Statement ............................................................................................ 64

Biography .......................................................................................................... 91

Financial Disclosure ......................................................................................... 92

Discussion ................................................................................................................. 93

Appendix 1: Answers to Post-Hearing Questions

Ms. Antoinette M. Bailey, Vice President, Community and Education Relations, Boeing Company ........................................................................................ 106

Page

IV

Mr. Jay T. Engeln, Resident Practitioner for Business-School Partnerships,

National Association of Secondary School Principals ....................................... 107

Mr. Torrence H. Robinson, Director, Federal Affairs, Texas Instruments ......... 108

Dr. Judith A. Ramaley, Assistant Director, Education and Human Resources

Directorate, National Science Foundation ......................................................... 110

Mr. Gus A. Krudwig, Co-founder, The Glou Factory ............................................ 111

Appendix 2: Additional Material for the Record

H.R. 4030, Congressional Medal for Outstanding Contributions in Math and

Science Education Act of 2004 ............................................................................ 114

(1)

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 other business, at 10:20

a.m., in Room 2318 of the Rayburn House Office Building, Hon.

Nick Smith [Chairman of the Subcommittee] presiding.

2

3

HEARING CHARTER

SUBCOMMITTEE ON RESEARCH

COMMITTEE ON SCIENCE

U.S. HOUSE OF REPRESENTATIVES

H.R. 4030, Congressional Medal for

Outstanding Contributions in Math

and Science Education Act of 2004

TUESDAY, MARCH 30, 2004

10:00 A.M.–12:00 P.M.

2318 RAYBURN HOUSE OFFICE BUILDING

1. Purpose

On Tuesday, March 30, 2004, the Research Subcommittee of the Committee on

Science of the House of Representatives will hold a hearing to examine the benefits

of business involvement in math and science education and to consider H.R. 4030,

legislation to establish the ‘‘Congressional Medal for Outstanding Contributions in

Math and Science Education’’ program. The legislation seeks to recognize private entities for their outstanding contributions to K–12 science, technology, engineering

and mathematics education.

2. Witnesses

Dr. Judith Ramaley is the Assistant Director of the Education and Human Resources Directorate at the National Science Foundation (NSF). Prior to joining NSF

in 2001, Dr. Ramaley was President of the University of Vermont, and, before that,

Portland State University. At both universities, she held a full professorship in biology.

Mr. Jay Engeln is the Resident Practitioner for Business-School Partnerships at

the National Association of Secondary School Principals. Mr. Engeln has nearly thirty years of experience in public education in various positions at Colorado high

schools, including as principal of William J. Palmer High School in Colorado

Springs, where he initiated partnerships with more than 100 businesses. Mr.

Engeln also was a finalist for Colorado Teacher of the Year and a recipient of the

prestigious Kappa Delta Pi Award for outstanding contributions to education programs.

Mr. Torrence Robinson is the Director of Public Affairs for Texas Instruments,

where he is responsible for developing and implementing education initiatives. In

addition to his responsibilities at Texas Instruments, Mr. Robinson serves as Chair

of the Texas Technology Workforce Development Program Advisory Committee, a

committee of the Texas Higher Education Coordinating Board, and is a member of

the Greater Dallas Chamber’s Education Taskforce

Ms. Antoinette Bailey is the Vice President of Community and Education Relations at Boeing Company, where she is responsible for corporate charitable contributions, employee contributions, volunteerism, and external education funding and initiatives. Prior to the merger of Boeing and McDonnell Douglas, Ms. Bailey served

as Vice President of Community Relations of McDonnell Douglas and President of

the McDonnell Douglas Foundation.

Mr. Gus Krudwig is the co-founder of the Glou Factory in Jackson, Michigan. Established in 2000, the Glou Factory supports after-school, weekend, and summer enrichment programs for students in areas ranging from computer technology to woodworking.

3. Overarching Questions

The hearing will address the following overarching questions:

• What is the Administration’s position on H.R. 4030, the Congressional Medal

for Outstanding Contributions in Math and Science Education Act of 2004?

4

• Why should businesses get involved in education? And what role can they

play in ensuring that all students receive a high quality, world-class education?

• What are the results and benefits of business involvement in math and

science education for the employer and its employees, the school, teachers and

their students, and the community as a whole?

• What are the hallmarks of a successful partnership between schools and businesses? How is that success measured? And how are those successes shared

with other schools and businesses?

4. H.R. 4030, the Congressional Medal for Outstanding Contributions in

Math and Science Education Act of 2004

Congress, school administrators and teachers have grown to embrace private sector involvement in education, especially as it relates to math and science achievement. For that reason, there have been a number of initiatives at NSF to encourage

private sector involvement in education. For instance, until recently, 15 percent (approximately $35 million) of H–1B user fees were used to support K–12 activities involving private-public partnerships in education, including materials development,

student externships, and math and science teacher professional development. In addition, the Math and Science Partnerships Program created by the National Science

Foundation Authorization Act of 2002 (P.L. 107–296) sought to require at least half

of all partnerships funded under the program to involve businesses.

On March 25, 2004, Representative Nick Smith introduced H.R. 4030, the Congressional Medal for Outstanding Contributions in Math and Science Education. The

legislation seeks to recognize the outstanding contributions of private sector entities

in improving math and science achievement by establishing an award program at

the National Science Foundation.

5. Background

According to a 2000 study by the National Association of Partners in Education,

Inc., the number and scope of school-business partnerships has increased significantly in the past 12 years. Today, nearly 70 percent of all school districts now engage in some form of business partnership—an increase of 35 percent science 1990—

with businesses contributing an estimated $2.4 billion and 109 million volunteer

hours.

Student Achievement

The 2000 National Assessment of Educational Progress (NAEP) showed that large

numbers of U.S. students demonstrate a mastery of only rudimentary mathematics.

For example, 31 percent of 4th graders, 34 percent of 8th graders and 35 percent

of 12th graders scored below ‘‘basic,’’ meaning that the student failed to demonstrate

even partial mastery of the knowledge and skills that are fundamental for proficient

work at each grade level. Worse, the achievement gap in NAEP math scores between white and minority students has remained relatively unchanged since 1990,

with 68 percent of African-American 8th graders scoring below the basic level, compared to 23 percent of white students.

On international assessments, U.S. performance relative to other nations actually

declines with increased schooling. According to the most recent (1999) Third International Mathematics and Science Study (TIMSS), an assessment that evaluates the

math and science performance of 4th, 8th and 12th grade students from 42 different

countries, most U.S. children score above average in elementary school, but those

in 12th grade—including our most advanced students—rank among the lowest of all

participating countries, outperformed by nearly every industrialized nation and

ahead of only Cyprus and South Africa.

Although many parents and students believe that a high school diploma provides

adequate preparation for higher education and the world of work, recent surveys

found that most college students must take at least one remedial English or math

class before beginning standard coursework. And many employers rated the skills

of high school graduates in grammar, spelling writing and basic math as only ‘‘fair’’

or ‘‘poor.’’ Combined with the flat or declining enrollments of U.S. students in

science and engineering majors, many are concerned that too many of our students

enter the workforce with a low level of skills, making them most vulnerable to fluctuations in our knowledge-based economy and putting U.S. companies at a competitive disadvantage.

Workforce Projections

In February 2004, the Bureau of Labor Statistics (BLS) projected that by 2012,

the number of professional and high-skilled jobs will constitute 62 percent of all

5

jobs. This is not surprising, as nine of the 10 fastest growing occupations are in the

health and information technology industries.

Moreover, individuals, companies, and society in general benefit when all students

achieve challenging math and science standards. For example:

• One study at the University of Pennsylvania showed that a 10 percent (or

about one year) increase in the education level of a company’s workforce increased productivity by 8.6 percent, while a comparable increase in capital

equipment increased productivity by 3.4 percent. For non-manufacturing companies, the result was even higher—11 percent.

• A new study reports that math and science proficiency boosts earning power

by a remarkable margin. BLS figures show that, on average, 28-year-old

workers who tested in the top quartile of math skills on the National Assessment of Educational Progress earn 37 percent more than those in lower quartiles. A comparable advantage goes to those who test well in science.

In addition, one assessment of skills found that among the new basics for entry

level workers at Intel are one year each of chemistry, physics, and electronics, plus

a firm grasp of basic science. An entry-level automobile worker, according to an industry-wide standard, needs to be able to apply formulas from physics to properly

wire the electrical circuits of a car. And janitors at a hospital often have to understand bio-hazardous materials waste management. Yet, as noted by a 1998 report

authored by Representative Vernon Ehlers entitled, Unlocking Our Future, ‘‘There

appears to be a serious incongruity between the perceived utility of a degree in

science and engineering by potential students in the U.S. and the present and future need for those with training in our society.’’

Business Involvement in Education

Many businesses first decide to get involved in education primarily for philanthropic reasons, but they soon recognize a variety of distinct benefits from a meaningful relationship with a school or district. Although many businesses continue to

fund programs and donate equipment, many more are becoming to get involved in

activities ranging from tutoring and employee involvement programs to reform activities at the national, state and local level.

These relationships can boost student test scores, contribute to overall student

achievement and enhance the student experience. For businesses, there are many

different strategies they can employ. Some communicate workplace academic skill

requirements to schools, parents and students through guest lectures, involvement

on the school board or mentoring and tutoring programs for students. Others create

opportunities to expose students to the world of work through internship or job

shadowing programs. And still others encourage their employees, especially those

who are parents, to increase their involvement with local schools by providing release time to allow them to volunteer or to attend parent-teacher conferences.

From a human capital perspective, these relationships between a corporation and

a school can boost employee morale, earning the employer and its employees recognition as a ‘‘good neighbor.’’ In turn, this can improve overall employee satisfaction and proving employee satisfaction and productivity.

From a financial and community perspective, these relationships can provide a

revenue stream to schools while also building customer loyalty for the business. In

addition, school improvement can contribute to the economic health of the community. And the quality of a local school is, according to Money magazine, one of the

most important criteria considered by potential employees when considering whether to accept a job offer in a new city.

6

APPENDIX

SECTION-BY-SECTION ANALYSIS OF H.R. 4030, THE 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, 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 five private entities with more than 500 employees; and

(2) not more than five 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.

7

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 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.

8

Chairman SMITH. We will now proceed with the witnesses on the

bill.

Last year, during the consideration of legislation to authorize the

Math and Science Partnership program, I asked our witnesses to

consider how we encourage better math and science performance in

our students from kindergarten through the 12th grade. Some of

the—I said, to the extent that learning throughout your life, and

especially in math and science and engineering, is maybe more the

lighting of a fire than it is filling a container with knowledge, when

is the fire, if you will, started or lit with these young students?

Some suggested maybe it was when they were four years old, before they came to school. Some suggested maybe it was in kindergarten or the third grade. Some said even if that fire is lit and the

excitement is there, the flame can go out if you don’t have the kind

of qualified, good teachers in later years from seventh grade

through high school.

It seems to me that we need to do a better job of encouraging

and training students in science and math so that they, and the

United States, can be successful in the highly competitive job market that is emerging. And the way to maintain and increase our

standard of living is through innovation, technological advancement, and I add to that, hard work.

I just returned from China last month, and where I think we average maybe six hours and 52 minutes a day workday, they are

averaging 10 hours and 35 minutes in their workday. We sat down

with the Chinese that are now pushing science and math education

like they have seen accomplished in countries like India and Pakistan, where it becomes a priority, almost for every student. And as

we have seen with the results from the recent Third International

Math and Science Study, as well as evidence that we have seen in

our schools, it demonstrates in stark terms the need to improve

math and science achievement for all students.

And while the U.S. students are nearly first in the world in

science and above the international average in mathematics in

grade four, this predominance is short-lived. In fact, the longer

U.S. students are in school, the further they fall behind. By 12th

grade, U.S. students rank among the lowest of all participating

countries, only ahead of countries like Cypress and South Africa.

In response to this data, President Bush proposed the Math and

Science Partnership program as part of his comprehensive education reform initiative. This program was created to support partnerships between colleges and universities and elementary and secondary schools, but it also sought to challenge long held practice

and support innovative projects in math and science.

However, universities and colleges aren’t the only organizations

that partner with schools to improve K through 12 math and

science education, as our witnesses today will comment on. And in

those communities where business and industry have been more

aggressive in supporting their schools and helping with math and

science education to stimulate the sparking of the fire and to make

sure that that flame continues, there is significant difference with

those students and the achievement of those students.

As I mentioned before the markup, H.R. 4030 creates a Congressional Medal for private entities for outstanding contributions to

9

math and science education at the K through 12 schools. In addition to recognizing these efforts, the legislation requires the National Science Foundation to make information about award winners publicly available so that examples of techniques and strategies can be used around the country.

[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 hearing

on 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.

Last year, during the consideration of legislation to authorize the Math and

Science Partnership Program, I asked our witnesses to consider the following question: if education is more the lighting of a fire than filling a container with facts,

when is that fire lit for math and science and how do we keep it kindled?

They all had different answers. Some said third grade. Others said kindergarten.

Yet they all agreed that our greatest failure—and our greatest challenge—was that

too many children failed to experience the spark at all. As a result, too few received

the math and science education they deserved.

We need to do a better job of encouraging and training students in science and

math so that they and the United States can be successful in the highly competitive

job market that is emerging. The way to maintain and increase our standard of living is through innovation, technological advancement and hard work. Unfortunately,

our schools aren’t producing enough young people with the math and science skills

necessary to meet demand.

Results from the most recent Third International Math and Science Study

(TIMSS)—as well as evidence all around us—demonstrate in stark terms the need

to improve math and science achievement for all students. While U.S. students are

nearly first in the world in science and above the international average in mathematics in grade four, this predominance is short-lived. In fact, the longer U.S. students are in school, the farther they fall. By l2th grade, U.S. students rank among

the lowest of all participating countries and ahead of only Cyprus and South Africa.

In response to this data, President Bush proposed the Math and Science Partnership Program as part of his comprehensive education reform initiative. This program was created to support partnerships between colleges and universities and elementary and secondary schools but it also sought to challenge long held practices

and to support innovative projects in math and science.

However, universities and colleges aren’t the only organizations that partner with

schools to improve K–12 math and science education. As we will hear from our witnesses, businesses and other private entities understand the importance of investing

in math and science education today to produce a quality workforce in the future.

Private entities work with schools to improve education in a variety of ways.

As I mentioned before the markup, H.R. 4030 creates a Congressional Medal for

private entities for outstanding contributions to math and science education at K–

12 schools. In addition to recognizing these efforts, the legislation 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.

Chairman SMITH. In a moment, I will introduce our witnesses,

but now I will recognize Ranking Member Johnson for five minutes

to make her opening statement.

Ms. JOHNSON. Again, thank you, Mr. Chairman.

As the cosponsor of the legislation, I speak in support of its favorable consideration by the Research Subcommittee today. It is

very important that we meet to recognize the important contributions made by these individuals. Teachers improve the lives of children and their families and strive to give voice to their legitimate

professional, economic, and social aspirations to strengthen the institutions in which we work, to improve the quality of the services

we provide, to bring together all members to assist and support one

10

another, and to promote democracy, human rights, and freedom in

our union, in our nation, and throughout the world.

I believe that education must be our number one national priority. In fact, during my almost 30 years as a legislator, I have

fought to ensure that education is on top of the legislative agenda.

In 1974, Mr. Chairman, I carried my first legislation encouraging

more participation in the math and science by minorities and

women, and we are still struggling. Now it needs to be everyone.

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, and I look forward to hearing the witnesses.

[The prepared statement of Mr. Honda follows:]

PREPARED STATEMENT OF REPRESENTATIVE MICHAEL 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. Thank you.

And Congresswoman Johnson, we are going to have you introduce our Texas guests, but I will—going down the line, let me start

with Ms. Bailey.

Ms. Antoinette Bailey is the Vice President of Community and

Education Relations at the Boeing Company where she is responsible for corporate charitable contributions, employee contributions,

volunteerism, external education funding and initiatives, and prior

to the merging of Boeing and McDonnell Douglas, Ms. Bailey

11

served as Vice President of Community Relations of McDonnell

Douglas and President of the McDonnell Douglas Foundation. So

Ms. Bailey, welcome, and thank you for being here.

And our second witness, Mr. Engeln, is the Resident Practitioner

for Business-School Partnerships at the National Association of

Secondary School Principals. Mr. Engeln has nearly 30 years of experience in public education in various positions at Colorado high

schools, including as principal of the William J. Palmer High

School in Colorado Springs, where he initiated partnerships with

more than 100 businesses. Mr. Engeln also was a finalist for Colorado Teacher of the Year and a recipient of the prestigious Kappa

Delta Pi Award for outstanding contributions to education programs.

And now for your introduction, Ms. Johnson.

Ms. JOHNSON. Thank you very much, Mr. Chairman.

It is my pleasure to introduce our invited guest from Texas Instruments, Mr. Torrence Robinson. Mr. Robinson is a Director of

Public Affairs for Texas Instruments where he has focused on creating, promoting, and driving many of the company’s education initiatives. After college, Mr. Robinson entered the information technology industry in the area of sales and marketing. He currently

serves as Chair of the Texas Technology Workforce Development

Program Advisory Committee, a committee of the Texas Higher

Education Coordinating Board, and is a member of the Greater

Dallas Chamber’s Education Taskforce. He holds a Bachelor of

Science degree in Computer Science from the University of Maryland, and he was the recipient of the National Black Engineer of

the Year Award in the category of Corporate Promotion of Education of 2001 and is cofounder and advisor to the Infinity Project,

a national early college math and science based engineering and

technology initiative based at Southern Methodist University. I

thank him for agreeing to testify today, and we look forward to his

testimony.

Thank you, Mr. Chairman.

Chairman SMITH. Thank you. Our next witness is a dear friend

of this Committee, Dr. Judith Ramaley. And as I read through

some of your qualifications, I think it is good to note that the reason—one of the reasons, I think, that the National Science Foundation has been so successful and such a good leader in our efforts

for research and improving what we are doing in the efficient manner that we do is people with the kind of qualifications that you

have, Dr. Ramaley. Dr. Ramaley is the Assistant Director of the

Education and Human Resource Directorate at NSF. And prior to

joining NSF in 2001, Dr. Ramaley was President of the University

of Vermont, and before that, Portland State University. At both

universities, she also held a full professorship in biology. So welcome, Dr. Ramaley.

The fifth witness today is Mr. Gus Krudwig, a good friend from

Jackson, Michigan. He is the founder of the Glou Factory in Jackson, Michigan, established in the year 2000. The Glou Factory supports after-school, weekend, and summer enrichment programs for

students in areas ranging from computer technology to woodworking, and has been successful at bringing in companies and

businesses to support that effort.

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So ladies, gentlemen, welcome. And your total testimony will be

included in the record, and try to keep your testimony in the range

of five or six minutes. We will start with you, Ms. Bailey.

STATEMENT OF MS. ANTOINETTE M. BAILEY, VICE PRESIDENT, COMMUNITY AND EDUCATION RELATIONS, BOEING

COMPANY

Ms. BAILEY. Thank you, and good morning, Mr. Chairman and

Members of the Committee. I am delighted to have the opportunity

to speak with you this morning.

As was repeated earlier, my name is Antoinette Bailey, and I am

the Vice-President of Community and Education Relations for the

Boeing Company. I am pleased to share with you some insights on

the important issue of math and science education to the Boeing

Company.

As you are aware, and have well articulated in your presentation, a skilled workforce is critical to not only the success of technology companies, like the Boeing Company, but is just as critical

to the success of the U.S. economy into the future. As the global

economy has transformed over time from a rapid industrial expansion to the Cold War era, to the information age, and to what many

now refer to as the knowledge age, it is imperative that our educational system is aligned to meet that challenge of producing

qualified workers.

In the aviation industry, the desired attributes of our workers

have dramatically transformed. Boeing and other companies need

people with great math, science, reading, and communication skills

as well as a desire to constantly expand their horizons. We have

moved beyond the vocational and basic technical skills to systems

integration, working together, and leadership as the most important qualifications for our employees. The Nation’s entire educational system has to work together to ensure that our future

workforce is ready to work and the existing workforce has the opportunity to add new skills as necessary.

Boeing has long been committed to early childhood and K

through 12 education. Last year, we worked with education experts

from across the country to determine the most effective strategies

for our involvement in education. We took several deliberate steps

before refining our education strategy. Initially, we conducted an

environmental scan. What is really going on in the world of early

learning and K through 12 education and what are the facts, not

merely anecdotal stories? What are the experts telling us?

We consulted with not only academic experts, but also with others, such as people who are affiliated with the authorship of ‘‘No

Child Left Behind.’’ Here is what we heard, and this is critical information for us. There are actually two boxes that we paid attention to. The first had to do with the Boeing Company. One, we

needed to be introspective. We needed to understand our own

strengths and capabilities as a company. The other thing that was

important for us is we needed to begin to leverage our resources.

While spreading dollars and spreading employee involvement tends

to put the smile on the faces of communities, it does very little in

really making a significant impact in education. We also needed to

collaborate. It is impossible for us, as an industry and as a comVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00016 Fmt 6633 Sfmt 6601 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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pany, to singularly make the impact necessary in order to move our

educational system forward.

The second thing that we learned was in the other box, and that

had to do with what was important in terms of our investments.

Our investments needed to demonstrate that they were of extreme

quality and that they were measurable. They also needed to be

scalable. Being successful in one school or in one school district is

not enough. We need to be able to replicate success. And of course,

it needs to be sustainable. Once again, one time is not nearly sufficient.

Our strategy is to align and leverage our resources to support

systemic and continuous improvement in school systems and learning environments, concentrating on teacher effectiveness in literacy, math, and science. Our company’s involvement in this strategy begins with our leadership and includes every segment of our

employee population, no matter their professional role. We support

initiatives that fit this strategy across the country where our employees live and work.

I brought with me today an example of one of these programs,

and if you will look either to your left or to your right, you will see

the new wallpapering for your office here, and those are our

‘‘Forces of Flight’’ posters. Also attached is a teacher’s guide in

front of you. This unique program was developed with collaborative

efforts, and it is really fortuitous the development, which says to

us, as businesses, that opportunities are all around us for impacting student engagement in math and science. We actually have

leadership who are going into our school systems in various communities and taking with them a variety of things, but with minimal educational value.

Coming back to the table and taking a look at what could we do

as we were visiting classrooms, we were able to develop, along with

our engineers and the educational experts, what you see in front

of you, which is a series of posters that engage students and excite

them about the mystery of flight itself. This unique program,

again, was developed collaboratively with our engineers and with

the educational professionals. And more than 20,000 of these posters, along with the teacher’s guides, have been distributed to

schools in the U.S. and in some international locations. It is designed to meet the federal and multi-state standards in math and

science while teaching the students the marvels of flight.

This is just one program we are supporting at Boeing that, we

believe, enhances the math and science skills so very important to

the next generation of workers. One of our former leaders has well

articulated the requirement. Workers must be able to draw on a

solid core of knowledge and skills. They must be well grounded in

math and science, able to read and comprehend complex text, and

capable of writing clearly and cogently. This mastery is essential

to our future.

We applaud the efforts of all of those here today that are working innovatively to improve and highlight the importance of math

and science education in our nation’s schools. We are all reliant on

the future workforce to ensure our company’s success and ensure

not only our country is competitive, but a leader in the global economy.

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Once again, I would like to thank you for the opportunity to

speak here today.

[The prepared statement of Ms. Bailey follows:]

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BIOGRAPHY FOR ANTOINETTE M. BAILEY

Toni Bailey is responsible for all community and education relation’s activities at

The Boeing Company, including corporate charitable contributions, employee contributions, volunteerism and external education funding and initiatives.

Prior to the merger of Boeing and McDonnell Douglas in 1997, Bailey was Vice

President–Community Relations of McDonnell Douglas and President–McDonnell

Douglas Foundation. She previously served as Human Resource Division Director

for McDonnell Douglas Aerospace–East.

Bailey joined McDonnell Douglas in 1984 as an EEO representative and later led

the function. She then had increasing responsibilities that included human resource

management, employment, training and development. She later became the Division

Director for Human Resources and during her tenure in that discipline; she was also

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an adjunct professor at Florissant Valley Community College. Prior to joining

McDonnell Douglas, she worked as a counselor for the Hearing-Impaired for the

State of Missouri from 1980 to 1984.

Bailey received a Bachelor’s degree in philosophy from Southern Illinois University–Carbondale and a Master’s degree in guidance and counseling at Michigan

State University–East Lansing. She also completed post-graduate doctoral work in

the field of rehabilitation counseling at Michigan State University from 1973 to

1975. She was a National Institute of Mental Health Fellow while attending Michigan State University and has attended executive training at The Wharton School.

She has also been an executive in residence at Seattle University.

Bailey is President of the Board of Directors of the YWCA of Metropolitan St.

Louis, board member of The Chicago Foundation for Women, past Chairman of the

Contributions Committee of the Conference Board and a member of the Advisory

Council to the College of Business & Technology at Webster University. She is also

a member of the International Women’s Forum, the Missouri Women’s Forum and

the St. Louis Gateway Links.

Ms. Bailey has made numerous presentations nationally and internationally on

the subject of Corporate Citizenship and strategic philanthropy.

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Chairman SMITH. Thank you.

Mr. Engeln.

STATEMENT OF MR. JAY T. ENGELN, RESIDENT PRACTITIONER FOR BUSINESS-SCHOOL PARTNERSHIPS, NATIONAL

ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS

Mr. ENGELN. Thank you.

Across the Nation, from the smallest towns to the largest cities,

the quality of virtually every community is defined by the strength

of its public schools. While the most important ‘‘stakeholders’’ in

these schools are students and their parents, local employers and

national businesses have a vested interest in the success of schools

as well. School-business partnerships do not guarantee success.

Partnerships do, however, provide additional resources that support teachers in doing what they do best. They can enhance the

educational experience for students and afford learning opportunities that might not otherwise be available.

As Senator Lamar Alexander stated, ‘‘Partnerships between businesses and schools can significantly enhance the quality of education we are able to provide.’’ Statistics show that successful

school-business partnerships promote improved student achievement, reduce self-defeating behaviors amongst students, create better school environments, build stronger communities, and enhance

property values. School-business partnerships do help support programs that positively impact student achievement.

I couldn’t help but notice the quote on the wall behind you:

‘‘Where there is no vision, the people perish.’’ Well, Henry Ford

also stated, ‘‘Vision without funding is just a hallucination.’’ And as

I look at business partnerships, they are so critical in helping

schools see their educational vision become a reality.

School-business partnerships at William J. Palmer High School

in Colorado Springs directly related to math and science achievement involved companies and organizations, such as Texas Instruments, the American Cancer Society, Memorial Hospital, Colorado

College, Pikes Peak Medical Society, the American Red Cross, Richard Lightle Architects, Colorado Springs Utilities, Six Flags

Amusement Parks, Colorado Interstate Gas, The Coca-Cola Company, and the U.S. Forest Service to name a few. Partnership involvement included mentor programs, internships, guest speakers,

tutors, volunteers, motivational incentive programs, financial support for school programs, textbooks, equipment, supplies, on-site

professional development for staff, resources to send staff and students to conferences and workshops, support for extracurricular activities, and programs for at-risk students are also benefits realized

from the partnership relationships.

In addition to the partnership benefits just mentioned, science,

math, and engineering related contributions included partnering

with companies on science fair projects, donations of lab equipment

that exceeded what the school could afford to buy, support for students to attend national and international science fair competitions, use of sophisticated lab equipment for experiments, items

such as electron microscope, x-ray machines, gas chromatographs,

things we just don’t typically have in a high school, field studies

and opportunities for both students and teachers to attend semiVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00036 Fmt 6633 Sfmt 6601 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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nars or workshops on math and science related topics held at local

companies and colleges or universities.

Partnership relationships also provided students with an opportunity to better understand possible career options related to

science, math, and engineering. Seeing the relevancy of what is

done in school and applications to the world of work is a strong

motivator for students. Students actively explored career pathways

and selected courses of study accordingly, oftentimes with input

from mentors in their chosen field. There is clearly a need for a

well-educated workforce, and partnerships can, and do, help in

meeting this need.

I want to share with you some information from William J.

Palmer High School relative to what happened at our school over

a five-year period when we had over 110 business partnerships involved with the school. First of all, our dropout percentage rate decreased from 8.4 percent to 3.4 percent. Specifically, with minority

populations, the Hispanic dropout rate declined from 14.6 to five

percent, for Black students, from 12.9 to 3.9 percent. We also saw

behaviors change with students. We had over 3,000 referrals and

698 suspensions in ’95/’96. That dropped to 855 and 122. And during this time period, as the students wanted to attend our school,

enrollments increased. We actually went from 1,080 students to

2,017. So we almost doubled in size and still had that decrease in

referrals and suspensions. The honor roll also saw a significant increase, and this wasn’t an inflated statistic, because we also saw

that our test scores on the ACT and the SAT as well as state assessments went up accordingly.

A recent study done in October of last year by the Search Foundation also correlates with the data from Palmer High School and

also, I think, leads into some of the things that Ms. Bailey stated

about leadership being important, etc. What we saw is that self-defeating behaviors decreased. I won’t go into detail on this. If you

just glance at this, the column on the right where it is high—or on

the left, high exposure means there is more involvement in business partnership activity. Low exposure, less involvement. But we

saw a decrease in what are called risk behavior patterns, but more

importantly, if you go down here to the very bottom row and look

at the increase in the thriving outcomes on leadership, also value

and diversity and maintaining health, we also saw increases in

those areas.

And finally, when we get to the specifics of math and science and

reading, again, if you look at the column, the third one from the

right, that has to do with the high exposure to partnerships. We

saw improved reading, about 20 percent higher. Reading scores in

those not exposed to partnerships. Improved writing and improved

math skills. So the data—and this is very preliminary data. It is

the only research out there at this time showing that correlation

between school-business partnerships and involvement in partnership activities and academics.

Teachers also felt more appreciated for their efforts. Having additional resources available to them for programs that helped students was a plus. The business community becoming more involved

in our school fostered a positive atmosphere that carried over beVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00037 Fmt 6633 Sfmt 6601 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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yond the classroom walls. Teachers were energized by the community’s support for their educational endeavors.

Specifically related to science and math achievement, Palmer

High School saw improved test scores in math and science-related

areas. For the general student populations, students dominated

local, regional, and state science and math fair competitions, sending several students to national and international events. Test

scores on the ACT and SAT went up. And also, scholarships for

students going on to college increased significantly.

Ultimately, the bottom line is the better educated and prepared

students are for the future, the better it is for businesses and our

country. School-business partnerships in the areas of science, math,

and engineering can have a positive impact on the academic

achievement of students and provide them with the skills necessary

to meet the challenges of the future. Working together, schools and

businesses can achieve the extraordinary.

Thank you.

[The prepared statement of Mr. Engeln follows:]

PREPARED STATEMENT OF JAY T. ENGELN

Across the Nation, from the smallest towns to the largest cities, the quality of virtually every community is defined by the strength of its public schools. While the

most important ‘‘stakeholders’’ in these schools are students and their parents, local

employers and other businesses have a vested interest in the success of schools as

well. Challenged by budget shortfalls in the face of efforts to have all students meet

high standards, and recognizing the link between good schools, student achievement

and a prosperous economy, schools and businesses are now more ambitious and creative than ever before in their efforts to work together.

1. Why did William J. Palmer High School choose to initiate partnerships

with businesses in Colorado?

William J. Palmer High School is located in middle of downtown Colorado

Springs. The school was facing a multitude of problems including declining enrollment, poor image in the community, high dropout rates, a failure rate of 49 percent

in the ninth grade, dated facilities, high numbers of discipline referrals and suspensions, and a lack programs that demonstrated a clear relationship to future career

opportunities. If you purchased a home in the Palmer High School attendance area

it was not uncommon for realtors to share with potential buyers information about

how they could get a permit to attend a school other than Palmer. Virtually every

store in the downtown area had a sign in the window stating, ‘‘No more than two

Palmer students allowed in store at one time.’’

In addition to the above challenges, the school district had not been successful in

passing a bond issue in support of public schools for more than 25 years. The school

district and William J. Palmer High School were facing touch financial times resulting in the elimination of programs and lack of resources to provide the best possible

educational opportunities for student. During this same time period the downtown

business community was also experiencing an economic slump. Business was slow

and many stores were closing. People did not go downtown for shopping or dining.

In light of these problems, the staff members, students, parents, alumni and the

business community (especially the downtown businesses) were committed to supporting the school and providing resources that had a positive impact on student

achievement. We felt the school was a part of the downtown community and the

community was also a part of the school. Working together we saw many positive

changes take place in the school and in the downtown business community. In fact

there was an article in the Denver Post describing the truly symbiotic relationship

between Palmer High School and the downtown businesses and highlighted the

unique role the school played in the renaissance of the downtown area as well as

the impact the business community had on the many positive changes in the school.

School/business partnerships were indeed a key element school’s transformation. As

a direct result of support from the many business partners, the school was able to

keep programs in place that had a positive impact on student achievement.

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2. How did your partners contribute to education, and math and science

achievement in particular? What were the benefits of this involvement

in education for your school, your teachers and your students? Did these

partnerships have broader community impacts?

Partners Contribution to Education

As principal at William J. Palmer High School, both my staff and I initiated partnerships with Colorado College, the University of Colorado, Pikes Peak Community

College, non-profit organizations and Colorado Springs business entities resulting in

strong community support for educational and extra-curricular activities. More than

100 businesses and/or organizations were in place as partners with the school. A

unique aspect of the school’s involvement with the local business community was

working with the Board of Directors of Downtown Colorado Springs, Inc., a consortium of Colorado Springs businesses that were committed to improving the downtown environment. Partnership involvement included mentor programs, internships,

guest speakers, tutors, senior volunteers, motivational/incentive programs and financial support for the school’s programs. Textbooks, equipment, supplies, on-site

professional development for staff, resources to send staff and students to conferences and workshops, support for extra-curricular activities and programs for atrisk students are just a few of the benefits realized from partnership relationships.

Partnerships directly related to math and science achievement involved companies

and organizations such as Hewlett Packard, Texas Instruments, The American Cancer Society, Memorial Hospital, Penrose Hospital, the Pikes Peak Medical Society,

The American Red Cross, Richard Lightle Architects, Colorado Springs Utilities, Six

Flags, Colorado Interstate Gas, the Colorado Springs Automobile Dealers Association, The Coca-Cola Company and the U.S. Forest Service. In addition to the partnership benefits mentioned above science/math/engineering related contributions included partnering with companies on science fair projects, donations of lab equipment that exceeded what the school could afford to buy, support for students to attend national and international science fair competitions, use of sophisticated lab

equipment for experiments (ire. electron microscope, x-ray machine, gas

chromatographs), and opportunities for both students and teachers to attend seminars/workshops and science related topics held at local companies and colleges/universities.

Benefits for School, Teachers and Students

School/business partnerships do not guarantee success. Partnerships do however

provide additional resources that support teachers in doing what they do best. As

Senator Lamar Alexander stated, ‘‘Partnerships between business and schools can

significantly enhance the quality of education we are able to provide.’’ Statistics

show that successful school/business partnerships can:

Promote improved student achievement

Reduce self-defeating behaviors amongst students

Create better school environments

Build stronger communities

Enhance property values

School/Business partnerships do help support programs that positively impact student achievement.

As documented in the accompanying graphs covering a five-year period, the overall benefits for Palmer High School were significant. Instead of a declining enrollment, the school grew from 1,080 students to 2,017. The dropout rate decreased

(14.6 percent to five percent for Hispanic students, 12.9 percent to 3.9 percent for

Black students), the number of discipline referrals decreased from 3,157 to 855, the

number of suspensions decreased from 699 to 122, and the number of students on

the honor roll (3.25 GPA or higher) increased from 29.8 percent to 45.6 percent.

Teachers felt more appreciated for their efforts. Having additional resources available to them for programs that helped students was a plus. The business community

becoming more involved in our school as well as our school becoming more involved

in the community fostered a positive atmosphere that carried over beyond the classroom walls. Teachers were energized by the community support for their educational endeavors with students.

Students likewise appreciated the business involvement. They felt that people

cared about them as individuals. Feeling embraced by the community impacted

their behavior and their academic achievement. The entire atmosphere of the school

and the downtown community began to change. Within a year all of the signs limiting the number of Palmer students allowed in a store came down.

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Specifically related to science and math achievement, Palmer High School dominated local, regional and state science fair and math competitions, sending several

students to national and international events. The school’s test scores were consistently among the highest of any public or private school in southern Colorado and

the amount of scholarship dollars for students going on to college increased significantly.

Broader Community Impact

Across the Nation, the quality of virtually every community is defined by the

strength of its public schools. As mentioned earlier in this document, the impact of

partnerships on the local community was noteworthy. The downtown business community began to flourish and the overall atmosphere changed for the better. The

community’s image of Palmer students and the school changed for the better. Students were now welcomed into business establishments.

Not only did the environment improve but the Board of Realtors reported the

largest increase in property values for the Colorado Springs region was the attendance area served by Palmer High School. Not only were the partnerships good for

the school, they were also good for business and property owners. Better schools do

contribute to the economic health of a community.

3. What are the hallmarks of a successful partnership between schools and

businesses? How do you measure that success? And how are those successes shared with other schools and businesses?

Hallmarks of Successful Partnerships

The Council of Corporate and School Partnerships conducted research with the

National Association of Partners in Education to gather data from the field. Seeking

out individuals currently engaged in business and school partnerships, more than

300 school administrators were interviewed, as well as business executives at more

than 50 companies. These individuals helped identify what worked for them, what

was important to them, and challenges they faced.

The Council then translated the findings into four themes and then ultimately

into the eight Guiding Principles for School and Business Partnerships. Using the

research data, the Guiding Principles for Business and School Partnerships were developed to help partners work together. A copy of the Guiding Principles for Business and School Partnerships booklet is provided for the members of the committee.

The Guiding Principles for Business and School Partnerships are designed to help

educators and business leaders face educational challenges be developing relationships that support mutual goals, and offer long-term, sustainable benefits for students and schools. Recognizing that the needs and interests of various businesses

are as widely diverse as the needs of small, large, urban, suburban and rural

schools and school systems, the Guiding Principles were developed to be a framework for structuring partnerships, as opposed to a prescription for partnership particulars.

The eight guiding principles are:

1) School-Business partnerships must be built on shared values and philosophies.

2) Partnerships should be defined by mutually beneficial goals and objectives.

3) Partnership activities should be integrated into the school and business cultures.

4) Partnerships should be driven by a clear management process and structure.

5) Partnerships should define specific, measurable outcomes.

6) Partnerships should have support at the highest level within the business

and school and concurrence at all levels.

7) Partnerships should include internal and external communication plans,

which clearly illustrate expectations of all parties.

8) Partnerships should be developed with clear definitions of success for all parties.

Measures of Success

The success of a partnership can be evaluated in a multitude of ways. The goals

and the objectives developed as part of the partnership process should be the focus

of assessment. Partnerships should be guided by a collaborative agreement on outcomes, benchmarks and measures of progress. The partners should communicate

regularly about the intended and actual outcomes of all partnership activities. There

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countability needs. Use of this information whenever possible eliminates the need

to duplicate efforts. Also data used for tracking student attendance and discipline

referrals can be used. The are other partnerships assessment tools available on the

Council for Corporate and School Partnerships website at

www.corpschoolpartners.org and the National Association of Secondary School Principals website www.principals.org. A Self-Assessment Tool for Partnership Improvement is also included in the How-To Guide for School-Business Partnerships developed by the Council for Corporate and School Partnerships.

Sharing Partnership Success Stories

Schools and businesses must be proactive in sharing their successes relative to

school-business partnerships. It is important that superintendents, principals, school

board, CEOs and managers share partnerships successes both internally and externally on a regular basis. Allow opportunities for private and public recognition of

partnership success. Share the good news!

Sharing Successes With Other School and Businesses

Workshops and/or presentations for school and business leaders are one way to

share information about what works and work doesn’t work relative to school/business partnerships. Equally important is sharing information about successful partnerships and providing schools and businesses with the tools to help them establish

true partnerships—relationships that build upon shared understanding of the values that support mutual needs.

Sharing the Guiding Principles for Business and School Partnerships and the

How-To Guide for School-Business Partnerships with educational and business leaders can serve as a foundation upon which to build relationships that support mutual

goals and offer long-term, sustainable benefits for students, schools and communities. Through the development of school-business partnerships, communities

would see added value to their school environment and ultimately additional support for the educational mission of the school.

4. How can we encourage more businesses and their employees to partner

successfully with struggling schools? How would a national recognition

and information dissemination program, as envisioned by H.R. XXXX,

help?

Encourage Partnering With Struggling Schools

Recent research conducted by the National Association of Partners in Education

in conjunction with the Search Institute shows a positive relationship between student involvement in partnerships activities and success in school. Not only does the

research show a trend toward improved achievement, but also a reduction in ‘‘Risk

Behaviors’’ such as alcohol use and discipline problems at school. An increase in

‘‘Thriving Outcomes’’ was also noted in behaviors related to health habits, valuing

diversity and demonstrating leadership. The data from Palmer High School mirrors

the results of the Search Institute.

Improved student achievement, reduction in self-defeating behaviors and an increase in positive outcomes should be incentive for increased business involvement.

Ultimately, the bottom line is the better educated and prepared students are the

better it is for businesses and our country. Working together we can achieve the extraordinary!

National Recognition Program

As mentioned earlier, sharing information about successful partnerships helps

other schools and businesses see the positive impact of school/business partnerships.

Recognition programs do help get the word out to others and gives schools and/or

businesses potential models and/or contacts to use in setting up their own partnership programs.

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BIOGRAPHY FOR JAY T. ENGELN

Jay Engeln of Colorado Springs, Colorado serves as the NASSP Resident Practitioner for Business–School Partnerships. During his twenty-eight years in public

education, Engeln served as principal of Mountain Vista High School in Highlands

Ranch, Colorado (two years), William J. Palmer High School in Colorado Springs

(seven years), and assistant principal at Coronado High School in Colorado Springs

(four years). In addition he taught science for fifteen years and coached soccer and

hockey. He received the U.S. West Outstanding Teacher Award, was a finalist for

Colorado Teacher of the Year and twice nominated by the Colorado Department of

Education for the President’s Award for Excellence in Teaching Science and Math.

He received the Kappa Delta Pi Award from the Colorado College Education Department for outstanding contributions to education programs. In 1999, he was selected

as the Colorado Principal of the Year and in 2000 the NASSP/MetLife National

Principal of the Year. In addition to achievements in education, Engeln was twice

named the Colorado Soccer Coach of the Year and in 1985 selected as the National

High School Soccer Coach of the Year.

As principal at William J. Palmer High School, Engeln and his staff initiated

partnerships with Colorado College, the University of Colorado, Pikes Peak Community College, and numerous Colorado Springs business entities resulting in strong

community support for educational and extra-curricular activities. More than 100

businesses were in place as partners with the school. A unique aspect of Engeln’s

involvement with the local business community was working with the Board of Directors of Downtown Colorado Springs, Inc., a consortium of Colorado Springs businesses that were committed to improving the downtown environment. Partnership

involvement included mentor programs, guest speakers, tutors, senior volunteers,

motivational programs and financial support for the school’s programs. As a direct

result of support from the many business partners, the school was able to keep programs in place that had a positive impact on student achievement. Engeln was invited to speak at the White House Conference on Teenagers to share ideas related

to success of business and community involvement in the school.

Engeln recently completed a term as President of the 15,000 member National

Soccer Coaches Association of America. His responsibilities focused on facilitating

the growth and development of programs supporting soccer coaches of all age groups

(youth–collegiate) in the United States. Business partnership programs he personally initiated and implemented, such as the Taos Pueblo Soccer Project and the

Santa Fe Indian School Project, have been featured in the Soccer Journal as well

as televised on the Sports Channel and ESPN.

Engeln feels that the challenges we are facing in education are immense and how

we address these critical issues will have a significant impact on our country for

years to come. Educators today face some of the most challenging conditions ever

encountered in the history of our profession. In light of these many challenges, one

thing becomes very clear—schools cannot do it alone.

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Chairman SMITH. Thank you.

Mr. Robinson.

STATEMENT OF MR. TORRENCE H. ROBINSON, DIRECTOR,

FEDERAL AFFAIRS, TEXAS INSTRUMENTS

Mr. ROBINSON. Good morning, Mr. Chairman, Congresswoman

Johnson, and Members of the Subcommittee. Again, my name is

Torrence Robinson, and I am Director of Public Affairs for Texas

Instruments. I am pleased to comment on the legislation to honor

outstanding contributions in K–12 math and science education and

to talk about TI’s perspective on it.

First, I would like to commend the Committee for all its work

over the last several years to improve math and science education

and to excite more children to embrace these disciplines. America’s

economic and national security depends upon the future scientists,

engineers, and mathematicians that will keep us on the competitive edge.

Texas Instruments supports the Committee’s efforts to acknowledge those private entities that provide exemplary contributions to

K–12 math and science education. In doing this, you have an excellent opportunity to highlight and disseminate effective programs

and also align philanthropic and for-profit efforts toward a common

objective. Increasingly, companies are seeking out and supporting

programs that are effective and yield real results. This legislation

can help push this effort to a higher level.

Now my written testimony includes a few suggestions for narrowing and strengthening the criteria for recognizing programs. We

are pleased that the criteria give priority consideration to those

programs with evidence of improved student achievement. That

must be the ultimate goal.

The importance TI places on K–12 math and science is due in

part to our corporate culture and the changing skills and education

required of our technical workforce. Today, the majority of TI’s investment in higher education is directed to research or the development of a technical workforce in science, technology, engineering,

and mathematics. But we also recognize that in order to support

long-term growth and improved competitiveness, it is critical that

we invest in the K–12 education pipeline. And we have been doing

so for many years.

TI hires employees with a variety of skills, but our needs are

evolving. Semiconductor manufacturing has migrated from an era

of placing a high value on manual dexterity on the assembly line

to one of mental dexterity on the clean room floor. We are expecting more knowledge and skills of manufacturing specialists, technicians, and our engineers.

In our K–12 activities, we look to promote educational improvement by developing and supporting programs that yield measurable results and that can be replicated elsewhere. I have highlighted one for discussion today. The Infinity Project is a math and

science-rich engineering curriculum for high school students created in collaboration with the Institute for Engineering Education

at Southern Methodist University and TI. It is changing student

attitudes towards math, science, and engineering by exciting students about real-world technology applications that are relevant to

52

their lives: applications such as cell phones, MP3 players, the digital special effects that you see in movies, and much more. This

full-year curriculum is helping both students and teachers answer

that age-old question, ‘‘Why do I need to learn this math?’’ By linking fundamental math concepts found in algebra II to cool applications, students are better prepared and motivated to pursue higher

level math and science courses and consider engineering and technical degrees.

A hallmark of the program’s early success has been the open

communication between Infinity Project staff and classroom teachers in the development and implementation of the curriculum. It is

that give and take that has provided a deep understanding of student, teacher, principal, and district administrator needs.

The Infinity Project is in its third year and has been introduced

in several schools across Texas and in 19 other states. Early data

indicates that 65 percent of the students who complete the course

say they are interested in pursuing engineering in the future. But

nationally, only two percent of the graduating high school population goes on to receive an engineering degree. We hope that Infinity will help boost those numbers. A more detailed, multi-year assessment of the program and its impact on student achievement

and post-secondary technical discipline enrollment rates will begin

in the fall of 2004.

Again, I want to commend the Committee for its tireless work in

support of math and science excellence, and at the appropriate opportunity, I would be glad to answer any questions that you have.

[The prepared statement of Mr. Robinson follows:]

PREPARED STATEMENT OF TORRENCE H. ROBINSON

Good morning Mr. Chairman, Congresswoman Johnson and Members of the Subcommittee; my name is Torrence Robinson and I am Director of Public Affairs for

Texas Instruments. I am pleased to be here today to comment on the Congressional

Medal for Outstanding Contributions in Math and Science Education Act and to talk

about TI’s perspective on K–12 math and science education.

First, I’d like to commend this committee for all its work over the last several

years to improve math and science education in the United States and to excite

more children to embrace and explore these disciplines of study. As you well know,

America’s economic and national security is inextricably linked to our technological

advancement. And that advancement depends on educating the future scientists, engineers and mathematicians that will develop the new tools, designs and manufacturing and information systems that will secure and promote America’s competitive

edge.

Congressional Medal for Outstanding Contributions to Math and Science

Texas Instruments supports the Committee’s efforts to acknowledge those companies and organizations that provide exemplary contributions to K–12 math and

science education. In doing this, you have an excellent opportunity not only to highlight and help disseminate effective programs, but also to help align both philanthropic and for-profit efforts toward a common objective. Companies are driven by

results in almost everything we do, but when it comes to philanthropic giving, the

business community is still in an evolutionary mode. Increasingly companies are

trying to seek out and support those programs that are effective and yield real results, while moving away from those programs that may not meet the bar. This legislation can help push that effort to a higher level.

We are very pleased that the proposed legislation contemplates recognizing a

small number of programs annually, as we believe that will drive excellence and

promote recognition of only the best.

We are also pleased that the selection criteria give priority consideration to those

programs with evidence of improved student achievement. That must be the ultimate goal.

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We applaud those provisions that require real metrics, such as a demonstration

of increased interest by students in science, technology, engineering and mathematics as evidenced by an increase in the number of students enrolled in advanced

courses related to such fields. Metrics that merely present numbers of students,

teachers or employees who are touched/involved in these disciplines or that focus

on ‘‘soft outcomes’’ are not sufficient.

In that vein, we would like to suggest other criteria that we feel would help this

program be a catalyst for excellence:

1. Require that the program demonstrate how it supports and/or builds upon

state standards in mathematics and/or science. Programs that do not support

or enhance state standards can be a distraction to schools trying to comply

with the requirements of No Child Left Behind, particularly in low performing schools. Mike Moses, the Superintendent of Schools for the Dallas

Independent School District calls unaligned programs ‘‘random acts of kindness’’ that while well-intentioned, do not move the ball any closer to the ultimate goal.

2. Require programs that involve professional development to tie into the No

Child Left Behind requirement ensuring that teachers are highly qualified.

Study after study demonstrates that teacher quality is a key determinant of

student success. Private sector efforts should support that goal.

3. Require that programs be replicable and identify the key elements for successful implementation.

4. Require that the recognized programs show at least three years of sustainable results.

5. Strengthen the criteria around employee interaction with students and

teachers to ensure some demonstrable result, i.e., increased test scores, students taking tougher courses, etc.

6. Require that programs that promote career awareness show clear linkages

to standards and to demonstrable results.

America is at a crossroads, both in terms of how it responds to the competitive

pressures of a worldwide economy and in terms of the focus and priority it gives

to ensuring that all students are prepared with the math, science and literacy skills

needed to succeed in that economy. Business, government and the academic establishments need to work together, now more than ever, to ensure that we are achieving the right goals and that we are equipping our children with the world-class education they need. This legislation can be an effective tool in aligning private sector

resources around this objective.

Texas Instruments and K–12 Education

The importance TI places on K–12 math and science education is due in part to

our corporate culture and to the changing skills and levels of education we require

of our technical workforce. TI Founders understood the need for highly skilled engineering talent to support the company’s growth and competitiveness. As a result

they founded what later became the University of Texas at Dallas in 1961 to help

supply the North Texas region and the company with Master’s level graduates in

engineering. Today the vast majority of our investment in higher education is directed toward research or the development of a technical workforce in science, technology, engineering and mathematics.

Our hiring challenges and our involvement in public policy at the local, state and

national levels, however, made it clear to us that in order to support long-term

growth and improve our competitiveness in a worldwide marketplace it was imperative that we invest in the K–12 education pipeline. And we have been doing so now

for many years. In addition to the direct benefit of providing a highly qualified

workforce, TI believes that having a high quality education system helps to

strengthen the overall quality of life in our plant site communities.

TI hires employees with skills at different levels, but our needs are evolving.

Semiconductor manufacturing has migrated from the era of placing a high value on

manual dexterity on the assembly line to one of mental dexterity on the clean room

floor. A TI manufacturing specialist must have a basic knowledge of math and

science skills. Our technicians must have an associates’ degree in semiconductor

manufacturing technology and pass a comprehensive test that covers basic electronics, applied physics and basic chemistry.

In addition, because of the continuing complexity of the design process and other

technological advances, more is expected from engineering graduates in terms of the

breadth of their engineering coursework exposure and experiences at all levels of

higher education—BS, MS and Ph.D.

54

In our K–12 activities we look to create opportunities for educational improvement

by developing and supporting programs that yield measurable results and that can

be replicated elsewhere. I have highlighted two for discussion today:

The Infinity Project [SM] is a math and science-rich engineering curriculum for

high school students created in collaboration between the Institute for Engineering

Education at Southern Methodist University and TI. It is achieving success by helping change student attitudes towards math, science and engineering by exciting students about real world technology applications that are relevant to their lives, such

as cell phones, MP3 players, digital special effects in movies and much more. This

full-year curriculum is helping both students and teaches answer the age-old question, ‘‘Why do I need to learn this math?’’ By linking fundamental mathematical

concepts found in Algebra 2 (like polynomials and matrices) to the fascinating and

cool applications, students are better prepared and motivated to pursue higher level

math and science courses and to consider pursuing engineering and technical degrees.

A hallmark of the program’s early success has been the open communication between the Infinity Project and classroom teachers as the curriculum was developed

and as it continues to be implemented. That two-way ‘‘give and take’’ has provided

a deep understanding of student, teacher, principal and district administrator

needs.

The Infinity Project is in its third year and has been introduced in several schools

across Texas and in 19 other states. Early data indicates that 65 percent of the students who complete the course say they are interested in pursuing engineering in

the future. Nationally only two percent of the graduating high school population

goes on to receive an engineering degree. We hope that Infinity will help boost those

numbers. A more detailed, multi-year qualitative assessment of the program and its

impact on student achievement and post-secondary technical discipline enrollment

rates will begin in the fall 2004.

Advanced Placement Strategies, Inc. is a non-profit organization that works

with Texas schools and the private sector to plan and manage Advanced Placement

(AP) and Pre-AP incentive programs for teachers, students and schools. The program was created by the O’Donnell Foundation and is currently supported by the

Texas Instruments Foundation and others. The program is designed to encourage

students to take more rigorous college-level course work in high school, which prepares them for success in post-secondary education, as well as high-tech careers.

The program provides financial incentives to teachers and students that are based

upon achieving academic results, namely passing the AP test. Other program components include Pre-AP teacher preparation and support; student support, including

tutoring, prep sessions and summer academies; and student exam fees for AP and

PSAT exams.

As a result of the AP Incentive program operated in the Dallas Independent

School District, the 10 DISD Incentive Schools have seen the number of passing

scores for all students in math and science grow 786 percent from pre-incentive program levels (from 71 students passing in 1995 to 629 passing in 2003).

55

In addition the number of passing scores for African-American and Hispanic students in math, science and English has grown 1493 percent from pre-incentive program levels (29 students passing in 1995 to 462 in 2003).

It is no secret which academic coursework is needed to develop the background

that good engineers need to compete in the global marketplace. Engineers require

extensive K–12 instruction in mathematics, science and technology, in particular,

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courses such as Algebra 2, calculus, physics, computer science, English, and if they

can find it, an actual course in engineering. It is through these academic experiences that students become proficient in thinking critically, solving problems and

communicating effectively.

TI engages in a number of other programs in our communities to advance educational excellence. And our graphing technology business, which is well known in

middle and high school classrooms, also gears its professional development activities

toward achieving results. The discipline of the No Child Left Behind Act and its requirement for evidence of effectiveness in raising student achievement has been an

important tool in focusing schools, teachers, students and businesses on meeting

that objective.

Again, I want to commend the Committee for its tireless work in support of math

and science excellence. I am happy to answer any questions you might have.

BIOGRAPHY FOR TORRENCE H. ROBINSON

Torrence Robinson is a Director of Public Affairs for Texas Instruments where he

is focused on crafting, promoting, and driving many of the company’s education initiatives. After receiving his BS degree in computer science from the University of

Maryland, College Park, Torrence entered the information technology industry in

the area of sales and marketing. Subsequently, his focus migrated toward building

programs that impacted engineering education and research as the TI Worldwide

Digital Signal Processor (DSP) University Program Manager. He currently serves as

Chair of the Texas Technology Workforce Development Program Advisory Committee, a committee of the Texas Higher Education Coordinating Board and is a

member of the Greater Dallas Chamber’s Education Taskforce. Torrence was recipient of the national Black Engineer of the Year Award in the category of Corporate

Promotion of Education in 2001 and is Co-founder and advisor to the Infinity

Project—a national early college math- and science-based engineering & technology

initiative based at Southern Methodist University.

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Chairman SMITH. Mr. Robinson, thank you.

And Dr. Ramaley.

STATEMENT OF DR. JUDITH A. RAMALEY, ASSISTANT DIRECTOR, EDUCATION AND HUMAN RESOURCES DIRECTORATE,

NATIONAL SCIENCE FOUNDATION

Dr. RAMALEY. Thank you, Chairman Smith, Ranking Member

Johnson, and distinguished Members of the Subcommittee. I am

very pleased to have the opportunity to talk with you today about

your proposed legislation.

As you know, the Administration broadly promotes partnerships

and collaborations of many kinds across the Federal Government,

with the private sector, with other employers, and with community

groups. Any actions that would encourage and recognize the importance of these undertakings, some of which you have already had

described to you this morning, will be greatly beneficial to our efforts to promote science, technology, engineering, and mathematics

education. Alliances that engage broad and diverse sectors of society in promoting student interest and improving achievement and

quality of life, as you have heard, can contribute significantly to

preparing citizens to fully participate in our democracy and are

very important for our progress and our growth.

We would, however, like to recommend some possible changes to

the legislation that we believe would strengthen its impact. The

first is to expand educational levels beyond K–12. The bill you just

marked up focuses on partnerships to improve the achievement of

students at K–12 level. We believe it should be broadened to address the whole educational spectrum, from pre-K through higher

education, including community colleges. Each educational level offers opportunities and challenges that can be fruitfully addressed

by partnerships such as these. In fact, over 70 percent of all high

school graduates will now go on to some form of post-secondary

education, and the contributions of employers will be critical to

their success. It is no longer a question of whether students will

go on to some form of college, it is a question of when.

My written testimony provides a number of examples of those

promising and successful collaborations at K–12, especially in our

Math and Science Partnership program, but also in higher education, with an emphasis on advanced technological education,

which I know is of great interest to the Committee.

Our second point is that the Committee consider expanding the

types of employers and organizations eligible for this award. H.R.

4030 targets for recognition private entities, their employers, and

employees who partner with educational institutions. Broadening

the types of entities eligible to be recognized for engaging in productive partnerships would greatly enhance the diversity of the opportunities available. The goals of the program would be promoted

by recognizing other employers, such as not-for-profits, local government entities, medical care providers, and the like. Often in

smaller communities, especially, these are the major employers and

will be asked to play significant roles in both K–12 and post-secondary education.

The third recommendation we have is that while we recognize

and applaud the importance of a fact-based mechanism for deterVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00062 Fmt 6633 Sfmt 6601 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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mining the impact of these awards, time should be allowed for that

impact to be discernible. The Administration feels two years may

not be enough time for a collaboration to mature and to demonstrate not only its effectiveness but also its sustainability over

time. And we hope you might consider more flexibility in that regard.

Finally, I can not resist saying, since I am from the National

Science Foundation and would be asked by you to implement this

program, that it is not cost-free. A realistic appraisal of the cost of

the program needs to be made. It includes everything from advertising it, reviewing it, designing and paying for the Medals, and

publicizing recipients. Based on our experience with the National

Medal of Science Award, the National Science Board, which administers that very important award, estimates the program might

cost about $750,000 a year and if, as is our habit in other programs, we were to accompany this with additional support to allow

for the extension or development of the promising and successful

work, the costs would be much higher.

Our proposed next steps, since we believe strongly in the importance of this work, would be to call a workshop together that would

consist of people like those on this panel, perhaps even members

of this panel, as well as members of our own Corporation and

Foundation Alliance, with suggestions from other science-based

agencies, who also foster this kind of work, to design the program

to work out the important questions we would have about the nature of the award, the activities that would surround it, and so on.

We would propose, therefore, to make sure that we work closely

with employers in developing the award.

Mr. Chairman and Members of the Committee, I want to thank

you again for the opportunity to testify, but also to thank you for

your long-standing support for the National Science Foundation,

and in particular, the part closest to my heart, education.

Thank you.

[The prepared statement of Dr. Ramaley follows:]

PREPARED STATEMENT OF JUDITH A. RAMALEY

Chairman Smith and distinguished Members of the Subcommittee, I appreciate

the opportunity to testify on behalf of the National Science Foundation (NSF) concerning your proposed legislation to establish the Congressional Partners in Education Gold Medal Program.

Mr. Chairman, as you know, the Administration broadly promotes partnerships

and collaborations across the Federal Government and with the private sector. Any

actions that would encourage and recognize the importance of these undertakings

are to be commended, and the Administration appreciates the Chair’s interest in

and support of collaborations. Alliances that engage broad and diverse sectors of society in promoting student interest and improving achievement in science, technology, engineering and mathematics can contribute significantly to preparing citizens to fully participate in our democracy, and are very important to our nation’s

progress and growth.

However, there are several issues raised by the draft legislation that should be

addressed before a final version of the bill is considered.

1. Expand educational levels impacted beyond K–12. The current draft of the

bill focuses on partnerships that aim to improve achievement by students at the

K–12 level. It should be broadened to address the whole educational spectrum,

from pre-K through higher education, including, of course, community colleges.

Each educational level offers opportunities and challenges that can be fruitfully

addressed by partnerships with sectors of society whose primary activity is not

education.

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Examples of the broad range of public-private partnerships that support educational excellence in science, technology, engineering and

mathematics (STEM):

• While it is still too early to verify the impact on enhanced student learning,

several Math and Science Partnership (MSP) projects illustrate the diversity

and scope of collaborations that are having considerable impact on brining

disparate stakeholders together to enhance STEM education at various levels.

For example, the El Paso Collaborative for Academic Excellence is engaging

local school districts with scientists, mathematicians and engineers from the

University of Texas at El Paso and the El Paso Community College to support

the improvement of Pre-K–12 instruction and achievement in mathematics

and science for all students. In addition to the core partners, which also include 12 independent school districts, the Region 19 Education Service Center, the El Paso MSP also includes such civic, business and community leaders as the Greater El Paso Chamber of Commerce, the El Paso Hispanic

Chamber of Commerce, the El Paso Black Chamber of Commerce, the Texas

Business and Education Coalition and the Interreligious Sponsoring Organization, as well as the Mayor of El Paso and the El Paso County Judge. The

project focuses on enhancing teacher quality, quantity, and diversity; building

the capacity to provide high quality curriculum instruction and assessment;

supporting research to inform program design; and promoting institutional

change.

• Building for Tomorrow (BFT) is a National Science Foundation funded project

under the NSF Advanced Technological Education (ATE) program. The BFT

grant is a 2001, three-year, $640,000 award to the New Jersey Center for Advanced Technological Education at Middlesex County College (MCC) in partnership with Johnson and Johnson, the New Jersey Chamber of Commerce,

and FIRST Robotics. The key objective of BFT is to increase the number of

students (particularly those underserved) in urban school districts participating in national STEM competitions such as FIRST robotics, BOTS robotics,

LEGO, Math Olympiad, and Science competitions. Under the grant, BFT is

managed by the New Jersey Center for Advanced Technological Education,

which has conducted one-week summer workshops in New Jersey, Illinois,

Missouri and California with nationwide school attendance. With the aim to

empower teachers, the grant funds the attendance of five (5) faculty from up

to seven (7) urban district high schools and middle schools. The faculty receive training to build leadership, project management, team development

and industry-partnering skills. The faculty teams are challenged to build robots and compete against each other by the end of the workshop. The grant

also funds $1000 to each school that enters a national STEM competition

after completion of the workshop.

• Bellevue Community College in the State of Washington has teamed with

Microsoft Corporation and the American Association of Community Colleges

(AACC) to develop the first systematic, nationwide plan for faculty development in the field of information technology (IT). The Working Connections IT

Faculty Development Institute aims to provide early training for community

college instructors on emerging IT workforce requirements.

• A Regional Center for Nanofabrication Manufacturing Education, supported

by NSF’s Advanced Technological Education (ATE) program, is a partnership

for enhancing nanotechnology education. The partners include the State of

Pennsylvania, Penn State University, Pennsylvania’s community colleges, the

State System of Higher Education, Penn College of Technology, CAMtech,

MET Inc., secondary schools, private industry, and other participants. The

primary goal of the Center is to use the resources of the Penn State

Nanofabrication Facility to develop and support K–12 and post-secondary

nanotechnology awareness and education. The Center is dedicated to introducing students to the full range and full impact of nanofabrication applications, including biotechnology, pharmaceuticals, optoelectronics, information

storage, materials manufacturing, and many others.

• At National Instruments in Austin, Texas, the company’s LabView software

is a key component in the successful LEGO RoboLab products and curriculum. More than 10 percent of the company’s engineers have gone through

training conducted by the college of engineering at the University of TexasAustin that is intended to make them effective classroom resources for teachers. After training, these practicing engineers serve as mentors, advisors, and

collaborators for individual teachers in the community.

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2. Expand types of employers and organizations eligible beyond the private sector. H.R. 4030 targets for recognition private employers and their employees who partner with educational institutions. Broadening the types of entities that are eligible to be recognized for engaging in productive partnerships

would greatly enhance the diversity of opportunities available, the number of

participants engaged, and the potential impact of the program. The goals of the

program would be promoted by recognizing efforts by a greater diversity of employers, including nonprofits, local government agencies, other federal entities,

etc. For example, partnership involving educational institutions at one level

working to improve achievement of students at another could also be eligible for

recognition (e.g., institutions of higher education partnering with elementary

schools to supplement the expertise of K–12 teachers and improve learning by

K–12 students, and in complementary fashion, teachers at the K–12 level

partnering with higher education institutions to provide enriching experiences for

those preparing to be teachers).

Examples of the involvement of a wide range of employers and community organizations in the enhancement of STEM education:

• In addition to the project in El Paso previously mentioned, the Math Science

Partnership project lead by Hofstra University, which is improving teaching

and learning in middle-level mathematics in ten school districts in New York.

Its core partners include Hofstra University, the State University of New

York at Stony Brook, the New York State Education Department, and ten

Long Island school districts. Supporting partners include a local government

social service agency (Long Island Family and Children’s Association): UCLA

Center for Mental Health in Schools: Carolina Biological Supply: Long Island

Regional School Support Center: Boards of Cooperative Educational Services:

professional teacher associations in science, mathematics, and technology:

Brookhaven National Laboratory: and the Eisenhower Regional Alliance for

Mathematics and Science Education.

• The American Association of Community Colleges’ Working Connections program and the National Workforce Center for Emerging Technologies with

support from NSF’s ATE program, offers a fast track to the Security+ certification course through the 2004 Working Connections summer institutes in

California, Michigan, North Carolina and Texas. CompTIA, McGraw-Hill

Technology Education and LearnKey’s OnlineExpert have partnered in this

grant providing certification exams, textbooks and courseware. The goals of

this course are two-fold: (1) to provide community college faculty the knowledge and practical skills they need to pass the Security+ exam; and (2) to provide faculty with a set of labs that they can implement on their campuses in

introductory level network security courses.

• In Delaware, DuPont has partnered with the Delaware Department of Education, the Delaware Foundation for Science and Mathematics Education, the

Delaware Science Coalition, public universities and others in the private sector to provide assistance in achieving the math and science standards adopted

in 1995. The success in Delaware has encouraged DuPont to replicate its

model in other regions where they have manufacturing facilities, such as Alabama, Tennessee, Pennsylvania, New Jersey and South Carolina. In South

Carolina, as in Delaware, private industries have worked closely with the

State’s Department of Education, the National Science Resource Center, and

employees of the partners to embed standards-based, inquiry-driven science

teaching and learning into the school system.

3. Require that partnerships demonstrate achievement and sustainability.

The bill proposes to consider for recognition collaborations that have existed for

at least two years. The Administration feels that two years may not be enough

time for a collaboration to mature and demonstrate sustainability. Two years is

also insufficient time to gather the evidence needed to document improved

achievement by students or a meaningful impact on the participating organizations or the community-at-large. It would be more appropriate to consider partnerships that have been in place for a longer period of time, perhaps 4–5 years,

while recognizing that some collaborations may be able to demonstrate real educational gains in a shorter period of time.

4. Costs of program. A realistic appraisal of the cost of the program needs to be

made. In general, this would include the costs to: advertise the program, review

nominations; design and pay for the medals, hold an awards ceremony and associated conference to recognize recipients, and publicize the recipients in approVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00065 Fmt 6633 Sfmt 6621 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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priate venues. Based on experience with the National Medal of Science award,

the National Science Board estimates that the program would cost approximately

$750,000 a year for each of the first 2–3 years and somewhat less per year beyond that. If the award were to be accompanied by additional support to allow

for the extension or development of the promising work being recognized, the

costs would be much higher.

Proposed Next Steps

In addition to the recommendations contained above, there are a number of issues

that would need to be resolved before the Congressional Medal for Outstanding Contributions in Math and Science Education could be put in place. The elements to

be resolved include the nature of the award itself (e.g., an actual medal, a plaque,

or a well-designed object made of crystal); the activities that might surround the

awarding of the medal/plaque and who would participate; the mechanism of reviewing the nominations; the nomination process itself and the criteria to be used in

evaluating potential recipients; and expectations regarding publicity both for the

program and for the recipients. We believe that these issues should be specifically

addressed in the legislation. If H.R. 4030 were to become enacted into law, NSF

would collaborate with the Department of Education to identify finalists for the

Medal.

NSF would propose to explore the contributions of employers/employees at a workshop on public/private partnerships in support of STEM education to identify lessons learned and best or promising practices. This workshop would also be used to

develop a design for the proposed Congressional Partners in Education Gold Medal

Program. We would invite participants from some of the most successful collaborations that we have supported, as well as representatives from our Corporate and

Foundation Alliance (CFA). The CFA periodically brings together nearly 40 leading

corporations and private philanthropic organizations to discuss successful programs,

learn about NSF programs and research initiatives, share ideas about effective ways

to sponsor change in STEM education, and collaborate with each other and with

NSF in addressing areas of vital need.

Mr. Chairman, thank you again for the opportunity to testify. I want to thank

you and your Subcommittee for its long-standing support for NSF in general, and

for NSF’s educational efforts in specific.

I would be pleased to respond to any questions you may have.

BIOGRAPHY FOR JUDITH A. RAMALEY

Dr. Judith A. Ramaley is a nationally recognized leader in science, technology, engineering, and mathematics (STEM) education. As Assistant Director of the National Science Foundation (NSF), she manages the education program portfolio of

its Directorate for Education and Human Resources (EHR). Dr. Ramaley is also a

presidential professor in biomedical sciences at the University of Maine, Orono, and

a fellow at the Margaret Chase Smith Center for Public Policy. Prior to her NSF

appointment in August of 2001, she was President of the University of Vermont

from 1997 until 2001, and President of Portland State University in Oregon from

1990 until 1997. She held full professorships in biology at both universities.

Since coming to NSF, Dr. Ramaley has sharpened the Foundation’s focus on goals

and capacity-building strategies to meet the lifelong learning needs of a changing

student population and the demands of a science and technology-fueled economy.

She brings to NSF her long-time professional interest in workforce development and

the role of the higher education institution in community and economic development.

In Vermont, Dr. Ramaley was a Director of the Vermont Business Roundtable, a

member of the Human Resources Investment Council (HRIC), a member of the

Vermont Commission on Higher Education Funding, a member of the Governor’s

Council of Economic Advisors, and Co-chair of the Vermont Campus Compact.

Under her leadership, the University of Vermont became a member of the Kellogg

Commission on the Future of State and Land-Grant Universities which explored the

role of research universities in the 21st century.

At Portland State, she led the initiative that established the Portland Educational

Network (PEN), which supports collaboration among K–12 schools, community colleges, and public four-year institutions in Washington State and Oregon. During her

tenure, Portland received a Kellogg Leadership Award for institutional transformation and a Pew Leadership Award for reforming undergraduate education.

At the national level, Dr. Ramaley currently serves as a member of the Board of

the American Association for Higher Education. She is also a trustee of Wilmington

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College in Ohio. Previously, she has served as a member of the National School-toWork Advisory Board and a board member for the Association of American Colleges

and Universities (AAC&U). She was also Chair of the AAC&U’s Greater Expectations Panel to define and realize quality in 21st century undergraduate education.

She was a member of the presidential advisory panel for the Association of Governing Boards (AGB), and Chair of the Subcommittee on College Drinking of the Advisory Council of the National Institute on Alcohol Abuse and Alcoholism.

Dr. Ramaley received her Bachelor’s degree from Swarthmore College in 1963 and

earned a doctorate from the University of California, Los Angeles, in 1966. She was

a post-doctoral fellow at Indiana University, and an American Council on Education

fellow at the University of Nebraska Medical Center at Omaha. Dr. Ramaley was

the executive vice chancellor at the University of Kansas from 1987 to 1990. From

1982 to 1987, she served as the Chief Academic Officer at the State University of

New York (SUNY)–Albany. She has two sons and six grandchildren.

Chairman SMITH. Thank you.

Mr. Krudwig.

STATEMENT OF MR. GUS A. KRUDWIG, CO-FOUNDER, THE

GLOU FACTORY

Mr. KRUDWIG. Thank you for giving me the opportunity to speak

today.

When the Glou Factory first started about four years ago, we had

started talking with some manufacturers, and they recognized the

need for youth to develop some very basic skills. They were dealing

with kids that could not—that did not know how to read a ruler

and did not know how to use hammers, nails, stuff like that. And

we started off by recognizing that there are actually four needs in

the Jackson community, and we started to develop programs in

dealing with those needs.

The first need was for early vocational training and decisionmaking. Currently, there are very few hands-on, interactive type

programs in Jackson County, and whereas they do exist in some

schools, they are increasingly being cut back due to budget constraints and other educational and academic priorities. The need

for young people to develop life skills to prevent unhealthy behaviors, the skills of problem-solving, critical thinking, conflict resolution. One of the third needs that we identified was the need for a

skilled workforce that fulfills employment requirements. Technical

skills are most needed in our community. They include a basic use

of information technology, manufacturing technology, and skilled

trades. Workplace skills that were needed included team building,

written and oral communications, planning and organization, and

habits of responsible employment. And then one of the fourth

things that people identified for us to try to develop something with

was community service, which they also felt was important.

So with those factors in mind, the Glou Factory began creating

a series of programs for youth to participate in. I am just going to

briefly cover one of them. One of the programs that we do most frequently with kids is a birdhouse. And it is a fairly simple statement, but it is not really. It is a fairly complex project for kids to

participate in. One of the first things that kids will do at the beginning of the birdhouse is they will actually receive a set of blueprints for each piece of the birdhouse that they are working with.

From those blueprints, they will actually begin taking measurements with—we will show them how to use tape measures, how to

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use rulers, how to make the critical dimensions, and enter that information on the blueprints that they are actually using.

One of the other steps that we will teach them is about art and

how to paint. Kids will complete a landscape painting during the

time that they are working with us. And while painting in the

landscape, they are actually learning about the mathematics as

well. It is kind of the mathematics of art: learning about proportion, ratio, size, depth, and dimension in the painting. So when we

created this birdhouse project, it was kind of interdisciplinary. We

work with math, science, art, and computers. Once the kids had

finished their work with the blueprint reading and so forth, they

will actually go to a computer lab, and we will show them how to

interact with the computer so that they are doing something other

than playing with computer games all of the time. We are showing

them how to draw those pieces in a 3–D representation on a computer, to scale, so that they have a better understanding of math

and science in that regard, as well.

We work with a lot of organizations in Jackson that come to us

and ask us to perform certain projects and programs. Some of them

are fairly large scale. Some of them are easy to do. Some of them

are funded. Some of them are unfunded. It really depends on the

time schedule as to whether or not we are able to accommodate all

of the people that come to us with their programs.

What we—what the manufacturers have found is that—and even

the schools that we work with, our programs are some of the highest attended programs in Jackson County in any after-school programs. We will work with about 240 kids during the course of a

school year. We might lose eight or nine kids during that time.

Schools are really pleased with the attendance of our programs and

the performance that the kids have. And a lot of the kids that attend our programs do not do well in traditional type sessions, so

they will put them in our course, and each week, they have a

chance for success. Each week, they improve the skills that they

learned the week before. Even with the birdhouse project that they

do, if they don’t understand the math one way one day, they are

going to get it another way on another day, and by the time the

project is complete, they will understand it every way.

I believe that is all I have.

[The prepared statement of Mr. Krudwig follows:]

PREPARED STATEMENT OF GUS A. KRUDWIG

The Glou Factory is a non-profit 501c3 youth education center started by Gus

Krudwig and Lou Cubille in Jackson, Michigan.

Since its inception in November 2000, the goal of the Glou Factory has been to

provide quality programs that educate and mentor our youth so that they can become successful students and future leaders in their community. This goal is being

accomplished by providing after-school, Saturday, and summer enrichment programs that develop self-esteem, self-respect, and the ability to work well with others. The success we achieve is due in part to the quality and strength of the programs, smaller class size and dedicated volunteers. Each student is given personal

attention so that they understand what is being taught to them.

The Glou Factory has served over 1300 kids in specialized programs in Computer

Technology, Woodworking, Cycology (Bike Repair) and Art.

Our programs specifically address four needs in the community:

1. The need for early vocational decision-making and training for Jackson

County youth. Currently, there are few interactive hands on programs in

Jackson County. While some in-school programs do exist, hands-on, vocaVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00068 Fmt 6633 Sfmt 6621 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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tional programs are increasingly being cut back due to budget constraints

and other academic priorities.

2. The need for young people to develop ‘‘life skills’’ that prevent unhealthy behaviors. These skills include problem-solving, critical thinking, conflict resolution, cooperative learning, developing healthy behaviors, and avoiding behaviors such as drug and alcohol abuse and juvenile crime.

3. The need for a skilled workforce to fulfill employment requirements of area

employers that require increasingly sophisticated technical and workplace

skills. Technical skills most needed in our community include basic use of

information technology, manufacturing technology, and the skilled trades.

Workplace skills needed include team building, written and oral communications, planning and organizing, and habits of responsible employment. These

skills will lead to a more successful, productive adulthood.

4. The need for youth to develop habits of community service. Communities

need citizens who are engaged in civic affairs and voluntary, community

service activities.

Additional program outcomes also include asset development and fulfillment of

the promises related to the Jackson County Promise to Youth Alliance by offering:

Marketable skills through effective education

Ongoing relationships with caring adults

Safe places and structured activities during non-school hours

Opportunities to give back through community service

Computer Programs 3 programs

Introduction to Computer Technology

Computer Lessons (Ayieko Resource Center)

Digital Film and Computers

Introduction to Computer Technology

Our experience has shown us that children that do not have a computer at home

are less likely to interact with computers at school. They have a fear that something

they do will cause the computer to crash or become damaged and they do not want

to get in trouble. Our program is designed to de-mystify this technology so youth

have a basic understanding of how a computer works and the practical use and limitations of computer software.

During this program we take ten working computers into a lower income area of

Jackson and give kids an opportunity to take these computers apart, identify their

components and put the computers back together in working order.

Youth work with a variety of software and recognize the differences in the types

of software. For example the difference between a drawing program and a paint program, open ended vs. closed ended software.

They are also given opportunities to work with a computer that they can talk to

and it will respond to their voice commands. For example if they say, ‘‘Athos tell

me a joke,’’ the computer would then tell them a joke. They can also play a song

of their choice, print documents, open, close and quit applications, etc., all through

voice commands.

Computer Lessons (Ayieko Resource Center)

The Ayieko Resource Center is a high-speed Internet computer lab operated by

the Jackson Housing Commission, targeting low income residents but, open to the

general public in Jackson, Michigan. The Glou Factory assists students and adults

that want to improve their computer skills in small-personalized classes. Approximately 95 percent of the people using this lab are from the low-income housing complexes immediately surrounding the center.

Digital Film and Computers

During the program we film and photograph the students. At the conclusion of

the program we teach the kids involved how to transfer this information to a computer using title screens, transitions, screen effects, add narration and music and

edit it into a completed short film. These films are used for program promotion and

to help secure additional funding for future projects.

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Woodworking (Birdhouse Project)

This project is what we refer to as an integrated project, incorporating woodworking skills, blueprint reading and measurements, computer design and art.

Woodworking skills include sanding, painting, proper use of tools and safety equipment, assembly techniques and craftsmanship. Students are also given a set of blueprints for each piece of their birdhouse without the dimensions. The students then

use tape measures to enter the required dimensions. Once the worksheets are complete the students are taken to a computer lab where they learn to draw the pieces

in a 3–D representation using the measurements from the blueprint worksheets.

Students are also given art instruction and taught how to paint a landscape on the

roof panels of their birdhouses. In past summer birdhouse projects, we had access

to a commercial grade laser engraver that the students used to engrave their name

directly onto the birdhouse furthering the computer skills used in this project.

We have attached a complete detailed nine-week program description (see Appendix).

Cycology 2 programs

Bike Repair

Safe Kids Bike Clinics

Bike Repair

This program is designed to teach kids how to properly inspect and repair bikes.

It is open to youth ages 10–14 years old. After fixing three bikes the students are

allowed to keep one—the others are donated to youth and adults in Jackson,

strengthening the community service aspect of this program. This program involves

increased vocational preparation skills, including understanding the mechanics of

bicycles, learning how to disassemble, repair and reassemble bicycles, and using appropriate tools properly and safely. Donations of bikes come from the Cascades

Civitan Club, City of Jackson Police Department, and the general public.

Safe Kids Bike Clinics

Clinics occur at various locations in Jackson and allow kids the opportunity to

have their bikes repaired and licensed. They also receive a free, properly fitted bike

helmet and learn bike safety on an approved course. Youth that have participated

in our bike repair program assist at these clinics.

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Art Programs 2 programs

Painting

Murals

Painting

The Glou Factory is best known for its art programs because of the results we

achieve with youth with little or no artistic background. They start by learning

about primary and secondary colors and basic shapes. The first painting they do is

a simple landscape where they learn step-by-step how to design and compose the

space of a blank canvas (8c inches × 11 inches). They learn how to use and maintain

materials properly, blend colors and use different techniques to get desired effects.

(Note: this was her first painting with brush and canvas.)

Murals

Due to its location and changes in the manufacturing arena, the city of Jackson

is quickly developing into a community that is becoming more aware of its art and

culture. Since the Glou Factory is successful with its art-based youth programs, we

get requests for youth to paint murals that will be displayed in schools, churches

or on the sides of buildings.

Some of the largest permanent murals we have created have been for the Armory

Arts Project, a multi-million dollar project that will turn a vacant unused manufacturing plant into a low-income housing project for working visual and performing

artists and their families. Murals for this project were designed to show local Jackson artists performing their art. Since the Armory Arts will not be opened until

2005, these murals will remind the public of future plans for this site.

Mural programs include sessions in conceptual drawing, photography, film, design

layout, and final painting. These programs are open to youth ages 14–21.

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Measurements of Success

1. Does the project meet the community needs and asset development identified

by the Glou Factory?

2. Does it satisfy the high program standards expected from the Glou Factory?

3. Testing—Pre-tests allow us to gauge the current knowledge of the average

program participant. Post-tests allow us to gauge how well we achieved our

goals. Pre- and post-tests are used extensively during the first year of a program’s development. They assist us with the overall program development.

We do not use pre- and post-test scores as statistical measures of student

achievement.

4. Staff/Volunteer assessments—each segment of the program is evaluated and

proposed changes to the program are discussed.

5. Project Quality—Are the students, parents, funders, schools and program

partners satisfied with the overall quality of the project.

Current Community Partners

Armory Arts Project

Enterprise Group

Artspace

Greater Jackson Chamber of Commerce

Ayieko Resource Center

Jackson Housing Commission

Irish Hills Girl Scout Council

Camp O the Hills

Jackson Public Schools

Bennett Elementary

Hunt Elementary

Northeast Elementary

Wilson Elementary

Parkside Middle School

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Amy Firth (Alternative Middle School)

Tomlinson (Alternative High School)

Jackson County Intermediate School District

Columbia Elementary School

Western Middle School

Safe Kids—Jackson Chapter

Jackson City Police Department

Jackson City Fire Department

United Way

Jackson Community Ambulance

Toy House

Jackson Community Corrections Program

St. John’s United Church of Christ

North Parma United Methodist Church

Cascades Civitan Club

Diversity Study Circles

Jackson County Community Foundation

Jackson County Youth Advisory Committee

Prevention Partners

COJAX—Cultural Organizations of Jackson

Arts and Cultural Alliance of Jackson County—Design Review Board

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BIOGRAPHY FOR GUS A. KRUDWIG

Gus attended Eastern Michigan University where he studied Criminal Justice. He

has a background in law enforcement (Whitmore Lake Police Dept.) and security

(University of Michigan Housing Security Department). In 1991 Gus began using

his expertise to assist various non-profit organizations and local schools with computer technical support. It was during this time that Gus began working with youth

and youth related programs and this provided a foundation for the development of

the Glou Factory. In November 2000, Gus Krudwig and Louis Cubille formed the

Glou Factory, a youth education facility that teaches students about art, woodworking, computer technology and bicycle repair.

BIOGRAPHY FOR LOUIS CUBILLE

Since moving to Jackson in 1992, Louis has had many accomplishments that have

changed the face of Jackson. His biggest accomplishment is being the co-founder of

the Glou Factory, a youth education facility that teaches students about art, woodworking, computer technology and bicycle repair.

He designed the art for a water tower welcoming people to the city. He also supervised and assisted local youth and adult artists to paint murals that adorn Casler

Hardware, Armory Arts Project, King Center, Amy Firth Middle School, Northeast

Elementary, Allen Elementary, Tomlinson High School, St. John’s United Church of

Christ, and New City Resources. He has taught art to hundreds of Jackson County

youth.

A native of Ponce, Puerto Rico, Louis and his family moved to New York when

he was seven. Since Spanish and English are spoken at home he is fluent in both

languages. He started his art career at the High School of Art and Design and

furthered his education at the Fashion Institute of Technology, where he majored

in illustration and advertising.

As a commercial artist Louis has worked for some of the largest department

stores in New York City and was art director for a major mail order company.

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DISCUSSION

Chairman SMITH. Thank you very much.

When we had—and was it last week or the week before last, we

had the award, of course, for the outstanding math and science

teachers in the United States? And in talking to those witnesses,

it was interesting with one of the witnesses that was dealing with

a community where almost 100 percent were eligible for the free

hot lunch, a very below-poverty community, and the challenge of

exciting, especially math and science in those communities compared to if you happen to live outside of NASA or when you are

dealing with a high school where there might be a lot of Boeing

employees in that community. So there is a tremendous challenge

as we look across the communities and schools in the United

States.

I guess my first question would be if we are going to have this

as a win-win situation, and whatever is done by business and industry, of course, is a win for the United States, do we just ask on

the generosity of companies to improve their local schools where

these students might go on to another community or another industry? Can there be some rewards, Ms. Bailey, in terms of your industry, your company working with these students with their more

greater familiarity that they are—that there is a chance that they

will come back and work for Boeing? My first question is how do

we help make this a win-win situation for both America and for the

individual companies that are going to be giving up their time?

And just briefly go down the row for a quick answer, and Ms. Bailey, starting with you.

Ms. BAILEY. Mr. Chairman, I think collaboration is going to be

critical. I mentioned earlier that being engaged with programs and

initiatives that are scalable and can be replicated is critical to success. And I think in the case of Boeing, as well as other industries,

working collaboratively to address the issues of education is absolutely imperative.

As it relates to whether or not we are in a school district that

has the availability to have an advanced science lab versus one

that is working at below poverty level because of the socioeconomic

group, I think there are many initiatives that you can initiate that

would allow both organizations or both schools to be effective.

Mr. ENGELN. Yes, I do see the better educated students are, the

better it is for all business. And I think there is almost a need for

a third category and that is those businesses that have an outreach

to programs where there is not a Boeing Company in town or a

Texas Instruments company in town, things of that type.

Chairman SMITH. Mr. Robinson.

Mr. ROBINSON. I would simply say understanding the needs of

each constituency, each stakeholder. If it is the students, they want

to work with something that is fun. That is what it comes down

to for elementary and high school students. Is it fun? Is it relevant?

For teachers and administrators, does it move the student achievement needle forward? For businesses and government, does it provide for an adequate workforce? So what——

Chairman SMITH. Why does TI do it?

Mr. ROBINSON. Why does TI do it?

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Chairman SMITH. Why are you putting your hundred thousand

dollars or so to make this effort with local high schools?

Mr. ROBINSON. Simply because we, as an industry, need a larger

pool of science, technology, engineering, and math-rich students

that are available to TI and to the industry. It makes the community better when you have an educated populous.

Chairman SMITH. Dr. Ramaley.

Dr. RAMALEY. I am going to quote from a report called ‘‘Focusing

on Results: a Business Leader’s Guide for Optimizing School-to-Career Partnerships’’. And what they focus on is what is in it for the

company. And the answer they give, from a whole range of companies, is that it improves employee morale. It improves loyalty and

productivity of the employees. It is a wonderful way to develop

mid-level managers as they prepare for greater responsibility, because it finds the collaborations they are dealing with numbers of

people and dollars that they won’t see in their own company for up

to 10 to 15 years, depending on where they are in their careers. It

confers recruitment advantages. It reduces training and supervision costs, and it definitely improves public relations. So there already is a considerable incentive for middle-sized and large companies to engage in this work.

For smaller companies, say fewer than 50 employees, which is

what you find in most states, actually what is going on there is a

mixture of employee-based quality of the community so that they

can attract more people to their companies, because the—better

and a way to encourage their own employees who are parents or

who have children in school to be able to——

Chairman SMITH. Mr. Krudwig.

Mr. KRUDWIG. What we have found is a lot of projects and programs quickly become cost-prohibitive.

Chairman SMITH. A little closer. It is—I can’t hear you very well.

Mr. KRUDWIG. What we have found is most of the projects and

programs quickly become cost-prohibitive if there was some type of

additional funding or something made available to these types of

programs. I don’t think you are going to be able to depend on, necessarily, businesses by themselves to—at least my experience in

Jackson anyway, to be able to fund the substantial costs that these

types of programs are going to incur.

Chairman SMITH. I think part of the gold medal award or how

we do it, number one, we have left a lot of flexibility in the language so, Dr. Ramaley, the Working Group is a possibility. We

have left that flexibility in for NSF to proceed. Part of this, hopefully, will be a brag item. And maybe, like you say, the advertising

to be involved can contribute, but also the advertising on the

award. And maybe we do the award on the Floor of the House on

C–SPAN. I don’t know. But we are looking for ideas.

With that, my red light is on, and we will call on Representative

Johnson.

Ms. JOHNSON. I listened very closely to the potential costs for

this award. If I was going to attempt to make any improvement,

I was going to suggest originally that maybe some monetary award

be added to it, but I guess that would maybe put it up to the point

where it would be discouraged, because of the spending. However,

unless there is a way to make this a very meaningful award, I wonVerDate 11-MAY-2000 19:44 Sep 09, 2004 Jkt 092756 PO 00000 Frm 00098 Fmt 6633 Sfmt 6601 C:\WORKD\RES04\033004\92756 SCIENCE1 PsN: SCIENCE1
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der what kind of incentive it would serve. I would like to have you

comment on what you think needs to be done and how we can

make it very meaningful for the persons to aspire to achieve it.

Dr. RAMALEY. I can speak a little bit to that, because the National Alliance for Business had a very similar program until two

years ago when they merged with another organization, and their

agenda took another path. What they did was they held a national

meeting. They presented the awards. They then took out advertisements, which were in a number of national meetings, celebrating

the achievements of their recipients. And they used several categories. They had a community college of the year. They had a

company of the year. They had a state of the year. The last one

they gave, by the way, was Virginia. They had a state business coalition and a local business coalition. So they went after a lot of different things. They did not have an additional monetary award. I

tried to find out from the woman who used to run the program why

they discontinued it, and I believe it is simply a redirection of their

agenda. And it has some similar elements in this one. But the incentive appeared to be national recognition.

Ms. JOHNSON. Anyone?

Mr. ROBINSON. I would agree. Recognition would be probably one

of the top two, recognition of the entities that have supported the

award-winning program. Another element would be if there is a

monetary award, that could be significant, because that award

could go to whatever the supporting program happened to be, the

non-profit, because we wouldn’t want, necessarily, I don’t think, an

award going to a for-profit company, but one of the non-profits that

are supported by the award.

Ms. JOHNSON. Anyone else?

Mr. KRUDWIG. All right. I tend to agree. I think Congressional

recognition and national recognition, that is significant. I don’t

doubt that at all.

Ms. JOHNSON. Thank you very much.

Chairman SMITH. Thank you. And in some of the award programs, the businesses themselves contribute, in terms of a fee for

the application. We didn’t incorporate that in this bill, but the flexibility is there in some cases.

Mr. Gutknecht.

Mr. GUTKNECHT. Well, thank you, Mr. Chairman. And I apologize on behalf of many of my colleagues. Here, in Washington, we

tend to pile meetings on top of meetings, and I had to go out even

during your testimony, and so I apologize. I didn’t hear all of it.

But I do want to thank all of you for coming today. I think this

is a very important national issue. I think the idea of motivating

more young people and teachers in the area of science and math

really needs to be a national priority. And I say that, because if you

compare where we are in terms of educating new scientists and engineers and people in mathematics, we are doing okay until you

start looking at what some of the Asian countries are doing, and

then all of a sudden you realize we are falling further and further

behind. And I think it is critical to the long-term growth of our

economy and the improvement of our lives. And I guess what I

would like to—and I don’t know if you can comment on this, I happen to believe that success leaves clues. And I think that there are

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ways that we can learn from areas where we do see growing interest, particularly among some sectors of our society.

If you look at sports, and I—you know, we hear too many sports

analogies, but I think there is room for a comparison here that, you

know, in sports, every Friday, the home team plays the cross-town

rivals and there is a big write-up in the paper. And they publish

the scores, and they have pictures of the kids, and we tend to really elevate sports stars, whether it is at the high school level or now

even at the midget level all of the way through, and yet—and now

I don’t want to say that that is not important, but it seems to me

we have got to figure out ways to recognize achievements in math

and science. And I think the efforts of some of the companies represented here today are very, very laudable, and we do appreciate

them. But are there other ways? Can you think of other ways

and—well, let me just throw out one of my ideas, and you can tell

me if this is a terrible idea. What I would really like to do is see

if we can’t figure out a way to take maybe a little bit of federal

money, some State money, match that with some corporate money

and do something that they do do in sports, and that is that they

have in the summer these camps. And it really gives an opportunity for a lot of coaches to, you know, pick up a little extra

money. And it also is an opportunity for youngsters who have an

interest, whether it be in basketball or volleyball or whatever the

sports camp is. I guess my question is is there a way that perhaps

we could structure a program, and maybe you can’t answer it

today, to encourage those kinds of camps to be established around

the country so that youngsters who are interested in math and

science would—could get together, advance their understanding of

the particular science, and also allow science and math teachers a

chance to maybe pick up a few extra bucks and do something that

is interesting for a couple of weeks in the month of June? Any comments on that?

Dr. RAMALEY. May I comment, Mr. Chair?

Mr. Gutknecht, we support that kind of development through

what is called the Informal Science Education Program at the National Science Foundation. And it is built on exactly the story you

just gave. There are both summer programs, after school programs,

programs that are sponsored by community organizations for kids

and families as well as more formal ones, and a wonderful portfolio

called Citizen Science where young people and families and community members learn about some topic that will actually be applied to a problem in their own community. So we are doing a lot

of this. And I wrote down Gus Krudwig’s quote, ‘‘If kids don’t get

the math one way on one day, they will get it another way another

day.’’ That is actually a better motto for what we are doing than

anything that I have come up with that sounded a little more officious, so I am going to steal your quote. So you had a very good

idea, sir, backed by our efforts to help people around the country.

Mr. GUTKNECHT. Mr. Chairman, just one last point, then. I really

would like to maybe pursue this discussion as we go forward to figure out how we, on the Science Committee, can do a better job of

perhaps being the instigators of these kinds of programs in our

own Districts. I mean, I have, you know, at least one of my universities who is very interested in seeing if they couldn’t host some

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kind of event. Now if we could just find a little bit of state money,

a little federal money, and maybe a little corporate money, I think

it could be turned into something that would be beneficial to all of

the kids.

The other question I might just have and my—I see the yellow

light is on. I am particularly concerned about how do we get more

minority students interested in math and science? And maybe that

is not the right term to use, because if you look at the schools in

math and science, even in my own universities, they are heavily

dominated by Asian kids. But it is hard to get a lot of other kids

involved in math and science. Any—and my red light is already on,

and so I am not sure you can answer that, but——

Dr. RAMALEY. A very brief response, sir. That is something we

would love to come talk to you about. We have a very big agenda

there. Some Members of the Committee have heard about it; some

have not. With respect to helping you—anyone who is interested in

advancing these in their own Districts, that is something we do

regularly. We offer workshops. We do many things. We help people

identify resources. But you—the topic you are raising is critical,

and we would be happy to come brief you about it.

Mr. ENGELN. Yes, I think it is also important. Schools have an

obligation to make sure that they recognize students for science

and math achievements just like they would recognize students for

athletic achievements. And we saw in our school a big turnaround,

and it literally became cool to be smart. Kids would go and watch

other students perform at the science fair. And I think that had a

lot to do with the recognition that was afforded for all kids in all

areas, not just the traditional activities.

Chairman SMITH. Mr. Honda.

Mr. HONDA. Thank you, Mr. Chairman, and Ranking Member

Johnson. I appreciate this opportunity.

I have got a bunch of comments and questions for all of you, but

I am going to try to be as succinct as possible.

One of the comments I heard that was quoting the saying up

there was without a vision, the people will perish or something like

that. And your comment was, Mr. Robinson, a vision without funding is illusionary. It was Mr. Engeln. But I think I heard a thread

through all of you, and that is—and maybe I am wrong, but a lot

of the activities that you are doing are good, and I think that it

is helpful. It relates—it makes it relevant, I guess, for a lot of students, but I guess there are a lot of companies that are doing a lot

of things throughout this country that are helping youngsters in

addressing the issue of kids who don’t have enough exposure,

issues around equity in schools. I think that that is one issue that

we are not facing about equity and funding and teacher quality

throughout all of our schools. But let me make a comment on this.

Are we focusing on symptoms of the kinds of things that may be

amiss in our public school system and not at the causes? And yet

all of us probably have a sense that we know where the cause and

we are—but we are working really hard on trying to make some

corrections and interventions.

The other question I have is probably more geared toward Dr.

Ramaley. Cost, I agree. I think there is going to be a tremendous

amount of costs and effort in this from the NSF. And it seems like

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if we are going to do a program like this for honoring and recognizing folks, it sounds like we are going to have to have a system

to sort of process everybody and find out, you know, in what areas

are we going to recognize them in. It is going to be in areas, like

Mr. Krudwig where, you know, you are taking youngsters that

needed some help and encourage them, or are we going to go to Mr.

Engeln’s position where he is a principal? And I suspect that if you

took him out of the picture, a lot of that stuff would have never

happened between ’93 and ’98. So I think that principals have a

major role in the success of youngsters and the way schools are run

and done.

But the assessing of people who submit their programs will probably seem like it will be just like the Baldridge Award for Quality,

you know. Then it will have some standing, I guess, in the community. But I guess to Mr. Engeln, if you wouldn’t mind touching on—

the achievement between ’93 and ’98 was great. And I—my question would be if you took the principal out of that picture, would

the focus have been there and would the achievement have been

there? If so, what are the ingredients that could be replicated

throughout this country?

To Mr. Robinson, you know, the high school program, Infinity, it

is a good program. I suspect that it has really generated a lot of

interest and relevancy for students who don’t understand the relevancy or the connection as they move on into math, because someone took the interest and the time to do that. What are some of

the strategies that came out of that program that points toward the

fourth grade, because fourth grade was mentioned? And then our

achievement seems to drop after fourth grade. What are some of

those things that could be pointed to fourth grade so that the programs—the Infinity programs—that kind of energy and resources

can be, you know, placed in other areas?

The comment about Asians being predominant or noticeable minority, as an Asian American, I just have to make this comment.

I appreciate what appears to be a high level of attention towards

Asian students, but I have to say that that kind of comment could

be very misleading in terms of the kinds of problems we face in the

public educational system in that it tends to elevate Asians as if

other minorities are not doing anything. That is number one. Number two, if you look at the families that these Asian students come

from, there are probably a lot of characteristics that are seen with

other families who are successful with their students. So I think

that we ought to look at and desegregate the Asian population and

see that there are other—the Asian populations are having as

much trouble in math and science as any other student that comes

from an SES, a socioeconomic status, that are commensurate with

other students who are having problems in terms of different

neighborhoods. So I think that we need to focus in on those kinds

of factors rather than just looking at minority groups, because I

think that that does a disservice to all groups.

Chairman SMITH. Mr. Honda, with your permission, I would ask

maybe the witnesses to very briefly make a comment and then——

Mr. HONDA. Okay.

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Chairman SMITH.—if you would, follow up with a more detailed

answer to, I think, a pretty profound part of the question that we

somehow have to answer.

Mr. HONDA. Right. And then, Mr. Chairman, if you would just

allow me just one last comment.

If public education had something to do with homeland security,

and I think it does, because I hear that as a lingering kind of a

concern, if it could equate homeland security and public education,

then we should probably be looking at a budget for education as

we look at the budget for the Department of Defense. And—but I

just—I don’t want to leave the podium without telling you that as

a school teacher, I appreciate the kinds of activities that all of you

do, from private industry to community organizations, that you are

saving kids. You are saving kids. And you are encouraging them

to go on. But I would like to hear from you, also, what you think

would be your—in addressing the real problem in public education

so that all students can have the equal opportunities that we say

we want them to have.

Chairman SMITH. And you want it in less than book form when

they—a brief comment, a very brief comment, if you will, and then

if you would consider following up with——

Mr. HONDA. Sure.

Chairman SMITH.—some of your other——

Mr. HONDA. Thank you, Mr. Smith.

Chairman SMITH.—thoughts on it to Mr. Honda, through the

Committee. Please proceed.

Mr. ENGELN. Two things, very quickly. One of the things we

found is when the business community cared, the students responded. And I think that was a big part of the change that happened at Palmer High School. As far as replicating our success,

there are two documents that you do have: the Guiding Principles

for School-Business Partnerships, which is research-based, and a

simple how-to guide for school-business partnerships. And this is

based on my experiences as well as principals throughout the country to try to put best practices in place in very easily useable format for schools and businesses.

Mr. HONDA. My question was, though, what role did the principal

have?

Mr. ENGELN. The principal does play a huge role, but so do parents, so do students, so do teachers. And if it is a truly community

effort involving the businesses, your chances of success are much

greater. That is my personal feeling. And I couldn’t have done it

alone. It truly was a community effort.

Dr. RAMALEY. Mr. Honda, I will pick one piece of that very complex story, and that is there is no magic bullet. There is no one

place to intervene. The primary piece of advice given in every document I have seen is look at the whole system. Make sure your

intervention is mindful of the rest of it. And then you may get

somewhere.

Chairman SMITH. To finish our testimony, I am going to move to

Mr. Akin.

Mr. AKIN. Thank you, Mr. Chairman. I am glad—it seems like

we are getting it in here at the last minute. That is good.

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I just had a couple of thoughts. First of all, I used to teach a

thing called Project Business, which is part of junior achievement,

a number of years ago. And so I have had some interest in the

kinds of things you are doing. It was a business kind of deal where

you go in, and in this case, it was a math class. It was about

eighth, ninth, and tenth graders and I had a chance to teach them

for an hour. And that was quite a learning experience for the

teachers, you can imagine. But I am very sympathetic with your

interest to try to supplement and help kids to learn and get them

through.

First of all, in terms of questions in whether we have some concerns in this country, is there a shortage—or do we find there is

a shortage of good math and science students that are educated in

America? Are we educating fewer of them now than we did, say,

10 or 15 years ago? And is that a problem, first of all?

Dr. RAMALEY. We have not seen any evidence of fewer. What is

happening is that we are raising our expectations. And as a

result——

Mr. AKIN. And the number of Bachelor of Science that we are

producing——

Dr. RAMALEY. Has remained almost steady.

Mr. AKIN. Fairly steady. But what you are asking those people

to do when they come out is——

Dr. RAMALEY. Is higher.

Mr. AKIN.—okay, a little more challenging. Okay.

And then I guess the next question I would say would be in

terms of the history of education, I will maybe piggyback on some

of the questions that Congressman Honda was talking about. Have

you taken a look at any of the assumptions that we build into education? For instance, what was the performance of education in

America, say, 200 years ago? Have you looked at that?

Dr. RAMALEY. There have been a number of studies on exactly

that. I would be pleased to have someone provide you a——

Mr. AKIN. Do you know what the literacy rate was in America,

for instance, in the year 1800?

Dr. RAMALEY. We have those data. I don’t have them in my head.

It was much less than it is today, but we can get those kinds of

figures for you.

Mr. AKIN. That is why I ask the question. One of the things they

teach us—I am an engineer by training, but I hang around enough

lawyers to have learned some of their tricks. One of their tricks is

you don’t ask a question unless you know the answer. Jefferson

had a study commissioned on American literacy in the year 1800,

and that literacy rate came back that of sample populations of

1,000 people, a sample of 1,000 where there were two that could

not read and write with a clear handwriting, and good reading

skills was an unusually illiterate sample population. So we had 99-

plus percent literacy rate in America in 1800. And today, at least

in our city schools, do you know what that rate is? It is not very

good. It may be half, if we are fortunate. Now that suggests in

that—you are all people who come from a technical background

and from a well-educated background, doesn’t that suggest that we

take a look at, from a system’s point of view, what has changed?

I think there are some fundamental questions that would be good

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to ask and to ask ourselves what really works in education and

what doesn’t.

You are talking about setting up some kinds of projects where

people are being recognized so kids get some attention for their

performance. Who are the kids most interested in impressing?

Have you considered that? And I think that is an interesting question. I am 56. I guess I still act like a kid a lot of times. If you

ask me that question, as somebody on the planet Earth, who would

you want to impress, I think to me, it is more likely my parents

than anybody else. You know. Are we building that into the equation as we are trying to set some of these programs up?

And so I just challenge you to try to take a look at some of those

things. Another thing, too, that you might give some thought to

and that would be there is an increased number of people who are

home schooling. Are any of the programs that you are dealing with

available to those kids, because some of those kids are very innovative? And you have an element there that makes education go well,

which is heavy parental involvement. You know, no matter what

school a kid is in, if the parents are involved, it always seems to

work better, and there might be a place where you would find a

lot of interest, and they have a much more flexible schedule so they

could work on projects and give them more time.

Just a few thoughts. I just wanted to ask you about that just

from the basics of what are we doing, how do we tailor the programs to be more effective, and what are the parameters that make

a program effective. But I encourage all of you and thank you for

the work that you are doing moving from the public into the—I

mean private into the public sector that way. Anybody who wants

to respond, I am happy to—otherwise, we are going to have to go

scoot and vote. Yeah.

Mr. ENGELN. Yes, I could respond, maybe, to the home school

piece and that one of the things we see in high schools is a lot of

parents that are home schooling their students tend to become

more involved with their high schools when they get into upper

level science and math classes. So it still is a natural way to bring

home schoolers, public school educators, and businesses together.

Mr. AKIN. Yeah. I know in our area that what we have done, at

least with our kids, we have gone to the local colleges for our

science classes. So when my kids get high school age, we just stick

them straight into college classes. So that is one way you can do

it, if you live near a college. You know. And you just poach it off

as evening school or something like that, and they will let you in.

And as long as you are getting good grades and everything, the colleges are happy to have a little extra income.

But thank you for your thought and your good work.

Chairman SMITH. Mr. Akin, I might mention that I completely

agree with many of your comments.

Under Section 7 of the bill, we do include, in the entities that

will select the Medal and the general criteria, Number 4 is evidence of successful outreach to students, parents, and the community regarding the importance of mathematics and science education and the Nation’s prosperity. And what I have said somewhat

jokingly, but in some truth, is that if parents knew the circumstances of the unfunded liabilities and the danger of losing

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some of their Social Security and depending maybe more significantly on the income from their children, maybe they would encourage that science and math education more aggressively.

I would like to conclude this by maybe each one of you taking

a minute of any other thoughts that you would like to pass on.

Your testimony and your—the response to questions will be provided to the Full Science Committee. We are planning on taking

this bill up in the Full Science Committee next week, so additional

thoughts or comments, starting with you, Ms. Bailey.

Ms. BAILEY. Just one last comment, Mr. Chairman. I think it is

critically important that we look at this as a systemic issue and

that we look at it as a system of systems issue and not take things

in isolation, because we will find that many things impact other

things. It is one of the strengths that we have identified of systems

integration. We need to look at our educational system in the same

fashion.

Mr. ENGELN. I think just to summarize with one comment is together you can achieve the extraordinary. And I think businesses

and schools, working together, research has shown that it does

make a difference in the student achievement levels for students,

and it is good for communities.

Chairman SMITH. Thank you, Mr. Engeln.

Mr. Robinson.

Mr. ROBINSON. I want to leave you with a thought from Dr. Mike

Moses, who is the superintendent of schools in the Dallas Independent School District. And he uses this phrase when he talks to

businesses about some of the great things that they are doing to

work with the public schools in the Dallas area. He talks about

random acts of kindness. Although many businesses are well intentioned in their efforts with schools, oftentimes it is just not aligned

with the priorities. It does not move that needle of student achievement forward. So I wanted to leave with that thought, because as

entities, we need to make sure that we are aligned with the priorities of our school districts.

Chairman SMITH. Dr. Ramaley.

Dr. RAMALEY. I would like to pick up on that. What I have enjoyed seeing is the growing appreciation by corporate and employer

groups that are the very things you have just heard from the other

witnesses. The sophistication, the clarity, the greater knowledge,

the greater expectation that there will be a comprehensive response is changing how effective these relationships are and, I

think, will benefit all of our young people, our teachers, and communities. And I wanted to thank my fellow panelists for the ways

in which they showed you that in their own company programs.

Chairman SMITH. Thank you.

Mr. Krudwig.

Mr. KRUDWIG. I believe that the bill can help businesses and entities and schools all work together. I think it is something that is

needed. And if it improves the math and science fields, then—that

is it.

Chairman SMITH. Ladies, gentlemen, I thank you again. I hope

you will permit us to ask additional questions by mail that you

might respond to. Again, thank you very much for taking your time

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and making the effort to come today to testify on this issue. We appreciate your ideas and your knowledge very much.

With that, the Subcommittee is adjourned.

[Whereupon, at 11:40 a.m., the Subcommittee was adjourned.]

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Appendix 1:

ANSWERS TO POST-HEARING QUESTIONS

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ANSWERS TO POST-HEARING QUESTIONS

Responses by Antoinette M. Bailey, Vice President, Community and Education Relations, Boeing Company

Questions submitted by Representative Michael Honda

Q1. Are we focusing on symptoms of the kinds of things that may be amiss in our

public school system and not at the causes? That is, are the kinds of programs

this medal would honor simply patches filling in holes in our system, and by

awarding the patches do we neglect to fix the holes?

A1. Educators, politicians, and business people should agree there is no ‘‘silver bullet’’ fix for our educational system. Section III of the bill outlines the poor performance of U.S. students in the areas of reading, math, and science.

There are a number of other studies that delve into the issues and challenges facing the United States education system as we prepare young people to be fully capable and contributing global citizens: The Koret Task Force on K–12 Education is one

such study, but here again, there are many reputable studies. We face a shortage

of quality math and science teachers often times those teachers who are least capable of teaching math and science are often assigned to students and schools with

the greatest need. The issues facing our educational system are complex and are a

part of a larger socio-economic system that can’t be addressed simplistically or singularly.

Effective businesses are partnering and strategically aiming their resources and

capabilities at specific entry points within that complex system. The Boeing Company, as an example, is focusing on improving the overall quality of math and

science instruction by targeting increased capability of teachers and educational

leaders. Recognizing the efforts of businesses in addressing this complex system is

neither a fix nor a patch; however it can be beneficial if the recognition leads to incorporating successful initiatives into the larger integrated system through replication, internalizing, scaling up and sustaining successful interventions.

Q2. What do you think are the real problems in public education that lead to inequality in opportunities for different students and how would you address

these?

A2. I must defer to more learned colleagues in taking on this tremendously important and challenging question. I can offer a perspective that the issues of inequality

are deeply rooted societal issues and are demonstrated in diluted expectations, inequality of health care access and health care education, limited pre-school educational options affordable for many families living below the poverty line, inequities

in the distribution of income, ineffective school leadership, etc. I might direct the

questioner to ‘‘Education Next’’ a Journal of Opinion and Research. The Spring 2003

issue provides a cornucopia of not only research, but opinions that deserve attentive

considerations. Teacher quality can, over time, make a significant difference in the

area of inequality. However, there does have to be an infrastructure in place to support quality teachers and enlightened leadership, e.g., adequate pay for performance, leadership development, resource support for quality instruction, etc.

The Boeing Company will continue to support initiatives aligned with our strategy

that enhance the learning and capability of the youth of our society and strive to

be an active partner in this worthwhile endeavor.

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ANSWERS TO POST-HEARING QUESTIONS

Responses by Jay T. Engeln, Resident Practitioner for Business-School Partnerships,

National Association of Secondary School Principals

Questions submitted by Representative Michael Honda

Q1. Are we focusing on symptoms of the kinds of things that may be amiss in our

public school system and not the causes? That is, are the kinds of programs this

medal would honor simply patching in holes in our system, and by awarding

patches do we neglect to fix the holes?

A1. Relative to William J. Palmer High School in Colorado Springs, Colorado, the

cause of many of our problems was a poor economic situation. The local and state

business sector was in a downturn and the school district had not passed a bond

issue for 27 years, consequently the funds available for school were very limited.

The partnerships established between the school and businesses provided the revenue and human resource support that allowed the school to overcome the limitations of inadequate funding.

I do feel that it is important to recognize businesses that are involved in math

and science programs in public schools across the country. Showcasing exemplary

programs for other schools, school districts, and businesses to emulate would be a

plus. It is also extremely important that funding levels are not reduced because of

business involvement. Partnerships provide an opportunity to enhance programs

and provide the best possible programs for students. If funding is reduced because

of partnership involvement at a school, then we are not only neglecting to fix holes

but are creating new ones.

As Senator Hilary Clinton stated repeatedly in the past, ‘‘It takes an entire village

to raise a child.’’ Business partnerships put into action an essential component of

this statement and recognition of the businesses involved is a positive way to share

best in class programs that can servers as excellent models for others to emulate. . ..

Q2. What do you think are the real problems in public education that lead to inequality in opportunities to for different students and how would you address

these?

A2. In regards the topic of math/science school/business partnership, inequalities

can occur based on the location of schools relative to the location of businesses.

Businesses tend to be involved with schools that their employees attend or are located in the attendance area of a school or school district. Inner city schools and

rural schools are often those with fewer partnership opportunities. Partnerships can

help provide resources and/or expertise for schools that might not otherwise have

these resources available. Overcoming these obstacles of geography can occur with

businesses reaching out to schools in localities that they do not normally serve.

Q3. How important was the principal in implementing your program? If you took

the principal out of the picture, would the focus have been there and would the

achievement been there? The concern is that if it is all driven by the principal,

this program would not be very portable. But is it is not driven solely by a single

personality, what are the ingredients that could be replicated throughout the

country?

A3. Research repeatedly shows that the principal is an essential component of

school reform and school success. Leadership that focuses on the incorporation of

best practices in the classroom for all students is critical for continued improvement

in student achievement.

In regards to partnerships, the principal does play an important role in driving

school/business partnership involvement. The process however, does not have to be

limited to an individual principal’s style. The process of implementing long-term,

sustainable and effective partnerships is portable to other schools and school districts. The Guiding Principles for Business and School Partnerships and the HowTo Guide for School/Business Partnerships are two documents developed by the

Council for Corporate and School Partnerships, to assist schools and school districts

in working with current and potential business partners. The publications incorporate research based information and examples of how to incorporate ‘‘best practices’’ when implementing school/business partnerships. The ingredients included in

the documents are designed to help educators and business leaders maximize the

benefits of partnerships and enhance the educational opportunities for all students.

Working together, schools and business can make a difference!

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ANSWERS TO POST-HEARING QUESTIONS

Responses by Torrence H. Robinson, Director, Federal Affairs, Texas Instruments

Questions submitted by Representative Michael Honda

Q1. Are we focusing on symptoms of the kinds of things that may be amiss in our

public school system and not at the causes? That is, are the kinds of programs

this medal would honor simply patches filling in holes in our system, and by

awarding the patches do we neglect to fix the holes?

A1. The kinds of programs this medal would honor would indeed address key tactical areas in improving math and science education. Tactical areas include: curricular innovation, industrial involvement and interaction with students and teachers to improve student learning, more receptive student attitudes towards science,

technology, engineering and math (STEM), parental and community education about

the importance of STEM, and effective and sustainable programs.

Q2. What do you think are the real problems in public education that lead to inequality in opportunities for different students and how would you address

these?

A2. Attraction and retention of highly qualified teachers, particularly in the math

and science disciplines is one of the ‘‘real problems’’ of public education that lead

to inequality in student opportunities.

High teacher turnover rates negatively impact all education sectors, but low income public schools are impacted at a greater degree than any other sector of public

education, 20 percent vs. the average of 15.7 percent for all education sectors (Unraveling the ‘‘Teacher Shortage’’ Problem: Teacher Retention is the Key, A symposium of the National Commission on Teaching and America’s Future and NCTAF

State Partners, Aug. 20–22, 2002). Consequently, it is the lowest income students

who suffer most from teacher turnover and attrition. The resulting effect is poorer

teacher quality and lower student achievement.

Major factors that influence teacher turnover include salaries, working conditions,

preparation and mentoring support in the initial years of teaching. I would point

Mr. Honda and the Science Committee to my full testimony with regards to the

Texas Instruments Foundation investment in programs such as the Advanced Placement Incentive Program which includes a teacher preparation component. Programs

such as AP have been proven to work in low-income schools. I recommend broader

implementation of similar programs that perfect the abilities, raise the expectations

and broaden the experiences of math and science teachers.

Q3. Are there things that were successful with the high school program Infinity that

can suggest how other programs might be designed for lower grade levels? The

fourth through eighth grade period has been cited as a critical time at which

student curiosity is quite high but at which time we often lose a lot of students

who had previously been interested in math and science. Is there any data from

your program that points to strategies that would allow you to leverage what

you have learned at the high school level to improve programs at other grade

levels, too?

A3. Strategies incorporated by the Infinity Project that could be used at other grade

levels in math and science include making a clearer connection between curriculum

and what students find relevant to their lives and making those connections more

often. This is a particular challenge of traditional mathematics pedagogy. Too often

textbooks and teachers do a poor job in making the connection between mathematical concepts and relevant applications that are interesting to students. During

initial and subsequent revisions of the Infinity curriculum, the Infinity team, consisting of university faculty and technologists with doctoral degrees in engineering,

physics and education, made it a point to consult with master secondary math and

science educators. Their focus was to help bridge the gap between their content expertise and the real-world of the high school classroom, thereby ensuring that the

content was not only accurate, but would integrate effectively within the

practicalities and expectations of the high school classroom. This idea was particularly important because there are essentially few high school ‘‘engineering’’ instructors, therefore, the challenge that was successfully met by Infinity was to help math

and science instructors translate their math and science content knowledge and pedagogical expertise into fun and relevant math and science-based engineering instruction.

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Another factor that is not unique to Infinity but is nevertheless critically important is access to qualified, properly trained and motivated teachers. The Infinity

Project requires that teacher applicants are certified in math, science or technology.

The Infinity Project Professional Development Institutes, which prepare instructors

for teaching the Infinity material, consistently receive high ratings from its participants. A comment such as ‘‘this is the best professional development I have ever

had’’ is a common reaction. The Infinity staff concludes that the positive outcome

is due to the professionalism and enthusiasm of its instructors, the well-organized

training materials, the experiential (i.e., hands-on) nature of the course and the customer-centered approach by the staff.

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ANSWERS TO POST-HEARING QUESTIONS

Responses by Judith A. Ramaley, Assistant Director, Education and Human Resources Directorate, National Science Foundation

Questions submitted by Representative Michael Honda

Q1. Are we focusing on symptoms of the kinds of things that may be amiss in our

public school system and not at the causes? That is, are the kinds of programs

this medal would honor simply patches filling in holes in our system, and by

awarding the patches; do we neglect to fix the holes?

A1. If the criteria for the award are defined in such a way that the award is made

to programs or individuals who, by their example, create a vision for others of what

is possible in public education, then this medal will have served a useful purpose.

Enriching the vision for public education has the potential to do more than patch

over the holes in our system. It can signify our resolve to seek out and validate

those who have been successful in raising expectations for all students or who have

created the strong academic environments in which innovative ideas and approaches

have been nurtured. To the extent that the criteria for awards of this type contribute to a national vision of a high quality education for all students, such awards

can be meaningful.

Q2. What do you think are the real problems in public education that lead to inequality in opportunities for different students and how would you address

these?

A2. The real problems in public education often stem from the lack of a realistic

vision about (a) what constitutes a high quality education that can prepare our

young people for the future and (b) how to get there. All too often there is neither

sufficient understanding of how important academic leadership is in schools and districts nor the resolve to do what it takes to raise the level of academic leadership.

Providing a high quality education that prepares all students for the future calls

for:

• Challenging curricula, courses, and instructional materials in every school, at

every grade level.

• Teachers who are competent in their subject matter, and knowledgeable

about student thinking and how to assess student progress on a day-to-day

basis in the classroom.

• Guidance counselors, teachers, and administrators who are well prepared to

work with parents and students to raise academic expectations, and whose

advice and guidance give students a vision of their future beyond what they

may see in their immediate environments.

• Strategic allocation of school/district resources that aligns financial and other

resources with what is most valued.

• Multiple opportunities—including innovative use of technology and structured

experiences for enrichment outside of the regular classroom—that engage students in academic pursuits, expand their horizons of expectation for themselves, validate their accomplishments, and make learning an endeavor that

is highly prized.

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ANSWERS TO POST-HEARING QUESTIONS

Submitted to Gus A. Krudwig, Co-founder, The Glou Factory

These questions were submitted to the witness, but were not responded to by the

time of publication.

Questions submitted by Representative Michael Honda

Q1. Are we focusing on symptoms of the kinds of things that may be amiss in our

public school system and not at the causes? That is, are the kinds of programs

this medal would honor simply patches filling in holes in our system, and by

awarding the patches do we neglect to fix the holes?

Q2. What do you think are the real problems in public education that lead to inequality in opportunities for different students and how would you address

these?

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Appendix 2:

ADDITIONAL MATERIAL FOR THE RECORD

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