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[House Report 106-821]
[From the U.S. Government Publishing Office]

106th Congress                                            Rept. 106-821
                        HOUSE OF REPRESENTATIVES
 2d Session                                                      Part 1

======================================================================

 
                     NATIONAL SCIENCE EDUCATION ACT

                                _______
                                

               September 6, 2000.--Ordered to be printed

                                _______
                                

    Mr. Sensenbrenner, from the Committee on Science, submitted the 
                               following

                              R E P O R T

                        [To accompany H.R. 4271]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Science, to whom was referred the bill 
(H.R. 4271) to establish and expand programs relating to 
science, mathematics, engineering, and technology education, 
and for other purposes, having considered the same, report 
favorably thereon with an amendment and recommend that the bill 
as amended do pass.

                                CONTENTS

                                                                   Page
   I. Amendment.......................................................2
  II. Purpose of the Bill............................................13
 III. Background and Need for the Legislation........................13
  IV. Summary of Hearings............................................14
   V. Committee Actions..............................................15
  VI. Summary of Major Provisions of the Bill........................16
 VII. Section-By-Section Analysis (By Title and Section).............18
VIII. Committee Views................................................21
  IX. Cost Estimate..................................................22
   X. Congressional Budget Office Cost Estimate......................22
  XI. Compliance with Public Law 104-4 (Unfunded Mandates)...........24
 XII. Committee Oversight Findings and Recommendations...............24
XIII. Oversight Findings and Recommendations by the Committee on 
      Government Reform and Oversight................................24
 XIV. Constitutional Authority Statement.............................24
  XV. Federal Advisory Committee Statement...........................24
 XVI. Congressional Accountability Act...............................24
XVII. Statement on Preemption of State, Local, or Tribal Law.........25
XVIII.Changes in Existing Law Made by the Bill, As Reported..........25

 XIX. Committee Recommendations......................................25
  XX. Exchange of Committee Correspondence...........................25
 XXI. Proceedings of Full Committee Markup...........................26

                              I. Amendment

  The amendment is as follows:
  Strike all after the enacting clause and insert the 
following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``National Science Education Act''.

SEC. 2. FINDINGS.

  Congress finds the following:
          (1) As concluded in the report of the Committee on Science of 
        the House of Representatives, ``Unlocking Our Future Toward a 
        New National Science Policy,'' which was adopted by the House 
        of Representatives, the United States must maintain and improve 
        its preeminent position in science and technology in order to 
        advance human understanding of the universe and all it 
        contains, and to improve the lives, health, and freedoms of all 
        people.
          (2) It is estimated that more than half of the economic 
        growth of the United States today results directly from 
        research and development in science and technology. The most 
        fundamental research is responsible for investigating our 
        perceived universe, to extend our observations to the outer 
        limits of what our minds and methods can achieve, and to seek 
        answers to questions that have never been asked before. Applied 
        research continues the process by applying the answers from 
        basic science to the problems faced by individuals, 
        organizations, and governments in the everyday activities that 
        make our lives more livable. The scientific-technological 
        sector of our economy, which has driven our recent economic 
        boom and led the United States to the longest period of 
        prosperity in history, is fueled by the work and discoveries of 
        the scientific community.
          (3) The effectiveness of the United States in maintaining 
        this economic growth will be largely determined by the 
        intellectual capital of the United States. Education is 
        critical to developing this resource.
          (4) The education program of the United States needs to 
        provide for 3 different kinds of intellectual capital. First, 
        it needs scientists, mathematicians, and engineers to continue 
        the research and development that is central to the economic 
        growth of the United States. Second, it needs technologically 
        proficient workers who are comfortable and capable dealing with 
        the demands of a science-based, high-technology workplace. 
        Last, it needs scientifically literate voters and consumers to 
        make intelligent decisions about public policy.
          (5) Student performance on the recent Third International 
        Mathematics and Science Study highlights the shortcomings of 
        current K-12 science and mathematics education in the United 
        States, particularly when compared to other countries. We must 
        expect more from our Nation's educators and students if we are 
        to build on the accomplishments of previous generations. New 
        methods of teaching science, mathematics, engineering, and 
        technology are required, as well as better curricula and 
        improved training of teachers.
          (6) Science is more than a collection of facts, theories, and 
        results. It is a process of inquiry built upon observations and 
        data that leads to a way of knowing and explaining in logically 
        derived concepts and theories. Mathematics is more than 
        procedures to be memorized. It is a field that requires 
        reasoning, understanding, and making connections in order to 
        solve problems. Engineering is more than just designing and 
        building. It is the process of making compromises to optimize 
        design and assessing risks so that designs and products best 
        solve a given problem. Technology is more than using computer 
        applications, the Internet, and programming. Technology is the 
        innovation, change, or modification of the natural environment, 
        based on scientific, mathematical, and engineering principles.
          (7) Students should learn science primarily by doing science. 
        Science education ought to reflect the scientific process and 
        be object-oriented, experiment-centered, and concept-based. 
        Students should learn mathematics with understanding that 
        numeric systems have intrinsic properties that can represent 
        objects and systems in real life, and can be applied in solving 
        problems. Engineering education should reflect the realities of 
        real world design, and should involve hands-on projects and 
        require students to make trade-offs based upon evidence. 
        Students should learn technology as both a tool to solve other 
        problems and as a process by which people adapt the natural 
        world to suit their own purposes. Computers represent a 
        particularly useful form of technology, enabling students and 
        teachers to acquire data, model systems, visualize phenomena, 
        communicate and organize information, and collaborate with 
        others in powerful new ways. A background in the basics of 
        information technology is essential for success in the modern 
        workplace and the modern world.
          (8) Children are naturally curious and inquisitive. To 
        successfully tap into these innate qualities, education in 
        science, mathematics, engineering, and technology must begin at 
        an early age and continue throughout the entire school 
        experience.
          (9) Teachers provide the essential connection between 
        students and the content they are learning. Prospective 
        teachers need to be identified and recruited by presenting to 
        them a career that is respected by their peers, is financially 
        and intellectually rewarding, contains sufficient opportunities 
        for advancement, and has continuing access to professional 
        development.
          (10) Teachers need to have incentives to remain in the 
        classroom and improve their practice, and training of teachers 
        is essential if the results are to be good. Teachers need to be 
        knowledgeable of their content area, of their curriculum, of 
        up-to-date research in teaching and learning, and of techniques 
        that can be used to connect that information to their students 
        in their classroom.

SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.

  Nothing in this Act may be construed to authorize any department, 
agency, officer, or employee of the United States to exercise any 
direction, supervision, or control over the curriculum, program of 
instruction, administration, or personnel of any educational 
institution or school system.

SEC. 4. MASTER TEACHER GRANT PROGRAM.

  (a) Program Authorized.--The Director of the National Science 
Foundation shall conduct a grant program to make grants to a State or 
local educational agency, a private elementary or middle school, or a 
consortium of any combination of those entities, for the purpose of 
hiring a master teacher described in subsection (b).
  (b) Eligibility.--In order to be eligible to receive a grant under 
this subsection, a State or local educational agency, private 
elementary or middle school, or consortium described in subsection (a) 
shall submit to the Director a description of the relationship the 
master teacher will have vis-a-vis other administrative and managerial 
staff and the State and local educational agency, the ratio of master 
teachers to other teachers, and the requirements for a master teacher 
of the State or local educational agency or school, including 
certification requirements and job responsibilities of the master 
teacher. Job responsibilities must include a discussion of any 
responsibility the master teacher will have for--
          (1) development or implementation of science, mathematics, 
        engineering, or technology curricula;
          (2) in-classroom assistance;
          (3) authority over hands-on inquiry materials, equipment, and 
        supplies;
          (4) mentoring other teachers or fulfilling any leadership 
        role; and
          (5) professional development, including training other master 
        teachers or other teachers, or developing or implementing 
        professional development programs.
  (c) Assessment of effectiveness.--The Director shall assess the 
effectiveness of activities carried out under this section.
  (d) Funds.--
          (1) Source.--Grants shall be made under this section out of 
        funds available for the National Science Foundation for 
        Education and Human Resources Activities.
          (2) Authorization.--There are authorized to be appropriated 
        to the National Science Foundation to carry out this section 
        $50,000,000 for each of fiscal years 2001 through 2003 .

SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED.

  (a) General Authority.--
          (1) In general.--
                  (A) Grant program.--The Director of the National 
                Science Foundation shall, subject to appropriations, 
                carry out a demonstration project under which the 
                Director awards grants in accordance with this section 
                to eligible local educational agencies.
                  (B) Uses of funds.--A local educational agency that 
                receives a grant under this section may use such grant 
                funds to develop a program that builds or expands 
                mathematics, science, and information technology 
                curricula, to purchase equipment necessary to establish 
                such program, and to provide professional development 
                in such fields.
          (2) Program requirements.--The program described in paragraph 
        (1) shall--
                  (A) provide professional development specifically in 
                information technology, mathematics, and science; and
                  (B) provide students with specialized training in 
                mathematics, science, and information technology.
  (b) Eligible Local Educational Agencies.--For purposes of this 
section, a local educational agency or consortium of local educational 
agencies is eligible to receive a grant under this section if the 
agency or consortium--
          (1) provides assurances that it has executed conditional 
        agreements with representatives of the private sector to 
        provide services and funds described in subsection (c); and
          (2) agrees to enter into an agreement with the Director to 
        comply with the requirements of this section.
  (c) Private Sector Participation.--The conditional agreements 
referred to in subsection (b)(1) shall describe participation by the 
private sector, including--
          (1) the donation of computer hardware and software;
          (2) the establishment of internship and mentoring 
        opportunities for students who participate in the information 
        technology program; and
          (3) the donation of higher education scholarship funds for 
        eligible students who have participated in the information 
        technology program.
  (d) Application.--
          (1) In general.--To apply for a grant under this section, 
        each eligible local educational agency or consortium of local 
        educational agencies shall submit an application to the 
        Director in accordance with guidelines established by the 
        Director pursuant to paragraph (2).
          (2) Guidelines.--
                  (A) Requirements.--The guidelines referred to in 
                paragraph (1) shall require, at a minimum, that the 
                application include--
                          (i) a description of proposed activities 
                        consistent with the uses of funds and program 
                        requirements under subsection (a)(1)(B) and 
                        (a)(2);
                          (ii) a description of the higher education 
                        scholarship program, including criteria for 
                        selection, duration of scholarship, number of 
                        scholarships to be awarded each year, and 
                        funding levels for scholarships; and
                          (iii) evidence of private sector 
                        participation and financial support to 
                        establish an internship, mentoring, and 
                        scholarship program.
                  (B) Guideline publication.--The Director shall issue 
                and publish such guidelines not later than 6 months 
                after the date of the enactment of this Act.
          (3) Selection.--The Director shall select a local educational 
        agency to receive an award under this section in accordance 
        with subsection (e) and on the basis of merit to be determined 
        after conducting a comprehensive review.
  (e) Priority.--The Director shall give special priority in awarding 
grants under this section to eligible local educational agencies that--
          (1) demonstrate the greatest ability to obtain commitments 
        from representatives of the private sector to provide services 
        and funds described under subsection (c); and
          (2) demonstrate the greatest economic need.
  (f) Assessment.--The Director shall assess the effectiveness of 
activities carried out under this section.
  (g) Study and Report.--The Director--
          (1) shall initiate an evaluative study of eligible students 
        selected for scholarships pursuant to this section in order to 
        measure the effectiveness of the demonstration program; and
          (2) shall report the findings of the study to Congress not 
        later than 4 years after the award of the first scholarship. 
        Such report shall include the number of students graduating 
        from an institution of higher education with a major in 
        mathematics, science, or information technology and the number 
        of students who find employment in such fields.
  (h) Definition.--Except as otherwise provided, for purposes of this 
section, the term ``eligible student'' means a student enrolled in the 
12th grade who--
          (1) has participated in an information technology program 
        established pursuant to this section;
          (2) has demonstrated a commitment to pursue a career in 
        information technology, mathematics, science, or engineering; 
        and
          (3) has attained high academic standing and maintains a grade 
        point average of not less than 3.0 on a 4.0 scale for the last 
        2 years of secondary school (11th and 12th grades).
  (i) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section, $3,000,000 for each of fiscal years 2001 through 2003.
  (j) Maximum Grant Award.--An award made to an eligible local 
educational agency under this section may not exceed $300,000.

SEC. 6. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR 
                    CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND 
                    TECHNOLOGY EDUCATION.

  (a) In General.--The Director of the National Science Foundation 
shall, jointly with the Secretary of Education, compile and disseminate 
information (including through outreach, school counselor education, 
and visiting speakers) regarding--
          (1) typical standard prerequisites for middle school and high 
        school students who seek to enter a course of study at an 
        institution of higher education in science, mathematics, 
        engineering, or technology education for purposes of teaching 
        in an elementary or secondary school; and
          (2) the licensing requirements in each State for science, 
        mathematics, engineering, or technology elementary or secondary 
        school teachers.
  (b) Authorization of Appropriations.--There are authorized to be 
appropriated for the National Science Foundation to carry out this 
section $5,000,000 for each of fiscal years 2001 through 2003.

SEC. 7. REQUIREMENT TO CONDUCT STUDY EVALUATION.

  (a) Study Required.--The Director of the National Science Foundation 
shall enter into an agreement with the National Academies of Sciences 
and Engineering under which the Academies shall review existing studies 
on the effectiveness of technology in the classroom on learning and 
student performance, using various measures of learning and teaching 
outcome including standardized tests of student achievement, and 
explore the feasibility of one or more methodological frameworks to be 
used in evaluations of technologies that have different purposes and 
are used by schools and school systems with diverse educational goals. 
The study evaluation shall include, to the extent available, 
information on the type of technology used in each classroom, the 
reason that such technology works, and the teacher training that is 
conducted in conjunction with the technology.
  (b) Deadline for Completion.--The study evaluation required by 
subsection (a) shall be completed not later than one year after the 
date of the enactment of this Act.
  (c) Definition of Technology.--In this section, the term 
``technology'' has the meaning given that term in section 3113(11) of 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
6813(11)).
  (d) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation for the purpose of 
conducting the study evaluation required by subsection (a), $600,000.

SEC. 8. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.

  (a) In General.--The Director of the National Science Foundation 
shall establish a grant program under which grants may be made to a 
State or local educational agency, a private elementary or middle 
school, or a consortium consisting of any combination of those entities 
for instruction of teachers for grades kindergarten through the twelfth 
grade on the use of information technology in the classroom. Grants 
awarded under this section shall be used for training teachers to use--
          (1) classroom technology, including hardware, software, 
        communications technologies, and laboratory equipment; or
          (2) specific technology for science, mathematics, engineering 
        or technology instruction, including data acquisition, 
        modeling, visualization, simulation, and numerical analysis.
  (b) Authorization of Appropriations.--There are authorized to be 
appropriated for the National Science Foundation to carry out this 
section $10,000,000 for each of fiscal years 2001 through 2003.

SEC. 9. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY BUSINESS 
                    EDUCATION CONFERENCE.

  (a) In General.--Not later than 180 days after the date of the 
enactment of this Act, the Director of the National Science Foundation 
shall convene the first of an annual 3- to 5-day conference for 
kindergarten through twelfth grade science, mathematics, engineering, 
and technology education stakeholders, including--
          (1) representatives from Federal, State, and local 
        governments, private industries, private businesses, and 
        professional organizations;
          (2) educators;
          (3) science, mathematics, engineering, and technology 
        educational resource providers;
          (4) students; and
          (5) any other stakeholders the Director determines would 
        provide useful participation in the conference.
  (b) Purposes.--The purposes of the conference convened under 
subsection (a) shall be to--
          (1) identify and gather information on existing science, 
        mathematics, engineering, and technology education programs and 
        resource providers, including information on distribution, 
        partners, cost assessment, and derivation;
          (2) determine the extent of any existing coordination between 
        providers of curricular activities, initiatives, and units; and
          (3) identify the common goals and differences among the 
        participants at the conference.
  (c) Report and Publication.--At the conclusion of the conference the 
Director of the National Science Foundation shall--
          (1) transmit to the Committee on Science of the House of 
        Representatives and to the Committee on Commerce, Science, and 
        Transportation of the Senate a report on the outcome and 
        conclusions of the conference, including an inventory of 
        curricular activities, initiatives, and units, the content of 
        the conference, and strategies developed that will support 
        partnerships and leverage resources; and
          (2) ensure that a similar report is published and distributed 
        as widely as possible to stakeholders in science, mathematics, 
        engineering, and technology education.
  (d) Authorization of Appropriations.--There are authorized to be 
appropriated for the National Science Foundation to carry out this 
section--
          (1) $300,000 for fiscal year 2001; and
          (2) $200,000 for each of fiscal years 2002 and 2003.

SEC. 10. GRANTS FOR DISTANCE LEARNING.

  (a) In General.--The Director of the National Science Foundation may 
make competitive, merit-based awards to develop partnerships for 
distance learning of science, mathematics, engineering, and technology 
education to a State or local educational agency or to a private 
elementary, middle, or secondary school, under any grant program 
administered by the Director using funds appropriated to the National 
Science Foundation for activities in which distance learning is 
integrated into the education process in grades kindergarten through 
the twelfth grade.
  (b) Authorization of Appropriations.--There are authorized to be 
appropriated for the National Science Foundation to carry out this 
section $5,000,000 for each of fiscal years 2001 through 2003.

SEC. 11. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.

  (a) In General.--The President, acting through the National Science 
Foundation, shall provide scholarships to teachers at public and 
private schools in grades kindergarten through the 12th grade in order 
that such teachers may participate in research programs conducted at 
private entities or Federal or State Government agencies. The purpose 
of such scholarships shall be to provide teachers with an opportunity 
to expand their knowledge of science, mathematics, engineering, 
technology, and research techniques.
  (b) Requirements.--In order to be eligible to receive a scholarship 
under this section, a teacher described in subsection (a) shall be 
required to develop, in conjunction with the private entity or 
Government agency at which the teacher will be participating in a 
research program, a proposal to be submitted to the President 
describing the types of research activities involved.
  (c) Period of Program.--Participation in a research program in 
accordance with this section may be for a period of one academic year 
or two sequential summers.
  (d) Use of Funds.--The Director may only use funds for purposes of 
this section for salaries of scholarship recipients, administrative 
expenses (including information dissemination, direct mailing, 
advertising, and direct staff costs for coordination and accounting 
services), expenses for conducting an orientation program, relocation 
expenses, and the expenses of conducting final selection interviews.
  (e) Authorization of Appropriations.--There are authorized to be 
appropriated for the National Science Foundation to carry out this 
section $5,000,000 for each of fiscal years 2001 through 2003.

SEC. 12. EDUCATIONAL TECHNOLOGY UTILIZATION EXTENSION ASSISTANCE.

  (a) Purpose.--The purpose of this section is to improve the 
utilization of educational technologies in elementary and secondary 
education by creating an educational technology extension service based 
at undergraduate institutions of higher education.
  (b) Findings.--The Congress finds the following:
          (1) Extension services such as the Manufacturing Extension 
        Partnership and the Agricultural Extension Service have proven 
        to be effective public/private partnerships to integrate new 
        technologies and to improve utilization of existing 
        technologies by small to medium sized manufacturers and the 
        United States agricultural community.
          (2) Undergraduate institutions of higher education working 
        with nonprofit organizations and State and Federal agencies can 
        tailor educational technology extension programs to meet 
        specific local and regional requirements.
          (3) Undergraduate institutions of higher education, often 
        with the assistance of the National Science Foundation, have 
        for the past 20 years been integrating educational technologies 
        into their curricula, and as such they can draw upon their own 
        experiences to advise elementary and secondary school educators 
        on ways to integrate a variety of educational technologies into 
        the educational process.
          (4) Many elementary and secondary school systems, 
        particularly in rural and traditionally underserved areas, lack 
        general information on the most effective methods to integrate 
        their existing technology infrastructure, as well as new 
        educational technology, into the educational process and 
        curriculum.
          (5) Most Federal and State educational technology programs 
        have focused on acquiring educational technologies with less 
        emphasis on the utilization of those technologies in the 
        classroom and the training and infrastructural requirements 
        needed to efficiently support those types of technologies. As a 
        result, in many instances, the full potential of educational 
        technology has not been realized.
          (6) Our global economy is increasingly reliant on a workforce 
        not only comfortable with technology, but also able to 
        integrate rapid technological changes into the production 
        process. As such, in order to remain competitive in a global 
        economy, it is imperative that we maintain a work-ready labor 
        force.
          (7) According to ``Teacher Quality: A Report on the 
        Preparation and Qualifications of Public School Teachers'', 
        prepared by the Department of Education, only one in five 
        teachers felt they were well prepared to work in a modern 
        classroom.
          (8) The most common form of professional development for 
        teachers continues to be workshops that typically last no more 
        than one day and have little relevance to teachers' work in the 
        classroom.
          (9) A 1998 national survey completed by the Department of 
        Education found that only 19 percent of teachers had been 
        formally mentored by another teacher, and that 70 percent of 
        these teachers felt that this collaboration was very helpful to 
        their teaching.
  (c) Program Authorized.--
          (1) General authority.--The Director of the National Science 
        Foundation, in cooperation with the Secretary of Education and 
        the Director of the National Institute of Standards and 
        Technology, is authorized to provide assistance for the 
        creation and support of regional centers for the utilization of 
        educational technologies (hereinafter in this section referred 
        to as ``ETU Centers'').
          (2) Functions of centers.--
                  (A) Establishment.--ETU Centers may be established at 
                any institution of higher education, but such centers 
                may include the participation of nonprofit entities, 
                organizations, or groups thereof.
                  (B) Objectives of centers.--The objective of the ETU 
                Centers is to enhance the utilization of educational 
                technologies in elementary and secondary education 
                through--
                          (i) advising of elementary and secondary 
                        school administrators, school boards, and 
                        teachers on the adoption and utilization of new 
                        educational technologies and the utility of 
                        local schools' existing educational technology 
                        assets and infrastructure;
                          (ii) participation of individuals from the 
                        private sector, universities, State and local 
                        governments, and other Federal agencies;
                          (iii) active dissemination of technical and 
                        management information about the use of 
                        educational technologies; and
                          (iv) utilization, where appropriate, of the 
                        expertise and capabilities that exist in 
                        Federal laboratories and Federal agencies.
                  (C) Activities of centers.--The activities of the ETU 
                Centers shall include the following:
                          (i) The active transfer and dissemination of 
                        research findings and ETU Center expertise to 
                        local school authorities, including school 
                        administrators, school boards, and teachers.
                          (ii) The training of teachers in the 
                        integration of local schools existing 
                        educational technology infrastructure into 
                        their instructional design.
                          (iii) The training and advising of teachers, 
                        administrators, and school board members in the 
                        acquisition, utilization, and support of 
                        educational technologies.
                          (iv) Support services to teachers, 
                        administrators, and school board members as 
                        agreed upon by ETU Center representatives and 
                        local school authorities.
                          (v) The advising of teachers, administrators, 
                        and school board members on current skill set 
                        standards employed by private industry.
          (3) Program administration.--
                  (A) Proposed rules.--The Director of the National 
                Science Foundation, after consultation with the 
                Secretary of Education and the Director of the National 
                Institute of Standards and Technology, shall publish in 
                the Federal Register, within 90 days after the date of 
                the enactment of this section, proposed rules for the 
                program for establishing ETU Centers, including--
                          (i) a description of the program;
                          (ii) the procedures to be followed by 
                        applicants;
                          (iii) the criteria for determining qualified 
                        applicants; and
                          (iv) the criteria, including those listed in 
                        this section, for choosing recipients of 
                        financial assistance under this section from 
                        among qualified applicants.
                  (B) Final rules.--The Director of the National 
                Science Foundation shall publish final rules for the 
                program under this section after the expiration of a 
                30-day comment period on such proposed rules.
          (4) Eligibility and selection.--
                  (A) Applications required.--Any undergraduate 
                institution of higher education, consortia of such 
                institutions, non-profit organizations, or groups 
                thereof may submit an application for financial support 
                under this section in accordance with the procedures 
                established under this section. In order to receive 
                assistance under this section, an applicant shall 
                provide adequate assurances that the applicant will 
                contribute 50 percent or more of the proposed Center's 
                capital and annual operating and maintenance costs.
                  (B) Selection.--The Director of the National Science 
                Foundation, in conjunction with the Secretary of 
                Education and the Director of the National Institute of 
                Standards and Technology, shall subject each 
                application to competitive, merit review. In making a 
                decision whether to approve such application and 
                provide financial support under this section, the 
                Director of the National Science Foundation shall 
                consider at a minimum--
                          (i) the merits of the application, 
                        particularly those portions of the application 
                        regarding the adaption of training and 
                        educational technologies to the needs of 
                        particular regions;
                          (ii) the quality of service to be provided;
                          (iii) the geographical diversity and extent 
                        of service area, with particular emphasis on 
                        rural and traditionally underdeveloped areas; 
                        and
                          (iv) the percentage of funding and amount of 
                        in-kind commitment from other sources.
                  (C) Evaluation.--Each ETU Center which receives 
                financial assistance under this section shall be 
                evaluated during its third year of operation by an 
                evaluation panel appointed by the Director of the 
                National Science Foundation. Each evaluation panel 
                shall measure the involved Center's performance against 
                the objectives specified in this section. Funding for 
                an ETU Center shall not be renewed unless the 
                evaluation is positive.

SEC. 13. INTERAGENCY COORDINATION OF SCIENCE EDUCATION PROGRAMS.

  (a) Interagency Coordination Committee.--
          (1) Establishment.--The Director of the Office of Science and 
        Technology Policy shall establish an interagency committee to 
        coordinate Federal programs in support of science and 
        mathematics education at the elementary and secondary level.
          (2) Membership.--The membership of the committee shall 
        consist of the heads, or designees, of the National Science 
        Foundation, the Department of Energy, the National Aeronautics 
        and Space Administration, the Department of Education, and 
        other Federal departments and agencies that have programs 
        directed toward support of elementary and secondary science and 
        mathematics education.
          (3) Functions.--The committee shall--
                  (A) prepare a catalog of Federal research, 
                development, demonstration and other programs designed 
                to improve elementary and secondary science or 
                mathematics education, including for each program a 
                summary of its goals and the kinds of activities 
                supported, a summary of accomplishments (including 
                evidence of effectiveness in improving student 
                learning), the funding level, and, for grant programs, 
                the eligibility requirements and the selection process 
                for awards;
                  (B) review the programs identified under subparagraph 
                (A) in order to--
                          (i) determine the relative funding levels 
                        among support for--
                                  (I) teacher professional development;
                                  (II) curricular materials;
                                  (III) improved classroom teaching 
                                practices;
                                  (IV) applications of computers and 
                                related information technologies; and
                                  (V) other major categories of 
                                activities;
                          (ii) assess whether the balance among kinds 
                        of activities as determined under clause (i) is 
                        appropriate and whether unnecessary duplication 
                        or overlap among programs exists;
                          (iii) assess the degree to which the programs 
                        assist the efforts of State and local school 
                        systems to implement standards-based reform of 
                        science and mathematics education, and group 
                        the programs in the categories of high, 
                        moderate, and low relevance for assisting 
                        standards-based reform;
                          (iv) for grant programs, identify ways to 
                        simplify the application procedures and 
                        requirements and to achieve greater conformity 
                        among the procedures and requirements of the 
                        agencies; and
                          (v) evaluate the adequacy of the assessment 
                        procedures used by the departments and agencies 
                        to determine whether the goals and objectives 
                        of programs are being achieved, and identify 
                        the best practices identified from the 
                        evaluation for assessment of program 
                        effectiveness; and
                  (C) monitor the implementation of the plan developed 
                under subsection (c) and provide to the Director of the 
                Office of Science and Technology Policy its findings 
                and recommendations for modifications to that plan.
  (b) External Review.--The Director of the National Science Foundation 
shall enter into an agreement with the National Research Council to 
conduct an independent review of programs as described in subsection 
(a)(3)(B) and to develop findings and recommendations. The findings and 
recommendations from the National Research Council review of programs 
shall be reported to the Director of the Office of Science and 
Technology Policy and to the Congress.
  (c) Education Plan.--
          (1) Plan contents.--On the basis of the findings of the 
        review carried out in accordance with subsection (a)(3)(B) and 
        taking into consideration the findings and recommendations of 
        the National Research Council in accordance with subsection 
        (b), the Director of the Office of Science and Technology 
        Policy shall prepare a plan for Federal elementary and 
        secondary science and mathematics education programs which 
        shall include--
                  (A) a strategy to increase the effectiveness of 
                Federal programs to assist the efforts of State and 
                local school systems to implement standards-based 
                reform of elementary and secondary science and 
                mathematics education;
                  (B) a coordinated approach for identifying best 
                practices for the use of computers and related 
                information technologies in classroom instruction;
                  (C) the recommended balance for Federal resource 
                allocation among the major types of activities 
                supported, including projected funding allocations for 
                each major activity broken out by department and 
                agency;
                  (D) identification of effective Federal programs that 
                have made measurable contributions to achieving 
                standards-based science and mathematics education 
                reform;
                  (E) recommendations to the departments and agencies 
                for actions needed to increase uniformity across the 
                Federal Government for application procedures and 
                requirements for grant awards for support of elementary 
                and secondary science and mathematics education; and
                  (F) dissemination procedures for replicating results 
                from effective programs, particularly best practices 
                for classroom instruction.
          (2) Consultation.--The Director shall consult with academic, 
        State, industry, and other appropriate entities engaged in 
        efforts to reform science and mathematics education as 
        necessary and appropriate for preparing the plan under 
        paragraph (1).
  (d) Reports.--
          (1) Initial report.--The Director of the Office of Science 
        and Technology Policy shall submit to the Congress, not later 
        than 1 year after the date of the enactment of this Act, a 
        report which--
                  (A) includes the plan described in subsection (c)(1);
                  (B) in accordance with subsection (c)(1)(C), 
                describes, for each department and agency represented 
                on the committee established under subsection (a)(1), 
                appropriate levels of Federal funding;
                  (C) includes the catalog prepared under subsection 
                (a)(3)(A);
                  (D) includes the findings from the review required 
                under subsection (a)(3)(B)(iii);
                  (E) includes the findings and recommendations of the 
                National Research Council developed under subsection 
                (b); and
                  (F) describes the procedures used by each department 
                and agency represented on the committee to assess the 
                effectiveness of its education programs.
          (2) Annual updates.--The Director of the Office of Science 
        and Technology Policy shall submit to the Congress an annual 
        update, at the time of the President's annual budget request, 
        of the report submitted under paragraph (1), which shall 
        include, for each department and agency represented on the 
        committee, appropriate levels of Federal funding for the fiscal 
        year during which the report is submitted and the levels 
        proposed for the fiscal year with respect to which the budget 
        submission applies.

SEC. 14. SCIENCE, MATHEMATICS, AND ENGINEERING SCHOLARSHIP PROGRAM.

  (a) Program Authorized.--The Director of the National Science 
Foundation is authorized to establish a scholarship program to assist 
graduates of baccalaureate degree programs in science, mathematics or 
engineering, or individuals pursuing degrees in those fields, to 
fulfill the academic requirements necessary to become certified as 
elementary or secondary school teachers.
  (b) Scholarship Amount and Duration.--Each scholarship provided under 
subsection (a) shall be in the amount of $5000 and shall cover a period 
of 1 year.
  (c) Requirements.--
          (1) Eligibility.--Undergraduate students majoring in science, 
        mathematics or engineering who are within one academic year of 
        completion of degree requirements, and individuals who have 
        received degrees in such fields, are eligible to receive 
        scholarships under the program established by subsection (a).
          (2) Guidelines, procedures, and criteria.--The Director shall 
        establish and publish application and selection guidelines, 
        procedures, and criteria for the scholarship program.
          (3) Requirements for applications--Each application for a 
        scholarship shall include a plan specifying the course of study 
        that will allow the applicant to fulfill the academic 
        requirements for obtaining a teaching certificate during the 
        scholarship period.
          (4) Work requirement.--As a condition of acceptance of a 
        scholarship under this section, a recipient shall agree to work 
        as an elementary or secondary school teacher for a minimum of 
        two years following certification as such a teacher or to repay 
        the amount of the scholarship to the National Science 
        Foundation.
  (d) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $5,000,000 for each of fiscal years 2001, 2002, and 2003.

SEC. 15. GO GIRL GRANTS.

  (a) Short Title.--This section may be cited as the ``Getting Our 
Girls Ready for the 21st Century Act (Go Girl Act)''.
  (b) Findings.--Congress finds the following:
          (1) Women have historically been underrepresented in 
        mathematics, science, and technology occupations.
          (2) Female students take fewer high-level mathematics and 
        science courses in high school than male students.
          (3) Female students take far fewer advanced computer classes 
        and tend to take only the basic data entry and word processing 
        classes compared to courses that male students take.
          (4) Female students earn fewer bachelors, masters, and 
        doctoral degrees in mathematics, science, and technology than 
        male students.
          (5) Early career exploration is key to choosing a career.
          (6) Teachers' attitudes, methods of teaching, and classroom 
        atmosphere affect females' interest in nontraditional fields.
          (7) Stereotypes about appropriate careers for females, a lack 
        of female role models, and a lack of basic career information 
        significantly deters girls' interest in mathematics, science, 
        and technology careers.
          (8) Females consistently rate themselves significantly lower 
        than males in computer ability.
          (9) By the year 2000, 65 percent of all jobs will require 
        technological skills.
          (10) Limited access is a hurdle faced by females seeking jobs 
        in mathematics, science, and technology.
          (11) Common recruitment and hiring practices make extensive 
        use of traditional networks that often overlook females.
  (c) Program Authority.--
          (1) In general.--The Director of the National Science 
        Foundation is authorized to provide grants to and enter into 
        contracts or cooperative agreements with local educational 
        agencies and institutions of higher education to encourage the 
        ongoing interest of girls in science, mathematics, and 
        technology and to prepare girls to pursue undergraduate and 
        graduate degrees and careers in science, mathematics, or 
        technology.
          (2) Application.--
                  (A) In general.--To be eligible to receive a grant 
                under this section, a local educational agency or 
                institution of higher education shall submit an 
                application to the Director at such time, in such form, 
                and containing such information as the Director may 
                reasonably require.
                  (B) Contents.--The application referred to in 
                subparagraph (A) shall contain, at a minimum, the 
                following:
                          (i) A specific program description, including 
                        the content of the program and the research and 
                        models used to design the program.
                          (ii) A description of how an eligible entity 
                        will provide for collaboration between 
                        elementary and secondary school programs to 
                        fulfill goals of the grant program.
                          (iii) An explanation regarding the 
                        recruitment and selection of participants.
                          (iv) A description of the instructional and 
                        motivational activities planned to be used.
                          (v) An evaluation plan.
  (d) Uses of Funds for Elementary School Program.--Under grants 
awarded pursuant to subsection (c) funds may be used for the following:
          (1) Encouraging girls in grades 4 and higher to enjoy and 
        pursue studies in science, mathematics, and technology.
          (2) Acquainting girls in grades 4 and higher with careers in 
        science, mathematics, and technology.
          (3) Educating the parents of girls in grades 4 and higher 
        about the difficulties faced by girls to maintain an interest 
        and desire to achieve in science, mathematics, and technology 
        and enlist the help of the parents in overcoming these 
        difficulties.
          (4) Tutoring in reading, science, mathematics, and 
        technology.
          (5) Mentoring relationships, both in-person and through the 
        Internet.
          (6) Paying the costs of attending events and academic 
        programs in science, mathematics, and technology.
          (7) After-school activities designed to encourage the 
        interest of girls in grades 4 and higher in science, 
        mathematics, and technology.
          (8) Summer programs designed to encourage interest in and 
        develop skills in science, mathematics, and technology.
          (9) Purchasing software designed for girls, or designed to 
        encourage girls' interest in science, mathematics, and 
        technology.
          (10) Field trips to locations that educate and encourage 
        girls' interest in science, mathematics, and technology.
          (11) Field trips to locations that acquaint girls with 
        careers in science, mathematics, and technology.
          (12) Purchasing and disseminating information to parents of 
        girls in grades 4 and higher that will help parents to 
        encourage their daughters' interest in science, mathematics, 
        and technology.
  (e) Uses of Funds for Secondary School Program.--Under grants awarded 
pursuant to subsection (c) funds may be used for the following:
          (1) Encouraging girls in grades 9 and higher to major in 
        science, mathematics, and technology in a postsecondary 
        institution.
          (2) Providing academic advice and assistance in high school 
        course selection.
          (3) Encouraging girls in grades 9 and higher to plan for 
        careers in science, mathematics, and technology.
          (4) Educating the parents of girls in grades 9 and higher 
        about the difficulties faced by girls to maintain an interest 
        and desire to achieve in science, mathematics, and technology 
        and enlist the help of the parents in overcoming these 
        difficulties.
          (5) Tutoring in science, mathematics, and technology.
          (6) Mentoring relationships, both in-person and through the 
        Internet.
          (7) Paying the costs of attending events and academic 
        programs in science, mathematics, and technology.
          (8) Paying 50 percent of the cost of an internship in 
        science, mathematics, or technology.
          (9) After-school activities designed to encourage the 
        interest of girls in grades 9 and higher in science, 
        mathematics, and technology, including the cost of that portion 
        of a staff salary to supervise these activities.
          (10) Summer programs designed to encourage interest in and 
        develop skills in science, mathematics, and technology.
          (11) Purchasing software designed for girls, or designed to 
        encourage girls' interest in science, mathematics, and 
        technology.
          (12) Field trips to locations that educate and encourage 
        girls' interest in science, mathematics, and technology.
          (13) Field trips to locations that acquaint girls with 
        careers in science, mathematics, and technology.
          (14) Visits to institutions of higher education to acquaint 
        girls with college-level programs in science, mathematics, or 
        technology, and to meet with educators and female college 
        students who will encourage them to pursue degrees in science, 
        mathematics, and technology.
  (f) Definition.--In this section the term ``local educational 
agency'' has the same meaning given such term in section 14101 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 8801), except 
that in the case of Hawaii, the District of Columbia, and the 
Commonwealth of Puerto Rico, the term ``local educational agency'' 
shall be deemed to mean the State educational agency.

SEC. 16. GRANT FOR LEARNING COMMUNITY CONSORTIUM FOR ADVANCEMENT OF 
                    WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN 
                    SCIENCE, ENGINEERING, AND TECHNOLOGY.

  The Director of the National Science Foundation may, through a 
competitive, merit-based process, provide to a consortium composed of 
community colleges a grant in an amount not more than $11,000,000 for 
the purpose of carrying out a pilot project to provide support to 
encourage women, minorities, and persons with disabilities to enter and 
complete programs in science, engineering, and technology.

SEC. 17. USE OF FUNDS FOR PROVIDING RELEASE TIME AND OTHER INCENTIVES.

  A recipient of a grant under section 4 or 8 may use funds received 
through such grant for expenses related to leave from work (consistent 
with State law and contractual obligations), and other incentives, to 
permit and encourage full-time teachers to participate in--
          (1) professional development activities relating to the use 
        of technology in education; and
          (2) the development, demonstration, and evaluation of 
        applications of technology in elementary and secondary 
        education.

SEC. 18. SCIENCE TEACHER EDUCATION.

  (a) Program Authorized.--The Director of the National Science 
Foundation may establish a program to improve the undergraduate 
education and in-service professional development of science and 
mathematics teachers in elementary and secondary schools. Under the 
program, competitive awards shall be made on the basis of merit to 
institutions of higher education that offer baccalaureate degrees in 
education, science and mathematics.
  (b) Purpose of Awards.--Awards made under subsection (a) shall be for 
developing--
          (1) courses and curricular materials for--
                  (A) the preparation of undergraduate students 
                pursuing education degrees who intend to serve in 
                elementary or secondary schools as science or 
                mathematics teachers; or
                  (B) the professional development of science and 
                mathematics teachers serving in elementary and 
                secondary schools; and
          (2) educational materials and instructional techniques 
        incorporating innovative uses of information technology.
  (c) Requirements.--The Director shall establish and publish 
application and selection guidelines, procedures, and criteria for the 
program established by subsection (a). Proposals for awards under the 
program shall involve collaborations of education, mathematics and 
science faculty and include a plan for a continued collaboration beyond 
the period of the award. In making awards under this section, the 
Director shall consider--
          (1) the degree to which courses and materials proposed to be 
        developed in accordance with subsection (b) combine content 
        knowledge and pedagogical techniques that are consistent with 
        hands-on, inquiry-based teaching, are aligned with established 
        national science or mathematics standards, and are based on 
        validated education research findings; and
          (2) evidence of a strong commitment by the administrative 
        heads of the schools and departments, whose faculty are 
        involved in preparing a proposal to the program, to provide 
        appropriate rewards and incentives to encourage continued 
        faculty participation in the collaborative activity.
  (d) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $2,000,000 for each of fiscal years 2001 through 2003.

SEC. 19. DEFINITIONS.

  In this Act:
          (1) The terms ``local educational agency'' and ``State 
        educational agency'' have the meaning given such terms in 
        section 14101 of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 8801).
          (2) The term ``institution of higher education'' has the 
        meaning given that term by section 101 of the Higher Education 
        Act of 1965 (20 U.S.C. 1001).

                        II. Purpose of the Bill

    The purpose of H.R. 4271 is to authorize appropriations for 
science, mathematics, engineering and technology (SMET) 
education programs at the National Science Foundation (NSF) and 
other purposes. The bill authorizes appropriations of $85.9 
million for Fiscal Year 2001 and $85.2 million for Fiscal Years 
2002 and 2003.

              III. Background and Need for the Legislation

    Our science and technology enterprise has the ultimate goal 
of improving the lives, health, and freedom of all peoples. Our 
country's scientific strength is at the heart of our recent 
economic boom and undergirds our national defense. America 
depends on science.
    However, a preponderance of evidence indicates that our 
schools aren't preparing our students adequately for the 
knowledge-based, technologically rich America of today and 
tomorrow. Without a strong supply of scientists and engineers, 
of technologically competent workers, and of scientifically 
literate consumers and voters, the future well-being of America 
is in jeopardy.
    American student performance in math and science is not on 
par with students in other countries. Recent assessments of the 
progress of student performance in various subject areas, 
including Science, Math, Engineering, and Technology education, 
have concluded that in some age groups the grasp of science and 
math by U.S. students is less than that of their international 
peers.
    It also is notable that over half of our graduate students 
in science and engineering are foreign-born. The apparent lack 
of interest or preparation many of our own students seem to 
have for careers in science or engineering will limit the 
innovation that propels the economic growth that creates 
prosperity. Indeed, some of the blame for this situation can be 
placed on a K-12 educational system that does not sufficiently 
excite or educate students in math or science and discourages 
further pursuit of these subject areas.
    The short-term ramifications of inadequate preparation and 
lack of interest in science, math, engineering and technology 
are already visible. There are hundreds of thousands of 
technology-related jobs that are unfilled in the U.S.--despite 
an average salary (in 1996) of $46,000, more than fifty percent 
more than the average wage of $28,000.\1\ In 1999 American 
companies, unable to continue without an adequate domestic pool 
of potential employees, implored Congress to increase the 
statutory cap on the number of visas for foreign, skilled 
workers. Congress responded by raising the limit for three 
years. This action, however, is not meeting industry's need: 
the cap for 2000 was already reached in March 2000.
---------------------------------------------------------------------------
    \1\ (U.S. Department of Commerce).
---------------------------------------------------------------------------
    Moreover, cutting-edge skills are no longer required only 
of scientists, mathematicians, engineers and the like. Many of 
today's jobs require more than a basic level of technical 
competence. For many Americans, these skills are no longer part 
of ``on-the-job training,'' but rather prerequisites for entry-
level positions.
    It also is clear that the long-term implications still are 
to come. Over half of our economic growth today can be 
attributed directly to research and development in science and 
technology. Our ability to maintain this economic growth will 
be determined largely by our Nation's intellectual capital. The 
only necessary and sufficient means to developing this resource 
is education.
    In addition to ensuring the conditions for economic 
prosperity, quality science, math, engineering and technology 
education increasingly is becoming necessary for day-to-day 
life. For citizens to thrive in 21st Century America, a well-
rounded and deep literacy in scientific ideas and processes 
will be essential. Our society is now based upon technology and 
information, and in this new century the most valuable 
commodity is knowledge. As communications technologies rapidly 
change the way in which we interact with one another, the key 
to success is no longer acquiring information but rather 
analyzing and processing that information. To be wise 
consumers, intelligent voters, and coveted employees our 
citizens will need to know the skills of science--collecting 
data, evaluating evidence, finding trends, designing 
experiments--more than ever. Both the need and demand for 
quality science and math education is increasing.

                        IV. Summary of Hearings

    On May 17, 2000 the Committee on Science held a hearing 
entitled ``Hearing on Reviewing Science, Math, Engineering and 
Technology Education in Kindergarten Through 12th Grade, and 
H.R. 4271, The National Science Education Act.'' Witnesses 
before the Committee were: Mr. Jeffrey Leaf, Vice President of 
the Board on Pre-College Education for ASME and teacher at 
Thomas Jefferson High School for Science and Technology; Mr. 
Benjamin Boerkoel, Director of Curriculum and Staff 
Development, Grand Rapids Christian Schools; and Mr. John 
Boidock, Vice President for Government Relations, Texas 
Instruments.
    Mr. Leaf identified improvements in science, math, 
engineering and technology education as being one of the most 
important public policy issues and noted in his testimony that 
educational software should encourage critical thinking and 
problem solving and that working groups are very important 
because they provide a forum for ideas on curriculum and 
teaching methods. He added that a program of distance learning 
that stresses innovation would help alleviate the shortage of 
qualified technology teachers. Finally, he stated that master 
teachers should be used to mentor new teachers, while master 
aides help with set up and maintenance of equipment.
    Mr. Boerkoel discussed the H.R. 4271 implications for 
improving teacher training and curriculum improvement. He 
stated that many new teachers have a less than enthusiastic 
view of math and science, largely because of their inadequate 
training. He stated that providing grant money to recruit and 
hire Master Teachers with strong backgrounds and interest in 
math, science, and technology is invaluable to professional 
development and the use of hands-on materials. He added that 
increasing teacher participation in curriculum development 
through scholarships, working groups, and training is important 
and rural educational opportunities need to be enhanced through 
distance learning components. Finally, he highlighted the value 
of organizing and maintaining a link to private sector funds 
and expertise by stating that this relationship helps all 
students, especially the economically disadvantaged, by 
providing needed cutting-edge materials and personal 
relationships.
    Mr. John Biodock spoke about the need to improve math, 
science, and technology education for the health of our 
economy. He explained that the acute shortage of engineers and 
technology workers is due to a variety of factors, including a 
shrinking pool of students graduating with the skills needed 
for these jobs. To reverse this trend and maintain America's 
technological supremacy, he explained, our schools must produce 
more students with strong math, science and technology skills. 
He added that private companies should take an active role in 
our schools to ensure that students learn sufficiently to 
succeed in a technology and information-rich society.

                          V. Committee Actions

    On April 11, 2000, Dr. Vernon J. Ehlers (MI), Vice Chairman 
of the Committee on Science, joined by 16 other co-sponsors, 
introduced H.R. 4271, the National Science Education Act, a 
bill to authorize appropriations for science, mathematics, 
engineering and technology education for Fiscal Years 2001 
through 2003.
    The Full Science Committee met to consider H.R. 4271 on 
Wednesday, July 19, 2000, and entertained the following 
amendments and report language.
    Amendment 1.--Dr. Ehlers (MI) offered an amendment in the 
nature of a substitute: (1) to add authorizations for each 
appropriate provision; (2) to incorporate provisions of H.R. 
2417 that authorize NSF to establish an educational technology 
extension service based in school districts, regional 
educational service agencies or undergraduate institutions to 
assist schools in the acquisition and use of such technology; 
(3) to make technical changes; and (4) to strike Section 5--the 
High Quality Educational Software for All Schools, Section 6--
Establishment of Working Group on Science, Mathematics, 
Engineering, and Technology Education, Section 11--Middle 
School Computer Literacy Assistance, and Section 14--
Availability of Curricular Programs Through the Internet. The 
amendment was adopted by voice vote.
    Amendment 2.--Ms. Johnson (TX) offered an amendment to 
require coordination through the Office of Science and 
Technology Policy of federal K-12 science and mathematics 
programs. The amendment was adopted by voice vote.
    Amendment 3.--Mr. Udall (CO) offered an amendment to 
authorize a new Science, Mathematics and Engineering 
Scholarship Program for students who have majored in science, 
mathematics, or engineering to fulfill academic requirements 
necessary to become certified as teachers. The amendment 
authorizes $5 million per year for FY2001-2003. The amendment 
was adopted by voice vote.
    Amendment 4.--Ms. Woolsey (CA) offered an amendment to 
authorize programs to encourage girls to pursue science, 
mathematics and technology. The amendment was adopted by voice 
vote.
    Amendment 5.--Mrs. Morella (MD) offered an amendment to 
authorize a grant for a consortium of community colleges to 
advance women, minorities, and people with disabilities in 
science, engineering and technology. The amendment was adopted 
by a voice vote.
    Amendment 6.--Mr. Hoeffel (PA) offered an amendment to 
allow certain NSF grant funds to be used by school districts 
for expenses related to leave from work for teachers 
participating in professional development. The amendment was 
adopted by voice vote.
    Amendment 7.--Mr. Etheridge (NC) offered an amendment to 
create a collaborative grant program for education, mathematics 
and science faculty to improve teacher preparation curricula, 
educational materials and techniques that incorporate 
information technology. The amendment authorizes $2 million per 
year for FY2001-FY2003. The amendment was adopted by voice 
vote.
    Amendment 8.--Mr. Larson (CT) offered an amendment to 
create a program within NSF to award grants for the evaluation 
of precollege educational materials for instruction in science, 
mathematics and technology. The amendment authorizes $2 million 
for FY2001. The amendment was withdrawn.
    Amendment 9.--Mr. Etheridge (NC) offered an amendment to 
strike Section 4--the Master Teacher Grant Program and replace 
it with a Master Teacher Training Program. The amendment was 
withdrawn.
    With a quorum present, Ms. Johnson moved that the Committee 
report the bill, H.R. 4271, as amended, to the House, that the 
staff prepare the legislative report and make technical and 
conforming changes, and that the Chairman take all necessary 
steps to bring the bill before the House for consideration. The 
motion was agreed to by a recorded vote of 36 to 0.

              VI. Summary of Major Provisions of the Bill

    The National Science Education Act (NSEA), H.R. 4271, 
focuses on improving and expanding the activities of the 
National Science Foundation. For Fiscal Year 2001, H.R. 4271 
would make appropriations of $85.9 million for Fiscal Year 2001 
and $85.2 million for Fiscal Years 2002 and 2003. Total funding 
authorizations by program are as follows:
     $256.3 million for NSF, including:
           $150 million for grants to enable schools to 
        employ Master Teachers;
           $9 million for a public-private partnership 
        to improve precollege science and mathematics education 
        and to encourage students to pursue careers in 
        information technology and other science and technology 
        fields;
           $15 million for disseminating information to 
        high schools regarding the standard prerequisites to 
        postsecondary SMET education teacher training;
           $600 thousand for the National Academies to 
        undertake an evaluation of studies on the effectiveness 
        of technology in the classroom;
           $30 million for teacher technology 
        professional development;
           $700 thousand for NSF to convene a 
        conference to bring together private sector 
        participants in education;
           $15 million for distance learning grants;
           $15 million for a scholarship program that 
        would enable outstanding teachers to participate in 
        research;
           $15 million for scholarships for students 
        who have majored in science, mathematics, or 
        engineering to fulfill academic requirements necessary 
        to become certified as teachers; and
           $6 million for a grant program to improve 
        teacher preparation curricula, educational materials 
        and techniques that incorporate information technology.
Table 1 provides a detailed summary of the authorizations in 
H.R. 4271.
    Other highlights of the bill include:
    The bill authorizes regional educational technology 
extension services (ETUs) at intermediate school districts, 
regional educational service agencies and/or undergraduate 
institutions of higher education to improve the utilization of 
educational technologies in elementary, middle and high 
schools.
    In addition, the bill requires the Office of Science and 
Technology Policy to catalog the federal science, mathematics, 
engineering and technology education programs; review and 
evaluate the programs; develop a plan for interagency 
coordination; and monitor the implementation of this plan.
    The bill authorizes the NSF to award grants to encourage 
girls' interests in science, mathematics and technology, as 
well as to allow grant funds for professional development to be 
used for expenses related to releasing teachers so they may 
participate in needed training sessions.
    The bill also authorizes NSF to award a grant to a 
consortium of community colleges for the advancement of women, 
minorities and persons with disabilities in science, 
engineering and technology.

                                  TABLE 1.--THE NATIONAL SCIENCE EDUCATION ACT
                                    [By fiscal year; in millions of dollars]
----------------------------------------------------------------------------------------------------------------
                                                           2001           2002           2003          Total
                      Activity                        authorization  authorization  authorization  authorization
----------------------------------------------------------------------------------------------------------------
NSF:
    Total Grants....................................          70.0           70.0           70.0          210.0
    Total Scholarships..............................          10.0           10.0           10.0           30.0
    Total Other.....................................           5.9            5.2            5.2           16.3
                                                     ===========================================================
Teacher Grants:
    Master Teacher Grants...........................          50.0           50.0           50.0          150.0
    Demonstration Program Grants....................           3.0            3.0            3.0            9.0
    Technology Professional Development.............          10.0           10.0           10.0           30.0
    Science Teacher Education.......................           2.0            2.0            2.0            6.0
Other Grants:
    Distance Learning Grants........................           5.0            5.0            5.0           15.0
Teacher Scholarships:
    To Participate in Research......................           5.0            5.0            5.0           15.0
    To Achieve Teacher Certification................           5.0            5.0            5.0           15.0
Other:
    Course Dissemination............................           5.0            5.0            5.0           15.0
    Study Evaluation................................            .6   .............  .............            .6
    Education-Business Conference...................            .3             .2             .2             .7
                                                     -----------------------------------------------------------
      Total.........................................          85.9           85.2           85.2          256.3
----------------------------------------------------------------------------------------------------------------

                    VII. Section-by-Section Analysis

Section 1. Short title

    Cites the Act as the ``National Science Education Act.''

Section 2. Findings

    The Committee finds that: (1) the United States must 
maintain its preeminent position in science and technology to 
advance human understanding and to improve the lives of all 
people; (2) the growth of the economy depends upon continued 
scientific and technological research; (3) economic growth is 
possible only through intellectual capital and education is 
instrumental to developing this resource; (4) educational 
institutions must provide for three kinds of intellectual 
capital; that needed by scientists, mathematicians and 
engineers, that needed by other workers to succeed in a high-
technology workplace, and that votes and consumers need to make 
educated decisions; (5) student performance on recent 
assessments indicates that American students are being 
outperformed by their international peers. We must expect more 
from American educators and students, and new methods, better 
curricula and improved training of teachers is needed; (6) 
science, mathematics, engineering and technology are more than 
subjects that contain facts to be memorized--each is the 
foundation of principles that must be applied throughout a 
lifetime; (7) science, mathematics, engineering and technology 
must be learned by doing; (8) children are naturally curious 
and learning of science, mathematics, engineering and 
technology must begin early and continue from kindergarten 
through high school; (9) teachers are the essential component 
in a successful learning experience and teachers must be 
offered a career that is respected by their peers, financially 
and intellectually rewarding, contains sufficient opportunity 
for advancement and has continuing access to professional 
development; and (10) teacher must have incentives to remain in 
the profession and improve their practice and they must be 
knowledgeable of their content area, curriculum, and 
pedagogical techniques.

Section 3. Assurance of continued local control

    Nothing in this Act should be construed as superseding or 
exercising control over any educational institution or school 
system.

Section 4. Master Teacher grant program

    Establishes within NSF a ``Master Teacher'' program, which 
would grant funds to State Educational Agencies, Local 
Educational Agencies or private schools for hiring science or 
math master teachers to lead instruction and manage hands-on 
resources in grades K-8. Authorizes $50 million for each of 
FY2001-FY2003.

Section 5. Demonstration program authorized

    Incorporates H.R. 1265, Mathematics and Science Proficiency 
Partnership Act of 1999, which authorizes a demonstration 
project within NSF that would allow the NSF Director to award 
grants to certain educational agencies in urban or rural areas. 
Five urban and five rural areas could be selected to receive 
funding, subject to demonstrated economic need and evidence of 
private sector participation and financial support to establish 
an internship, mentoring and scholarship program. Each 
educational agency could receive a maximum of $300,000. These 
funds could be used to build or expand mathematics, science, 
and information technology curricula, to purchase educational 
equipment, and to provide teacher training in such fields. This 
provision is authorized at $3 million for each of FY2001-
FY2003.

Section 6. Dissemination of information on required course of study for 
        careers in science, mathematics, engineering, and technology 
        education

    Requires NSF and the Department of Education to disseminate 
to high schools information explaining the high school courses 
typically prerequisite to pursuing a college teaching degree in 
science and math. Authorizes $5 million for each of FY2001-
FY2003.

Section 7. Requirement to conduct study evaluation

    Authorizes an evaluation of studies on the effectiveness of 
technology in the classroom for learning and testing. This 
section incorporates modified sections of S. 987, Eisenhower 
National Clearinghouse Improvement Act. Section 7 authorizes 
$600,000 to be obligated within one year of enactment of this 
Act.

Section 8. Teacher technology professional development

    Authorizes a grant program for professional development in 
the use and integration of technology in the classroom. 
Authorizes $10 million for each of FY2001-FY2003.

Section 9. Science, mathematics, engineering, and technology business 
        education conference

    Authorizes NSF to convene a conference to bring together 
private sector participants in education. Authorizes $300,000 
for FY2001, $200,000 for FY2002-FY2003.

Section 10. Grants for distance learning

    Authorizes NSF to make grants to applicants who integrate 
distance learning into their proposals. Authorizes $5 million 
for each of FY2001-FY2003.

Section 11. Scholarships to participate in certain research activities

    Authorizes NSF to award, on behalf of the President, 
scholarships to teachers to pursue research in their field of 
expertise. Authorizes $5 million for each of FY2001-FY2003.

Section 12. Educational technology utilization extension assistance

    Incorporates H.R. 2417, Educational Technology Utilization 
Extension Assistance Act, which authorizes an educational 
technology extension service based at intermediate school 
districts, regional educational service agencies and/or 
undergraduate institutions to assist schools in the acquisition 
and use of such technology. Regional centers for the 
utilization of educational technologies are authorized to 
advise K-12 schools on the use of new technologies and the best 
use of their existing technology base and to provide teacher 
training on integration of technology in the curriculum.

Section 13. Interagency coordination of science education programs

    Requires the Office of Science and Technology Policy to 
catalog the federal science, mathematics, engineering and 
technology education programs; review and evaluate the 
programs; develop a plan for interagency coordination; and 
monitor the implementation of this plan.

Section 14. Science, mathematics, and engineering scholarship program

    Authorizes a $5,000 scholarship for students who have 
majored in science, mathematics, or engineering to fulfill 
academic requirements necessary to become certified as 
teachers. Authorizes $5 million per year for FY2001-FY2003.

Section 15. Go girl grants

    Authorizes programs to encourage girls to pursue science, 
mathematics and technology.

Section 16. Grant for learning community consortium for advancement of 
        women, minorities, and persons with disabilities in science, 
        engineering, and technology

    Authorizes a grant for a consortium of community colleges 
that would advance women, minorities, and people with 
disabilities in science, engineering and technology.

Section 17. Use of funds providing release time and other incentives

    Incorporates provisions from H.R. 3156 to allow NSF grant 
funds to be used by school districts for expenses related to 
leave from work for teachers participating in professional 
development.

Section 18. Science teacher education

    Authorizes a grant program to improve teacher preparation 
curricula, educational materials and techniques that 
incorporate information technology. Authorizes $5 million for 
FY2001-2003.

Section 19. Definitions

    Defines: (1) ``local educational agency'' and ``State 
educational agency'' as defined in the Elementary and Secondary 
Education Act of 1965; and (2) ``institution of higher 
education'' as defined in the Higher Education Act of 1965.

                         VIII. Committee Views

    The Committee notes that recent studies have stated that 
the most important factor of educational improvement efforts, 
especially those in science, math, engineering and technology, 
is enthusiastic and well-prepared teachers. When integrating 
the needs of learners into the context of the emerging needs of 
the American workplace and society, the truth of the 
observation ``teaching is the essential profession, the one 
that makes all other professions possible'' is obvious.
    Teachers provide the essential connection between students 
and the content they are learning. Thus, high quality teachers 
must be identified, recruited, and retained in every school 
district throughout the Nation. K-12 science, mathematics, 
engineering, or technology teachers should be respected by 
their peers, rewarded financially and intellectually, and have 
sufficient opportunities for advancement. In exchange, we must 
expect that all teachers are knowledgeable of their content 
area, curriculum, up-to-date research in teaching and learning, 
and techniques that can be used to connect information to the 
students in their classrooms.
    The Federal Government supports many programs aimed at 
improving K-12 science, mathematics and technology (SMT) 
education. It is a small player in terms of total funding when 
compared to the state and local resources involved, but the 
funds are important to schools which often lack sufficient 
supplementary resources to help them carry out reform agendas. 
Although the Department of Education and the National Science 
Foundation administer the majority of federal programs that 
support improvements to K-12 SMT education, many relevant 
programs can be found in other departments and agencies, 
including in most that support substantial R&D activities.
    In general, coordination among federal agencies in 
developing and implementing their education programs is ad hoc 
and incomplete. Many times the targets of the agencies' 
programs are similar. For example, a 1997 GAO report on federal 
funding for education found 10 programs supporting teacher 
professional development in the Departments of Energy and 
Transportation, NSF, NASA, and EPA, in addition to 60 more in 
the Department of Education. Across all the agencies' programs, 
the degree of unnecessary duplication is unknown, as is the 
possibility of lost opportunities for replicating particularly 
effective programs.
    The Committee calls for the establishment of an interagency 
committee under the auspices of the Office of Science and 
Technology Policy (OSTP) to coordinate and plan federal 
programs that support K-12 SMT education. The Committee 
believes that the relatively small federal investment in 
improving K-12 SMT education will have the greatest effect if 
the sponsoring agencies coordinate and jointly plan their 
programs so that they are targeted to provide maximum 
assistance to states and local education systems that are 
committed to implementing standards-based reform. The Committee 
also stresses the need for the coordinating committee to 
develop procedures to rigorously assess the outcomes of federal 
programs, to identify best practices and the most effective 
educational materials, and to disseminate information about the 
success stories.

                           IX. Cost Estimate

    Rule XIII, clause 3(d)(2) of the House of Representatives 
requires each committee report accompanying each bill or joint 
resolution of a public character to contain: (1) an estimate, 
made by such committee, of the costs which would be incurred in 
carrying out such bill or joint resolution in the fiscal year 
in which it is reported and in each of the five fiscal years 
following such fiscal year (or for the authorized duration of 
any program authorized by such bill or joint resolution, if 
less than five years); (2) a comparison of the estimate of 
costs described in subparagraph (1) of this paragraph made by 
such committee with an estimate of such costs made by any 
Government agency and submitted to such committee; and (3) when 
practicable, a comparison of the total estimated funding level 
for the relevant program (or programs) with the appropriate 
levels under current law. However, House Rule XIII, clause 
3(d)(3)(B) provides that this requirement does not apply when a 
cost estimate and comparison prepared by the Director of the 
Congressional Budget Office under section 402 of the 
Congressional Budget Act of 1974 has been timely submitted 
prior to the filing of the report and included in the report 
pursuant to House Rule XIII, clause 3(c)(3). A cost estimate 
and comparison prepared by the Director of the Congressionial 
Budget Office under section 402 of the Congressional Budget Act 
of 1974 has been timely submitted to the Committee on Science 
prior to the filing of this report and is included in Section X 
of this report pursuant to House Rule XIII, cluase 3(c)(3).
    Rule XIII, clause 3(c)(2) of the House of Representatives 
requires each committee report that accompanies a measure 
providing new budget authority (other than continuing 
appropriations), new spending authority, or new credit 
authority, or changes in revenues or tax expenditures to 
contain a cost estimate, as required by section 308(a)(1) of 
the Congressional Budget Act of 1974 and, when practicable with 
respect to estimates of new budget authority, a comparison of 
the total estimated funding level for the relevant program (or 
programs) to the appropriate levels under current law. H.R. 
4271 does not contain any new budget authority, credit 
authority, or changes in revenues or tax expenditures. Assuming 
that the sums authorized under the bill are appropriated, H.R. 
4271 does authorize additional discretionary spending, as 
described in the Congressional Budget Officer report on the 
bill, which is contained in Section X of this report.

              X. Congressional Budget Office Cost Estimate

                                     U.S. Congress,
                               Congressional Budget Office,
                                   Washingotn, DC, August 16, 2000.
Hon. F. James Sensenbrenner, Jr.,
Chairman, Committee on Science,
House of Representatives, Washington, DC.
    Dear Mr. Chairman: The Congressional Budget Office has 
prepared the enclosed cost estimate for H.R. 4271, the National 
Science Education Act.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Kathleen 
Gramp.
            Sincerely,
                                               Arlene Holen
                                    (For Dan L. Crippen, Director).
    Enclosure.

H.R. 4271--National Science Education Act

    Summary: H.R. 4271 would authorize funding for programs to 
enhance math and science education, particularly in elementary 
and secondary schools. Most of the programs would be 
administered by the National Science Foundation (NSF), 
including grants for master teachers and other professional 
development efforts, matching funds for university-based 
centers for educational technologies, and initiatives aimed at 
increasing the number of girls pursuing scientific studies. The 
bill also would direct the Office of Science and Technology 
Policy (OSTP) to coordinate federal math and science education 
programs and would authorize funding for studies by the 
National Academy of Sciences (NAS).
    Assuming appropriation of the necessary amounts, CBO 
estimates that implementing H.R. 4271 would cost a total of 
$299 million over the 2001-2005 period. The bill would not 
affect direct spending or receipts; therefore, pay-as-you-go 
procedures would not apply. H.R. 4271 contains no 
intergovernmental or private-sector mandates as defined in the 
Unfunded Mandates Reform Act (UMRA).
    Estimated cost to the Federal Government: The estimated 
budgetary impact of H.R. 4271 is shown in the following table. 
The costs of this legislation fall within budget function 250 
(general science, space, and technology).

----------------------------------------------------------------------------------------------------------------
                                                                       By fiscal year, in millions of dollars--
                                                                    --------------------------------------------
                                                                       2001     2002     2003     2004     2005
----------------------------------------------------------------------------------------------------------------
                                  CHANGES IN SPENDING SUBJECT TO APPROPRIATION

Estimated Authorization Level......................................      112      100      100       15       15
Estimated Outlays..................................................       16       66       91       82       44
----------------------------------------------------------------------------------------------------------------

    Basis of estimate: For this estimate, CBO assumes that the 
amounts authorized by the bill will be appropriated near the 
start of each fiscal year and that outlays will follows trends 
similar to those of existing education programs at NSF. The 
estimated authorization levels reflect the $85 million 
specified in H.R. 4271 for each of the fiscal years 2001 
through 2003 for various programs at NSF. The bill also would 
authorize the appropriation of $11 million, which CBO assumes 
would be available in 2001, for a pilot program to encourage 
women, minorities, and persons with disabilities to complete 
science and technology programs at certain community colleges. 
Based on information from NSF, CBO expects that about 10 
educational technology centers would be established as a result 
of this legislation and that the federal share of their costs 
would average $10 million a year. Finally, we estimate that NSF 
would spend about $4 million annually for programs targeted to 
girls and that the NAS and OSTP would spend a total of $2 
million in 2001 for the studies and policy functions required 
by the bill.
    Pay-as-you-go considerations: None.
    Intergovernmental and private-sector impact: H.R. 4271 
contains no intergovernmental or private-sector mandates as 
defined in UMRA. The bill would benefit state and local 
governments, including local schools districts and public 
universities, by authorizing appropriations to NSF for grant 
programs designed to improve science education. Any costs 
incurred by intergovernmental entities to participate in grant 
programs would be voluntary.
    Estimate prepared by: Federal Costs: Kathleen Gramp; Impact 
on State, Local, and Tribal Governments: Victoria Heid Hall; 
Impact on the Private Sector: Lauren Marks.
    Estimate approved by: Peter H. Fontaine, Deputy Assistant 
Director for Budget Analysis.

                  XI. Compliance With Public Law 104-4

    H.R. 4271 contains no unfunded mandates.

         XII. Committee Oversight Findings and Recommendations

    Rule XIII, clause 3(c)(1) of the House of Representatives 
requires each committee report to include oversight findings 
and recommendations required pursuant to clause 2(b)(1) of rule 
X. The Committee on Science's oversight findings and 
recommendations are reflected in the body of this report.

   XIII. Oversight Findings and Recommendations by the Committee on 
                           Government Reform

    Rule XIII, clause 3(c)(4) of the House of Representatives 
requires each committee report to contain a summary of the 
oversight findings and recommendations made by the House 
Government Reform Committee pursuant to clause 4(c)(2) of rule 
X, whenever such findings and recommendations have been 
submitted to the Committee in a timely fashion. The Committee 
on Science has received no such findings or recommendations 
from the Committee on Government Reform.

                XIV. Constitutional Authority Statement

    Rule XIII, clause 3(d)(1) of the House of Representatives 
requires each report of a committee on a bill or joint 
resolution of a public character to include a statement citing 
the specific powers granted to the Congress in the Constitution 
to enact the law proposed by the bill or joint resolution. 
Article I, section 8 of the Constitution of the United States 
grants Congress the authority to enact H.R. 4271.

                XV. Federal Advisory Committee Statement

    H.R. 4271 does not establish nor authorize the 
establishment of any advisory committee.

                 XVI. Congressional Accountability Act

    The Committee finds that H.R. 4271 does not relate to the 
terms and conditions of employment or access to public services 
or accommodations within the meaning of section 102(b)3) of the 
Congressional Accountability Act (Public Law 104-1).

      XVII. Statement on Preemption of State, Local, or Tribal Law

    This bill is not intended to preempt any state, local, or 
tribal law.

     XVIII. Changes in Existing Law Made by this Bill, As Reported

    This legislation does not amend any existing Federal 
statute.

                     XIX. Committee Recommendations

    On July 26, 2000, a quorum being present, the Committee on 
Science favorably reported the National Science Education Act, 
by a roll call vote of Yeas-36; Nay-0, and recommends its 
enactment.

                XX. Exchange of Committee Correspondence

                          House of Representatives,
                                      Committee on Science,
                                     Washington, DC, July 27, 2000.
Hon. William Goodling,
Chairman, Committee on Education and the Workforce, Rayburn House 
        Office Building, Washington, DC.
    Dear Mr. Chairman: On July 26, 2000 the House Committee on 
Science ordered reported H.R. 4271--the National Science 
Education Act. Upon our return from the August recess, we 
expect to file our Committee's report on this measure.
    It is our desire to bring this legislation expeditiously to 
the floor upon our return in September. We acknowledge that 
your Committee has received an initial sequential referral on 
this bill and would hope that we could work with your staff to 
ameliorate any concerns that you may have on H.R. 4721. In 
return, I would request that you would forgo further action on 
this bill.
    It is important that we quickly move science and math 
education legislation before the end of the 106th Congress.
    I look forward to your reply.
            Sincerely,
                               F. James Sensenbrenner, Jr.,
                                                          Chairman.
                                ------                                

                          House of Representatives,
                  Committee on Education and the Workforce,
                                   Washington, DC, August 16, 2000.
Hon. F. James Sensenbrenner,
Chairman, Committee on Science, House of Representatives, Rayburn House 
        Office Building, Washington, DC.
    Dear Chairman Sensenbrenner: Thank you for our letter of 
July 27, 2000 regarding H.R. 4271, the National Science 
Education Act, which was referred to the Committee on Science 
and in addition the Education and the Workforce. I understand 
your desire to have this legislation considered expeditiously 
by the House; however, I do have concerns regarding several 
provisions adopted in your Committee at least one of which was 
considered and rejected by the Education and the Workforce 
Committee during consideration of H.R. 4141, the Education 
OPTIONS Act. I would like to work with you and Rep. Ehlers 
regarding these concerns in an effort to come to a resolution.
    I also appreciate your acknowledgement of the Education and 
the Workforce Committee's jurisdiction over this legislation. 
Should I choose not to hold a full Committee markup of this 
legislation, I would expect you to agree that this procedural 
route should not be construed to prejudice the Committee on 
Education and the Workforce's jurisdictional interest and 
prerogatives on this legislation or any other similar 
legislation and will not be considered as precedent for 
consideration of matters of jurisdictional interest to my 
Committee in the future. I would also expect your support in my 
request to the Speaker for the appointment of conferees from my 
Committee with respect to matters within the jurisdiction of my 
Committee should a conference with the Senate be convened on 
this or similar legislation.
    Again, thank you for your letter. I would appreciate your 
including our exchange of letters in your Committee's report to 
accompany H.R. 4271.
            Sincerely,
                                             Bill Goodling,
                                                          Chairman.

             XXI. Proceedings of the Full Committee Markup

 committee on science proceedings of the full committee markup on h.r. 
          4271, national science education act, july 26, 2000

    Chairman Sensenbrenner. Finally, we get to H.R. 4271, the 
National Science Education Act.
    [A copy of the bill H.R. 4271 follows:]

  Be it enacted by the Senate and House of Representatives of 
the United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``National Science Education 
Act''.

SEC. 2. FINDINGS.

  Congress finds the following:
          (1) As concluded in the report of the Committee on 
        Science of the House of Representatives, ``Unlocking 
        Our Future Toward a New National Science Policy,'' 
        which was adopted by the House of Representatives, the 
        United States must maintain and improve its preeminent 
        position in science and technology in order to advance 
        human understanding of the universe and all it 
        contains, and to improve the lives, health, and 
        freedoms of all people.
          (2) It is estimated that more than half of the 
        economic growth of the United States today results 
        directly from research and development in science and 
        technology. The most fundamental research is 
        responsible for investigating our perceived universe, 
        to extend our observations to the outer limits of what 
        our minds and methods can achieve, and to seek answers 
        to questions that have never been asked before. Applied 
        research continues the process by applying the answers 
        from basic science to the problems faced by 
        individuals, organizations, and governments in the 
        everyday activities that make our lives more livable. 
        The scientific-technological sector of our economy, 
        which has driven our recent economic boom and led the 
        United States to the longest period of prosperity in 
        history, is fueled by the work and discoveries of the 
        scientific community.
          (3) The effectiveness of the United States in 
        maintaining this economic growth will be largely 
        determined by the intellectual capital of the United 
        States. Education is critical to developing this 
        resource.
          (4) The education program of the United States needs 
        to provide for 3 different kinds of intellectual 
        capital. First, it needs scientists and engineers to 
        continue the research and development that is central 
        to the economic growth of the United States. Second, it 
        needs technologically proficient workers who are 
        comfortable and capable dealing with the demands of a 
        science-based, high-technology workplace. Last, it 
        needs scientifically literate voters and consumers to 
        make intelligent decisions about public policy.
          (5) Student performance on the recent Third 
        International Math and Science Study highlights the 
        shortcomings of current K-12 science and mathematics 
        education in the United States, particularly when 
        compared to other countries. We must expect more from 
        our Nation's educators and students if we are to build 
        on the accomplishments of previous generations. New 
        methods of teaching mathematics and science are 
        required, as well as better curricula and improved 
        training of teachers.
          (6) Science is more than a collection of facts, 
        theories, and results. It is a process of inquiry built 
        upon observations and data that leads to a way of 
        knowing and explaining in logically derived concepts 
        and theories.
          (7) Students should learn science primarily by doing 
        science. Science education ought to reflect the 
        scientific process and be object-oriented, experiment-
        centered, and concept-based.
          (8) Children are naturally curious and inquisitive. 
        To successfully tap into these innate qualities, 
        education in science must begin at an early age and 
        continue throughout the entire school experience.
          (9) Teachers provide the essential connection between 
        students and the content they are learning. High-
        quality prospective teachers need to be identified and 
        recruited by presenting to them a career that is 
        respected by their peers, is financially and 
        intellectually rewarding, and contains sufficient 
        opportunities for advancement.
          (10) Teachers need to have incentives to remain in 
        the classroom and improve their practice, and training 
        of teachers is essential if the results are to be good. 
        Teachers need to be knowledgeable of their content 
        area, of their curriculum, of up-to-date research in 
        teaching and learning, and of techniques that can be 
        used to connect that information to their students in 
        their classroom.

SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.

  Nothing in this Act may be construed to authorize any 
department, agency, officer, or employee of the United States 
to exercise any direction, supervision, or control over the 
curriculum, program of instruction, administration, or 
personnel of any educational institution or school system.

SEC. 4. MASTER TEACHER GRANT PROGRAM.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is amended--
          (1) by redesignating section 16 as section 18; and
          (2) by inserting after section 15 the following new 
        section:

``Sec. 16. Grants and awards

  ``(a)(1) The Director of the National Science Foundation 
shall conduct a grant program to make grants to a State or 
local educational agency or to a private elementary or middle 
school for the purpose of hiring a master teacher described in 
paragraph (3).
  ``(2) In order to be eligible to receive a grant under this 
subsection, a State or local educational agency or private 
elementary or middle school shall submit to the Director a 
description of the requirements for a master teacher of the 
State or local educational agency or school, including 
certification requirements and job responsibilities of the 
master teacher, and a description of how professional 
development will be integrated with the math or science program 
of the State educational agency or local educational agency or 
school including a master teacher.
  ``(3) A master teacher referred to in paragraph (1)--
          ``(A) shall provide support for not more than 10 
        teachers at public and private schools in math, 
        science, engineering or technology programs for 
        students in grades kindergarten through the eighth 
        grade; and
          ``(B) shall be responsible for in-classroom 
        assistance and oversight of hands-on inquiry materials, 
        equipment, and supplies, including supplying and 
        repairing such materials.
  ``(4) Grants shall be made under this section out of funds 
available for the National Science Foundation for Education and 
Human Resources Activities.
  ``(b) In this section, the terms `State educational agency' 
and `local educational agency' have the meaning given those 
terms in section 14101 of the Elementary and Secondary 
Education Act of 1965.''.

SEC. 5. HIGH-QUALITY EDUCATIONAL SOFTWARE FOR ALL SCHOOLS.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is further amended in section 16 (as added by section 
4) by adding at the end the following new subsection:
  ``(c)(1) The Director is authorized to award grants, on a 
competitive basis, to secondary school and college students 
working with university faculty, software developers, and 
experts in educational technology, or to university faculty, 
software developers, and experts in educational technology 
working with secondary school or college students, for the 
development of high-quality educational software and Internet 
web sites by such students, faculty, developers, and experts.
  ``(2)(A) The Director shall recognize outstanding educational 
software and Internet web sites developed with assistance 
provided under this subsection.
  ``(B) The President is requested to, and the Director shall, 
issue an official certificate signed by the President and 
Director, to each student and faculty member who develops 
outstanding educational software or Internet web sites 
recognized under this subsection.
  ``(3) The educational software or Internet web sites that are 
recognized under this subsection shall focus on core curriculum 
areas.
  ``(4) The Director shall give priority to awarding grants for 
the development of educational software or Internet web sites 
in the areas of mathematics, science, engineering, and 
technology.
  ``(5) The Director shall designate official judges to 
recognize outstanding educational software or Internet web 
sites assisted under this section.''.

SEC. 6. ESTABLISHMENT OF WORKING GROUP ON SCIENCE, MATHEMATICS, 
                    ENGINEERING, AND TECHNOLOGY EDUCATION.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is further amended by inserting after section 16 (as 
added by section 4) the following new section:

``Sec. 17. Establishment of working group on science, mathematics, 
                    engineering, and technology education

  ``(a) There is established in the National Science Foundation 
a working group to review and coordinate regular and 
supplemental curricula in kindergarten through the twelfth 
grade for science, mathematics, engineering, and technology, 
taking into account--
          ``(1) the content, scope, and sequence of such 
        curricula;
          ``(2) the research basis for such curricula; and
          ``(3) the demonstrated results of such curricula.
  ``(b) There shall be 15 members of the working group 
established by subsection (a), who shall have experience in the 
fields of life science, physical science, earth science, 
chemistry, technology, math, or engineering, and who shall be 
appointed by the Director for a three-year term that may be 
extended once for an additional three years. The members shall 
be appointed as follows:
          ``(1) 4 members appointed from among representatives 
        from appropriate professional societies representing 
        the scientific disciplines.
          ``(2) 3 members appointed from among business leaders 
        who are active in education.
          ``(3) 2 members appointed from among representatives 
        of institutions of higher education.
          ``(4) 2 members appointed from among representatives 
        of schools of education within such institutions.
          ``(5) 4 members appointed from among representatives 
        of professional societies that represent science 
        teaching.
  ``(c)(1) The working group established by subsection (a)--
          ``(A) shall, beginning not later than three years 
        after the date of the enactment of this Act, award 
        recognition annually in predetermined categories;
          ``(B) shall publish all criteria upon which a review 
        by the working group under this section is based; and
          ``(C) shall disseminate information on award-winning 
        programs for the purpose of acting as a resource for 
        State and local educational agencies--
                  ``(i) for determining the best methods for 
                teachers to present science, mathematics, 
                engineering, and technology subject areas to 
                students; and
                  ``(ii) for organizing science, mathematics, 
                engineering, and technology disciplines.
  ``(2) The information required to be disseminated by 
paragraph (1)(C) shall include information describing the 
activities of the award-winning programs and the awards made in 
each category.''.

SEC. 7. DEMONSTRATION PROGRAM AUTHORIZED.

  (a) General Authority.--
          (1) In general.--
                  (A) Grant program.--The Director shall, 
                subject to appropriations, carry out a 
                demonstration project under which the Director 
                awards grants in accordance with this section 
                to eligible local educational agencies.
                  (B) Uses of funds.--A local educational 
                agency that receives a grant under this section 
                may use such grant funds to develop an 
                information technology program that builds or 
                expands mathematics, science, and information 
                technology curricula, to purchase equipment 
                necessary to establish such program, and to 
                provide professional development in such 
                fields.
          (2) Program requirements.--The program described in 
        paragraph (1) shall--
                  (A) provide professional development 
                specifically in information technology, 
                mathematics, and science; and
                  (B) provide students with specialized 
                training in mathematics, science, and 
                information technology.
  (b) Eligible Local Educational Agency.--For purposes of this 
section, a local educational agency is eligible to receive a 
grant under this section if the agency--
          (1) provides assurances that it has executed 
        conditional agreements with representatives of the 
        private sector to provide services and funds described 
        in subsection (c); and
          (2) agrees to enter into an agreement with the 
        Director to comply with the requirements of this 
        section.
  (c) Private Sector Participation.--The conditional agreement 
referred to in subsection (b)(1) shall describe participation 
by the private sector, including--
          (1) the donation of computer hardware and software;
          (2) the establishment of internship and mentoring 
        opportunities for students who participate in the 
        information technology program; and
          (3) the donation of higher education scholarship 
        funds for eligible students who have participated in 
        the information technology program.
  (d) Application.--
          (1) In general.--Each eligible local educational 
        agency desiring a grant under this section shall submit 
        an application to the Director in accordance with 
        guidelines established by the Director pursuant to 
        paragraph (2).
          (2) Guidelines.--
                  (A) Requirements.--The guidelines referred to 
                in paragraph (1) shall require, at a minimum, 
                that the application include--
                          (i) a description of proposed 
                        activities consistent with the uses of 
                        funds and program requirements under 
                        subsection (a)(1)(B) and (a)(2);
                          (ii) a description of the higher 
                        education scholarship program, 
                        including criteria for selection, 
                        duration of scholarship, number of 
                        scholarships to be awarded each year, 
                        and funding levels for scholarships; 
                        and
                          (iii) evidence of private sector 
                        participation and financial support to 
                        establish an internship, mentoring, and 
                        scholarship program.
                  (B) Guideline publication.--The Director 
                shall issue and publish such guidelines not 
                later than 6 months after the date of the 
                enactment of this Act.
          (3) Selection.--The Director shall select a local 
        educational agency to receive an award under this 
        section in accordance with subsection (e) and on the 
        basis of merit to be determined after conducting a 
        comprehensive review.
  (e) Priority.--The Director shall give special priority in 
awarding grants under this section to eligible local 
educational agencies that--
          (1) demonstrate the greatest ability to obtain 
        commitments from representatives of the private sector 
        to provide services and funds described under 
        subsection (c);
          (2) demonstrate the greatest economic need; and
          (3) use a curriculum recognized by the working group 
        established by section 17 of the National Science 
        Foundation Act of 1950 (as added by section 6).
  (f) Assessment.--The Director shall assess the effectiveness 
of activities carried out under this section.
  (g) Study and Report.--The Director--
          (1) shall initiate an evaluative study of eligible 
        students selected for scholarships pursuant to this 
        section in order to measure the effectiveness of the 
        demonstration program; and
          (2) shall report the findings of the study to 
        Congress not later than 4 years after the award of the 
        first scholarship. Such report shall include the number 
        of students graduating from an institution of higher 
        education with a major in mathematics, science, or 
        information technology and the number of students who 
        find employment in such fields.
  (g) Definitions.--Except as otherwise provided, for purposes 
of this section--
          (1) the term ``Director'' means the Director of the 
        National Science Foundation;
          (2) the term ``eligible student'' means a student 
        enrolled in the 12th grade who--
                  (A) has participated in an information 
                technology program established pursuant to this 
                section;
                  (B) has demonstrated a commitment to pursue a 
                career in information technology, mathematics, 
                science, or engineering; and
                  (C) has attained high academic standing and 
                maintains a grade point average of not less 
                than 3.0 on a 4.0 scale for the last 2 years of 
                secondary school (11th and 12th grades); and
          (3) the term ``local educational agency'' has the 
        same meaning given such term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 8801).
  (h) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation to carry out 
this section, $3,000,000.
  (i) Maximum Grant Award.--An award made to an eligible local 
educational agency under this section may not exceed $300,000.

SEC. 8. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR 
                    CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND 
                    TECHNOLOGY EDUCATION.

  The Director of the National Science Foundation shall, 
jointly with the Secretary of Education, compile and 
disseminate information (including, but not limited to, through 
outreach, school counselor education, and visiting speakers) 
regarding--
          (1) standard prerequisites for middle school and high 
        school students who seek to enter a course of study at 
        an institution of higher education in science, 
        mathematics, engineering, or technology education for 
        purposes of teaching in an elementary or secondary 
        school; and
          (2) the licensing requirements in each State for 
        science, mathematics, engineering, or technology 
        elementary or secondary school teachers.

SEC. 9. REQUIREMENT TO CONDUCT STUDY EVALUATION.

  (a) Study Required.--The Director of the National Science 
Foundation shall enter into an agreement with the National 
Academy of Sciences under which the Academy shall compile and 
evaluate studies on the effectiveness of technology in the 
classroom on learning and student performance, as measured by 
State standardized tests. The study evaluation shall include, 
to the extent available, information on the type of technology 
used in each classroom, the reason that such technology works, 
and the teacher training that is conducted in conjunction with 
the technology.
  (b) Deadline for Completion.--The study evaluation required 
by subsection (a) shall be completed not later than 180 days 
after the date of the enactment of this Act.
  (c) Definition of Technology.--In this section, the term 
``technology'' has the meaning given that term in section 
3113(11) of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6813(11)).
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation $600,000 for 
the purpose of conducting the study evaluation required by 
subsection (a).

SEC. 10. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is further amended in section 16 (as added by section 
4) by adding at the end the following new subsection:
  ``(d) The Director shall establish a grant program under 
which grants may be made for instruction of teachers for grades 
kindergarten through the twelfth grade on the use of technology 
in the classroom.''.

SEC. 11. MIDDLE SCHOOL COMPUTER LITERACY ASSISTANCE.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is further amended in section 16 (as added by section 
4) by adding at the end the following new subsection:
  ``(e)(1) The Director is authorized to award grants to assist 
States in reaching the goal of making all middle school 
graduates in the State technology literate.
  ``(2) Grants awarded under this subsection shall be used for 
teacher training in technology, with an emphasis on programs 
that prepare 1 or more teachers in each middle school in the 
State to become technology leaders who then serve as experts 
and train other teachers.
  ``(3) Each State shall encourage schools that receive 
assistance under this subsection to provide matching funds, 
with respect to the cost of teacher training in technology to 
be assisted under this subsection, in order to enhance the 
impact of the teacher training and to help ensure that all 
middle school graduates in the State are computer literate.''.

SEC. 12. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY EDUCATION 
                    CONFERENCE.

  (a) In General.--Within 180 days after the date of the 
enactment of this Act, the Director of the National Science 
Foundation shall convene a conference of representatives from 
Federal, State, and local governments, private industries, 
professional organizations, educators, science, mathematics, 
engineering, and technology educational resource providers, 
students, and any other stakeholders the Director decides would 
provide useful participation in the conference. Such conference 
shall be known as the National Science Education Forum.
  (b) Purposes.--The purposes of the conference convened under 
subsection (a) shall be to--
          (1) identify existing science, mathematics, 
        engineering, and technology education programs and 
        resource providers;
          (2) examine how well existing programs are 
        coordinated and how much collaboration exists among 
        them;
          (3) examine the common goals and differences among 
        the participants at the conference; and
          (4) develop strategies that will support partnerships 
        and leverage resources.
  (c) Report and Publication.--At the conclusion of the 
conference the Director of the National Science Foundation 
shall--
          (1) transmit to the Committee on Science of the House 
        of Representatives and to the Committee on Commerce, 
        Science, and Transportation of the Senate a report on 
        the outcome and conclusions of the conference; and
          (2) ensure that a similar report is published and 
        distributed as widely as possible to stakeholders in 
        science, mathematics, engineering, and technology 
        education.

SEC. 13. GRANTS FOR DISTANCE LEARNING.

  The National Science Foundation Act of 1950 (42 U.S.C. 1861 
et seq.) is further amended in section 16 (as added by section 
4) by adding at the end the following new subsection:
  ``(f) The Director may make grants to a State or local 
educational agency or to a private elementary, middle, or 
secondary school, under any grant program administered by the 
Director using funds appropriated for the National Science 
Foundation for Education and Human Resources Activities, for 
activities in which distance learning is integrated into the 
education process in grades kindergarten through the twelfth 
grade.''.

SEC. 14. AVAILABILITY OF CURRICULAR PROGRAMS THROUGH THE INTERNET.

  The Director of the National Science Foundation shall make 
available through the Internet at no cost a complete field-test 
version (including text and graphics) of any curricular 
program, the development for which the National Science 
Foundation provided funds.

SEC. 15. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.

  (a) In General.--The President, acting through the National 
Science Foundation, shall provide scholarships to teachers at 
public and private schools in grades kindergarten through the 
twelfth grade in order that such teachers may participate in 
research programs conducted at private entities or Federal or 
State Government agencies. The purpose of such scholarships 
shall be to provide teachers with an opportunity to expand 
their knowledge of science and research techniques and 
encourage incorporation of such techniques into the classroom.
  (b) Requirements.--In order to be eligible to receive a 
scholarship under this section, a teacher described in 
subsection (a) shall be required to develop, in conjunction 
with the private entity or Government agency at which the 
teacher will be participating in a research program, a proposal 
to be submitted to the President describing the types of 
research activities involved, and how techniques with respect 
to such research may be incorporated into the educational 
process.
  (c) Period of Program.--Participation in a research program 
in accordance with this section may be for a period of one 
academic year or 2 sequential summers.
  (d) Internet Site.--The Director of the National Science 
Foundation shall establish an Internet web site which may be 
used by students and teachers participating in the program 
under this section to incorporate research knowledge and 
techniques into the educational process.

    Chairman Sensenbrenner. I will yield myself five minutes 
for an opening statement.
    As we have learned in the hearings the Committee has held 
over the past two years, too many American students are 
entering the workforce with an inadequate foundation in math 
and science. It is now time to take action on all we have 
learned from these eight hearings.
    H.R. 4271, introduced by Vice Chairman Vernon Ehlers, 
addresses the problem with a two-pronged approach. First, it 
will improve the quality of teachers in the classroom by 
providing them the support they need to excel. Equally 
importantly, the bill will also widen opportunities for 
students to learn by improving their access to effective 
instruction and learning materials. For example, the bill 
authorizes professional development for teachers so the many 
teachers who do not feel comfortable using technology in the 
classroom can get the training to effectively use it. Both 
students and teachers benefit when teachers are comfortable 
with and able to integrate technology into their lessons.
    In addition, the bill includes language, introduced by 
Basic Research Ranking Member Eddie Bernice Johnson, which will 
authorize a public-private partnership to support high school 
students pursuing further education in technology.
    I am pleased to be considering the bill today that brings 
together so many positive ideas that will help America's 
students. I would like to thank the gentleman from Michigan, 
Mr. Ehlers, for all his hard work in producing a bill that 
deserves strong bipartisan support.
    [The prepared statement of Chairman Sensenbrenner follows:]

             NSEA--Chairman Sensenbrenner Opening Statement

    The next bill we will be taking up is H.R. 4271, the 
National Science Education Act. As we have learned in the 
hearings the Committee has held over the past two years, too 
many American students are entering the workforce with an 
inadequate foundation in math and science. It is now time to 
take action on all we have learned from the eight hearings.
    H.R. 4271, introduced by Vice Chairman Vern Ehlers 
addresses the problem with a two-pronged approach. First, it 
will improve the quality of teachers in the classroom by 
providing them the support they need to excel. Equally 
importantly, the bill will also widen opportunities for 
students to learn by improving their access to effective 
instruction and learning materials.
    For example, the bill authorizes professional development 
for teachers so the many teachers who do not feel comfortable 
using technology in the classroom can get the training to 
effectively use technology. Both students and teachers benefit 
when teachers are comfortable with and able to integrate 
technology into their lessons. In addition, the bill includes 
language, introduced by Basic Research Ranking Member Eddie 
Bernice Johnson, which will authorize a public-private 
partnership to support high school students pursuing further 
education in technology. I am pleased to be considering a bill 
today that brings together so many positive ideas that will 
help America's students.
    I want to thank Vice Chairman Vern Ehlers for all his hard 
work in producing a bill that deserves strong bipartisan 
support. I will now recognize Mr. Hall for whatever statement 
he wants to make.

    Chairman Sensenbrenner. I yield back the balance of my time 
and recognize Mr. Hall for an opening statement.
    Mr. Hall. Mr. Chairman, thank you very much. Though you 
very adequately and capably explained the bill, I just want to 
add that H.R. 4271 is a bipartisan bill that incorporates ideas 
from members on both sides of the aisle, and it is focused on a 
problem of great importance to the future of the Nation, the 
improvement of science, math, and technology education in 
elementary and secondary schools.
    I want to congratulate you, Mr. Sensenbrenner, for bringing 
this bill before the Committee today. I also want to 
acknowledge Mr. Ehlers, Vice Chairman of the Committee, and 
Mrs. Eddie Bernice Johnson, the Ranking Democratic Member of 
the Basic Research Subcommittee, for all their hard work on 
conducting the series of Committee hearings that have provided 
the basis for this bill and on development of the legislation.
    The programs established by H.R. 4271 will address very 
serious deficiencies in the preparation and professional 
development of science and math teachers so badly needed. It 
will establish new partnerships between schools and businesses 
to encourage greater student interest in science and in 
technology. And it will explore ways to employ educational 
technologies more effectively.
    Several of my Democratic colleagues will be offering 
amendments with some additional initiatives that I believe will 
help strengthen the efforts of NSF to improve science 
education. I would like now to yield to Congresswoman Johnson 
for some additional comments on the bill.
    [The prepared statement of Mr. Hall follows:]

                Statement of the Honorable Ralph M. Hall

    Mr. Chairman, H.R. 4271 is a bipartisan bill that 
incorporates ideas from Members on both sides of the aisle. It 
is focused on a problem of great importance to the future of 
the nation--the improvement of science, math and technology 
education in elementary and secondary schools.
    I want to congratulate Chairman Sensenbrenner for bringing 
the bill before the Committee today. I also want to acknowledge 
Mr. Ehlers, the Vice-Chairman of the Committee, and Ms. Eddie 
Bernice Johnson, the Ranking Democratic Member of the Basic 
Research Subcommittee, for all their hard work on conducting 
the series of Committee hearings that have provided the basis 
for this bill, and on development of the legislation.
    The programs established by H.R. 4271 will address serious 
deficiencies in the preparation and professional development of 
science and math teachers. It will establish new partnerships 
between schools and businesses to encourage greater student 
interest in science and technology, and it will explore ways to 
employ educational technologies more effectively.
    Several of my Democratic colleagues will be offering 
amendments with some additional initiatives that I believe will 
help strengthen the efforts at NSF to improve science 
education.
    I would like to yield now to Congresswoman Johnson for some 
additional comments on the bill.

    Ms. Johnson. Thank you, Mr. Chairman. Let me first express 
my gratitude to you for bringing this bill, and to my Ranking 
Member. I am pleased that H.R. 4271 has come before the 
Committee today. The bill resulted from a comprehensive series 
of hearings organized by Mr. Ehlers that examined all aspects 
of K-12 science and math education. The bill incorporates a 
range of proposals from several members on ways to improve 
teacher training and to develop more effective educational 
materials and teaching practices to improve student learning.
    I want to congratulate Mr. Ehlers for his very hard work in 
guiding this Committee's investigation of science education 
issues during this Congress and the one before. He didn't take 
it lightly. He involved and included a number of professionals 
in seeking some real useful direction.
    I want to thank him for incorporating into the bill the 
Mathematics and Science Proficiency Partnership Act, which I 
introduced before. My legislation is a targeted measure. It 
seeks to bring schools with large populations of economically 
disadvantaged students together in partnership with businesses 
to improve science and math education and to recruit and 
support students in undergraduate education in science and 
technology fields.
    The components of the partnerships will include support 
from the National Science Foundation to the schools for teacher 
training, education materials, and equipment. Industry will 
provide support for college scholarships for promising 
students, job-site mentoring and internship programs, and 
donations of computer software and hardware.
    The Nation must take advantage of the human resource 
potential of all of our citizens if we are to succeed in the 
international economic competition of the 21st century. We need 
reform efforts in science and math education that will engage 
and cultivate the interest of all children and it will require 
focused programs to encourage promising students from 
underrepresented groups to pursue careers in science and 
engineering. Several of my Democratic colleagues will be 
offering amendments to the bill which I believe will strengthen 
it further.
    Again, Mr. Chairman, I want to thank you and Mr. Ehlers for 
his leadership. I look forward to having this bill move on to 
the House. Thank you.
    [The prepared statement of Ms. Johnson follows:]

        Markup Statement by the Honorable Eddie Bernice Johnson

    Mr. Chairman, I am pleased that H.R. 4271 has come before 
the Committee today. This bill resulted from a comprehensive 
series of hearings organized by Mr. Ehlers that examined all 
aspects of K-12 science and math education. The bill 
incorporates a range of proposals from several Members on ways 
to improve teacher training and to develop more effective 
educational materials and teaching practices to improve student 
learning.
    I want to congratulate Mr. Ehlers for his hard work in 
guiding the Committee's investigation of science education 
issues during this Congress and on developing this bill.
    I also want to thank Mr. Ehlers for incorporating into the 
bill the Mathematics and Science Proficiency Partnership Act, 
which I introduced last year. My legislation is a targeted 
measure. It seeks to bring schools with large populations of 
economically disadvantaged students together in partnership 
with businesses to improve science and math education and to 
recruit and support students in undergraduate education in 
science and technology fields.
    The components of the partnerships will include support 
from NSF to the schools for teacher training, education 
materials, and equipment. Industry will provide support for 
college scholarships for promising students, job-site mentoring 
and internship programs, and donations of computer software and 
hardware.
    The nation must take advantage of the human resource 
potential of all our citizens if we are to succeed in the 
international economic competition of the 21st century. We need 
reform efforts in science and math education that will engage 
and cultivate the interest of all children. And, it will 
require focused programs to encourage promising students from 
underrepresented groups to pursue careers in science and 
engineering.
    Several of my Democratic colleagues will be offering 
amendments to the bill, which I believe will strengthen it 
further.
    I want to thank the Chairman for bringing the bill before 
the Committee for its consideration, and I look forward to 
seeing it reported to the House.

    Chairman Sensenbrenner. Does the gentleman from Texas yield 
back?
    Mr. Hall. I yield back.
    Chairman Sensenbrenner. Without objection, members may 
insert additional opening statements at this point in the 
record.
    The Chair is aware of a number of amendments to this bill, 
beginning with an amendment in the nature of a substitute by 
the gentleman from Michigan, Mr. Ehlers. Because the rules say 
once an amendment in the nature of a substitute is adopted, 
further amendments are precluded. After Mr. Ehlers offers his 
amendment, I am going to request unanimous consent that this 
amendment be considered as an original text of the bill for 
purposes of amendments so that further amendments may be 
offered.
    For what purpose does the gentleman from Michigan, Mr. 
Ehlers, seek recognition?
    Mr. Ehlers. Mr. Chairman, I offer the Manager's Amendment 
to H.R. 4271, the National Science Education Act.
    Chairman Sensenbrenner. The Clerk will report the amendment 
in the nature of a substitute.
    The Clerk. Amendment in the nature of a substitute to H.R. 
4271, offered by Mr. Ehlers.
    Chairman Sensenbrenner. Without objection, the amendment in 
the nature of a substitute is considered as read. And without 
objection, the amendment in the nature of a substitute will be 
considered as an original text for purposes of an amendment.
    The gentleman from Michigan is recognized for five minutes.
    Mr. Ehlers. I thank the Chairman for recognizing me and 
thank him also for the great deal of support given in terms of 
getting this bill prepared and presented to this Committee. I 
also wish to thank Ranking Member Johnson for her bipartisan 
commitment to this initiative and for her faithful work through 
all the hearings in helping develop this bill.
    The purpose of the three bill package that I am presenting 
overall is to do three things. First of all, to help this 
Nation to prepare future scientists and engineers, something 
that we are falling down on at this point and which we are 
seeking to band-aid through H-1(b) visa legislation. In 
addition to that, a main purpose is to provide a foundation for 
those entering the workforce in all areas of work, because I am 
convinced in 15 years you will not be able to get meaningful 
jobs in this country without substantial knowledge of science, 
technology, engineering, and mathematics. The third purpose of 
the bill is to ensure that we have an educated electorate and 
educated consumers who will deal with the more complex issues 
that we face in science and technology today in the marketplace 
and in the voting booth.
    We cover many different aspects in the bill. Much of this 
has been presented in earlier comments, so I will simply 
summarize. The purpose is to train teachers, help teachers who 
are ready in the classrooms to receive further training, and 
ensure that those taking teacher training in colleges and 
universities will receive an adequate training in science 
education and mathematics teaching.
    In addition to that, we have in the substitute before us 
several changes that I believe improve the bill tremendously 
since its original introduction. We have removed several 
sections which on further reflection did not really seem to 
contribute towards our objectives and we have strengthened 
other areas, particularly the ``Master Teacher'' grant program 
and dissemination of information required in courses for 
careers in science, mathematics, and engineering. And, of 
course, we still have the core purpose of making certain that 
all teachers are well prepared and well educated and that good 
curricula are publicized and evaluated.
    So, Mr. Chairman, I am pleased to offer both the bill and 
particularly to offer the amendment in the nature of a 
substitute which adds further improvement to it and I believe 
has taken care of all the objections that have been voiced by 
the minority side of this Committee and taken account of their 
concerns. So I yield back the balance of my time.
    [The amendment in the nature of a substitute offered by Mr. 
Ehlers follows:]

                 Full Committee Markup Amendment Roster

H.R. 4271, National Science Education Act
    --Unanimous consent request to adopt the Amendment in the 
Nature of a Substitute as the text for markup: Agreed to by a 
voice vote.
    --Motion to agree to the Amendment in the Nature of a 
Substitute, as amended: Adopted by a voice vote.
    --Motion to report the bill, as amended: Adopted by a Roll 
Call Vote--Y-36, N-0.

------------------------------------------------------------------------
       No. and sponsor                Description            Results
------------------------------------------------------------------------
1. Mr. Ehlers................  Manager's Amendment.....  Adopted by a
                                                          voice vote.
2. Ms. Eddie Bernice Johnson.  Amendment to require      Adopted by a
                                coordination of Federal   voice vote.
                                K-12 science and math
                                programs.
3. Mr. Udall, Mr. Wu, and Ms.  Amendment would create a  Adopted by a
 Stabenow.                      new section titled        voice vote.
                                Science, Mathematics,
                                and Engineering
                                Scholarship Program.
4. Ms. Woolsey...............  Amendment would provide   Adopted by a
                                grants to educational     voice vote.
                                agencies and
                                institutions of higher
                                education to encourage
                                female students to
                                select careers in
                                science and mathematics.
5. Mrs. Morella..............  Amendment regarding       Adopted by a
                                community college         voice vote.
                                consortium.
6. Mr. Hoeffel...............  Amendment would create a  Adopted by a
                                new section to the bill   voice vote.
                                titled Use of Funds for
                                Providing Release Time
                                and Other Incentives.
7. Mr. Etheridge.............  Amendment would create a  Unanimous
                                new section to the bill   consent to
                                titled Science Teacher    change funding
                                Education.                level to $2M
                                                          on page 2,
                                                          line 24 of the
                                                          amendment--agr
                                                          eed to.
                                                          Adopted by a
                                                          voice vote.
8. Mr. Larson................  Amendment would           Withdrawn.
                                establish an NSF
                                program for systematic
                                assessment of
                                educational materials
                                in pre-college science,
                                mathematics and
                                technology instruction.
9. Mr. Capuano...............  Amendment on Aligning     Not offered.
                                Science Standards.
10. Mr. Etheridge............  Amendment to strike       Withdrawn.
                                Section 4 and insert a
                                new section--Master
                                Teacher Training
                                Program.
------------------------------------------------------------------------

  Amendment in the Nature of a Substitute to H.R. 4271 Offered by Mr. 
                                 Ehlers

  Strike all after the enacting clause and insert the 
following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``National Science Education 
Act''.

SEC. 2. FINDINGS.

  Congress finds the following:
          (1) As concluded in the report of the Committee on 
        Science of the House of Representatives, ``Unlocking 
        Our Future Toward a New National Science Policy,'' 
        which was adopted by the House of Representatives, the 
        United States must maintain and improve its preeminent 
        position in science and technology in order to advance 
        human understanding of the universe and all it 
        contains, and to improve the lives, health, and 
        freedoms of all people.
          (2) It is estimated that more than half of the 
        economic growth of the United States today results 
        directly from research and development in science and 
        technology. The most fundamental research is 
        responsible for investigating our perceived universe, 
        to extend our observations to the outer limits of what 
        our minds and methods can achieve, and to seek answers 
        to questions that have never been asked before. Applied 
        research continues the process by applying the answers 
        from basic science to the problems faced by 
        individuals, organizations, and governments in the 
        everyday activities that make our lives more livable. 
        The scientific-technological sector of our economy, 
        which has driven our recent economic boom and led the 
        United States to the longest period of prosperity in 
        history, is fueled by the work and discoveries of the 
        scientific community.
          (3) The effectiveness of the United States in 
        maintaining this economic growth will be largely 
        determined by the intellectual capital of the United 
        States. Education is critical to developing this 
        resource.
          (4) The education program of the United States needs 
        to provide for 3 different kinds of intellectual 
        capital. First, it needs scientists, mathematicians, 
        and engineers to continue the research and development 
        that is central to the economic growth of the United 
        States. Second, it needs technologically proficient 
        workers who are comfortable and capable dealing with 
        the demands of a science-based, high-technology 
        workplace. Last, it needs scientifically literate 
        voters and consumers to make intelligent decisions 
        about public policy.
          (5) Student performance on the recent Third 
        International Mathematics and Science Study highlights 
        the shortcomings of current K-12 science and 
        mathematics education in the United States, 
        particularly when compared to other countries. We must 
        expect more from our Nation's educators and students if 
        we are to build on the accomplishments of previous 
        generations. New methods of teaching science, 
        mathematics, engineering, and technology are required, 
        as well as better curricula and improved training of 
        teachers.
          (6) Science is more than a collection of facts, 
        theories, and results. It is a process of inquiry built 
        upon observations and data that leads to a way of 
        knowing and explaining in logically derived concepts 
        and theories. Mathematics is more than procedures to be 
        memorized. It is a field that requires reasoning, 
        understanding, and making connections in order to solve 
        problems. Engineering is more than just designing and 
        building. It is the process of making compromises to 
        optimize design and assessing risks so that designs and 
        products best solve a given problem. Technology is more 
        than using computer applications, the Internet, and 
        programming. Technology is the innovation, change, or 
        modification of the natural environment, based on 
        scientific, mathematical, and engineering principles.
          (7) Students should learn science primarily by doing 
        science. Science education ought to reflect the 
        scientific process and be object-oriented, experiment-
        centered, and concept-based. Students should learn 
        mathematics with understanding that numeric systems 
        have intrinsic properties that can represent objects 
        and systems in real life, and can be applied in solving 
        problems. Engineering education should reflect the 
        realities of real world design, and should involve 
        hands-on projects and require students to make trade-
        offs based upon evidence. Students should learn 
        technology as both a tool to solve other problems and 
        as a process by which people adapt the natural world to 
        suit their own purposes. Computers represent a 
        particularly useful form of technology, enabling 
        students and teachers to acquire data, model systems, 
        visualize phenomena, communicate and organize 
        information, and collaborate with others in powerful 
        new ways. A background in the basics of information 
        technology is essential for success in the modern 
        workplace and the modern world.
          (8) Children are naturally curious and inquisitive. 
        To successfully tap into these innate qualities, 
        education in science, mathematics, engineering, and 
        technology must begin at an early age and continue 
        throughout the entire school experience.
          (9) Teachers provide the essential connection between 
        students and the content they are learning. Prospective 
        teachers need to be identified and recruited by 
        presenting to them a career that is respected by their 
        peers, is financially and intellectually rewarding, 
        contains sufficient opportunities for advancement, and 
        has continuing access to professional development.
          (10) Teachers need to have incentives to remain in 
        the classroom and improve their practice, and training 
        of teachers is essential if the results are to be good. 
        Teachers need to be knowledgeable of their content 
        area, of their curriculum, of up-to-date research in 
        teaching and learning, and of techniques that can be 
        used to connect that information to their students in 
        their classroom.

SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.

  Nothing in this Act may be construed to authorize any 
department, agency, officer, or employee of the United States 
to exercise any direction, supervision, or control over the 
curriculum, program of instruction, administration, or 
personnel of any educational institution or school system.

SEC. 4. MASTER TEACHER GRANT PROGRAM.

  (a) Program Authorized.--The Director of the National Science 
Foundation shall conduct a grant program to make grants to a 
State or local educational agency, a private elementary or 
middle school, or a consortium of any combination of those 
entities, for the purpose of hiring a master teacher described 
in subsection (b).
  (b) Eligibility.--In order to be eligible to receive a grant 
under this subsection, a State or local educational agency, 
private elementary or middle school, or consortium described in 
subsection (a) shall submit to the Director a description of 
the relationship the master teacher will have vis-a-vis other 
administrative and managerial staff and the State and local 
educational agency, the ratio of master teachers to other 
teachers, and the requirements for a master teacher of the 
State or local educational agency or school, including 
certification requirements and job responsibilities of the 
master teacher. Job responsibilities must include a discussion 
of any responsibility the master teacher will have for--
          (1) development or implementation of science, 
        mathematics, engineering, or technology curricula;
          (2) in-classroom assistance;
          (3) authority over hands-on inquiry materials, 
        equipment, and supplies;
          (4) mentoring other teachers or fulfilling any 
        leadership role; and
          (5) professional development, including training 
        other master teachers or other teachers, or developing 
        or implementing professional development programs.
  (c) Assessment of effectiveness.--The Director shall assess 
the effectiveness of activities carried out under this section.
  (d) Funds.--
          (1) Source.--Grants shall be made under this section 
        out of funds available for the National Science 
        Foundation for Education and Human Resources 
        Activities.
          (2) Authorization.--There are authorized to be 
        appropriated to the National Science Foundation to 
        carry out this section $50,000,000 for each of fiscal 
        years 2001 through 2003.

SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED.

  (a) General Authority.--
          (1) In general.--
                  (A) Grant program.--The Director of the 
                National Science Foundation shall, subject to 
                appropriations, carry out a demonstration 
                project under which the Director awards grants 
                in accordance with this section to eligible 
                local educational agencies.
                  (B) Uses of funds.--A local educational 
                agency that receives a grant under this section 
                may use such grant funds to develop a program 
                that builds or expands mathematics, science, 
                and information technology curricula, to 
                purchase equipment necessary to establish such 
                program, and to provide professional 
                development in such fields.
          (2) Program requirements.--The program described in 
        paragraph (1) shall--
                  (A) provide professional development 
                specifically in information technology, 
                mathematics, and science; and
                  (B) provide students with specialized 
                training in mathematics, science, and 
                information technology.
  (b) Eligible Local Educational Agencies.--For purposes of 
this section, a local educational agency or consortium of local 
educational agencies is eligible to receive a grant under this 
section if the agency or consortium--
          (1) provides assurances that it has executed 
        conditional agreements with representatives of the 
        private sector to provide services and funds described 
        in subsection (c); and
          (2) agrees to enter into an agreement with the 
        Director to comply with the requirements of this 
        section.
  (c) Private Sector Participation.--The conditional agreements 
referred to in subsection (b)(1) shall describe participation 
by the private sector, including--
          (1) the donation of computer hardware and software;
          (2) the establishment of internship and mentoring 
        opportunities for students who participate in the 
        information technology program; and
          (3) the donation of higher education scholarship 
        funds for eligible students who have participated in 
        the information technology program.
  (d) Application.--
          (1) In general.--To apply for a grant under this 
        section, each eligible local educational agency or 
        consortium of local educational agencies shall submit 
        an application to the Director in accordance with 
        guidelines established by the Director pursuant to 
        paragraph (2).
          (2) Guidelines.--
                  (A) Requirements.--The guidelines referred to 
                in paragraph (1) shall require, at a minimum, 
                that the application include--
                          (i) a description of proposed 
                        activities consistent with the uses of 
                        funds and program requirements under 
                        subsection (a)(1)(B) and (a)(2);
                          (ii) a description of the higher 
                        education scholarship program, 
                        including criteria for selection, 
                        duration of scholarship, number of 
                        scholarships to be awarded each year, 
                        and funding levels for scholarships; 
                        and
                          (iii) evidence of private sector 
                        participation and financial support to 
                        establish an internship, mentoring, and 
                        scholarship program.
                  (B) Guideline publication.--The Director 
                shall issue and publish such guidelines not 
                later than 6 months after the date of the 
                enactment of this Act.
          (3) Selection.--The Director shall select a local 
        educational agency to receive an award under this 
        section in accordance with subsection (e) and on the 
        basis of merit to be determined after conducting a 
        comprehensive review.
  (e) Priority.--The Director shall give special priority in 
awarding grants under this section to eligible local 
educational agencies that--
          (1) demonstrate the greatest ability to obtain 
        commitments from representatives of the private sector 
        to provide services and funds described under 
        subsection (c); and
          (2) demonstrate the greatest economic need.
  (f) Assessment.--The Director shall assess the effectiveness 
of activities carried out under this section.
  (g) Study and Report.--The Director--
          (1) shall initiate an evaluative study of eligible 
        students selected for scholarships pursuant to this 
        section in order to measure the effectiveness of the 
        demonstration program; and
          (2) shall report the findings of the study to 
        Congress not later than 4 years after the award of the 
        first scholarship. Such report shall include the number 
        of students graduating from an institution of higher 
        education with a major in mathematics, science, or 
        information technology and the number of students who 
        find employment in such fields.
  (h) Definition.--Except as otherwise provided, for purposes 
of this section, the term ``eligible student'' means a student 
enrolled in the 12th grade who--
                  (A) has participated in an information 
                technology program established pursuant to this 
                section;
                  (B) has demonstrated a commitment to pursue a 
                career in information technology, mathematics, 
                science, or engineering; and
                  (C) has attained high academic standing and 
                maintains a grade point average of not less 
                than 3.0 on a 4.0 scale for the last 2 years of 
                secondary school (11th and 12th grades).
  (i) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation to carry out 
this section, $3,000,000 for each of fiscal years 2001 through 
2003.
  (j) Maximum Grant Award.--An award made to an eligible local 
educational agency under this section may not exceed $300,000.

SEC. 6. DISSEMINATION OF INFORMATION ON REQUIRED COURSE OF STUDY FOR 
                    CAREERS IN SCIENCE, MATHEMATICS, ENGINEERING, AND 
                    TECHNOLOGY EDUCATION.

  (a) In General.--The Director of the National Science 
Foundation shall, jointly with the Secretary of Education, 
compile and disseminate information (including through 
outreach, school counselor education, and visiting speakers) 
regarding--
          (1) typical standard prerequisites for middle school 
        and high school students who seek to enter a course of 
        study at an institution of higher education in science, 
        mathematics, engineering, or technology education for 
        purposes of teaching in an elementary or secondary 
        school; and
          (2) the licensing requirements in each State for 
        science, mathematics, engineering, or technology 
        elementary or secondary school teachers.
  (b) Authorization of Appropriations.--There are authorized to 
be appropriated for the National Science Foundation to carry 
out this section $5,000,000 for each of fiscal years 2001 
through 2003.

SEC. 7. REQUIREMENT TO CONDUCT STUDY EVALUATION.

  (a) Study Required.--The Director of the National Science 
Foundation shall enter into an agreement with the National 
Academies of Sciences and Engineering under which the Academies 
shall review existing studies on the effectiveness of 
technology in the classroom on learning and student 
performance, using various measures of learning and teaching 
outcome including standardized tests of student achievement, 
and explore the feasibility of one or more methodological 
frameworks to be used in evaluations of technologies that have 
different purposes and are used by schools and school systems 
with diverse educational goals. The study evaluation shall 
include, to the extent available, information on the type of 
technology used in each classroom, the reason that such 
technology works, and the teacher training that is conducted in 
conjunction with the technology.
  (b) Deadline for Completion.--The study evaluation required 
by subsection (a) shall be completed not later than one year 
after the date of the enactment of this Act.
  (c) Definition of Technology.--In this section, the term 
``technology'' has the meaning given that term in section 
3113(11) of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6813(11)).
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation for the 
purpose of conducting the study evaluation required by 
subsection (a), $600,000.

SEC. 8. TEACHER TECHNOLOGY PROFESSIONAL DEVELOPMENT.

  (a) In General.--The Director of the National Science 
Foundation shall establish a grant program under which grants 
may be made to a State or local educational agency, a private 
elementary or middle school, or a consortium consisting of any 
combination of those entities for instruction of teachers for 
grades kindergarten through the twelfth grade on the use of 
information technology in the classroom. Grants awarded under 
this section shall be used for training teachers to use--
          (1) classroom technology, including hardware, 
        software, communications technologies, and laboratory 
        equipment; or
          (2) specific technology for science, mathematics, 
        engineering or technology instruction, including data 
        acquisition, modeling, visualization, simulation, and 
        numerical analysis.
  (b) Authorization of Appropriations.--There are authorized to 
be appropriated for the National Science Foundation to carry 
out this section $10,000,000 for each of fiscal years 2001 
through 2003.

SEC. 9. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY BUSINESS 
                    EDUCATION CONFERENCE.

  (a) In General.--Not later than 180 days after the date of 
the enactment of this Act, the Director of the National Science 
Foundation shall convene the first of an annual 3- to 5-day 
conference for kindergarten through twelfth grade science, 
mathematics, engineering, and technology education 
stakeholders, including--
          (1) representatives from Federal, State, and local 
        governments, private industries, private businesses, 
        and professional organizations;
          (2) educators;
          (3) science, mathematics, engineering, and technology 
        educational resource providers;
          (4) students; and
          (5) any other stakeholders the Director determines 
        would provide useful participation in the conference.
  (b) Purposes.--The purposes of the conference convened under 
subsection (a) shall be to--
          (1) identify and gather information on existing 
        science, mathematics, engineering, and technology 
        education programs and resource providers, including 
        information on distribution, partners, cost assessment, 
        and derivation;
          (2) determine the extent of any existing coordination 
        between providers of curricular activities, 
        initiatives, and units; and
          (3) identify the common goals and differences among 
        the participants at the conference.
  (c) Report and Publication.--At the conclusion of the 
conference the Director of the National Science Foundation 
shall--
          (1) transmit to the Committee on Science of the House 
        of Representatives and to the Committee on Commerce, 
        Science, and Transportation of the Senate a report on 
        the outcome and conclusions of the conference, 
        including an inventory of curricular activities, 
        initiatives, and units, the content of the conference, 
        and strategies developed that will support partnerships 
        and leverage resources; and
          (2) ensure that a similar report is published and 
        distributed as widely as possible to stakeholders in 
        science, mathematics, engineering, and technology 
        education.
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated for the National Science Foundation to carry 
out this section--
          (1) $300,000 for fiscal year 2001; and
          (2) $200,000 for each of fiscal years 2002 and 2003.

SEC. 10. GRANTS FOR DISTANCE LEARNING.

  (a) In General.--The Director of the National Science 
Foundation may make competitive, merit-based awards to develop 
partnerships for distance learning of science, mathematics, 
engineering, and technology education to a State or local 
educational agency or to a private elementary, middle, or 
secondary school, under any grant program administered by the 
Director using funds appropriated to the National Science 
Foundation for activities in which distance learning is 
integrated into the education process in grades kindergarten 
through the twelfth grade.
  (b) Authorization of Appropriations.--There are authorized to 
be appropriated for the National Science Foundation to carry 
out this section $5,000,000 for each of fiscal years 2001 
through 2003.

SEC. 11. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RESEARCH ACTIVITIES.

  (a) In General.--The President, acting through the National 
Science Foundation, shall provide scholarships to teachers at 
public and private schools in grades kindergarten through the 
12th grade in order that such teachers may participate in 
research programs conducted at private entities or Federal or 
State Government agencies. The purpose of such scholarships 
shall be to provide teachers with an opportunity to expand 
their knowledge of science, mathematics, engineering, 
technology, and research techniques.
  (b) Requirements.--In order to be eligible to receive a 
scholarship under this section, a teacher described in 
subsection (a) shall be required to develop, in conjunction 
with the private entity or Government agency at which the 
teacher will be participating in a research program, a proposal 
to be submitted to the President describing the types of 
research activities involved.
  (c) Period of Program.--Participation in a research program 
in accordance with this section may be for a period of one 
academic year or two sequential summers.
  (d) Use of Funds.--The Director may only use funds for 
purposes of this section for salaries of scholarship 
recipients, administrative expenses (including information 
dissemination, direct mailing, advertising, and direct staff 
costs for coordination and accounting services), expenses for 
conducting an orientation program, relocation expenses, and the 
expenses of conducting final selection interviews.
  (e) Authorization of Appropriations.--There are authorized to 
be appropriated for the National Science Foundation to carry 
out this section $5,000,000 for each of fiscal years 2001 
through 2003.

SEC. 12. EDUCATIONAL TECHNOLOGY UTILIZATION EXTENSION ASSISTANCE.

  (a) Purpose.--The purpose of this section is to improve the 
utilization of educational technologies in elementary and 
secondary education by creating an educational technology 
extension service based at undergraduate institutions of higher 
education.
  (b) Findings.--The Congress finds the following:
          (1) Extension services such as the Manufacturing 
        Extension Partnership and the Agricultural Extension 
        Service have proven to be effective public/private 
        partnerships to integrate new technologies and to 
        improve utilization of existing technologies by small 
        to medium sized manufacturers and the United States 
        agricultural community.
          (2) Undergraduate institutions of higher education 
        working with nonprofit organizations and State and 
        Federal agencies can tailor educational technology 
        extension programs to meet specific local and regional 
        requirements.
          (3) Undergraduate institutions of higher education, 
        often with the assistance of the National Science 
        Foundation, have for the past 20 years been integrating 
        educational technologies into their curricula, and as 
        such they can draw upon their own experiences to advise 
        elementary and secondary school educators on ways to 
        integrate a variety of educational technologies into 
        the educational process.
          (4) Many elementary and secondary school systems, 
        particularly in rural and traditionally underserved 
        areas, lack general information on the most effective 
        methods to integrate their existing technology 
        infrastructure, as well as new educational technology, 
        into the educational process and curriculum.
          (5) Most Federal and State educational technology 
        programs have focused on acquiring educational 
        technologies with less emphasis on the utilization of 
        those technologies in the classroom and the training 
        and infrastructural requirements needed to efficiently 
        support those types of technologies. As a result, in 
        many instances, the full potential of educational 
        technology has not been realized.
          (6) Our global economy is increasingly reliant on a 
        workforce not only comfortable with technology, but 
        also able to integrate rapid technological changes into 
        the production process. As such, in order to remain 
        competitive in a global economy, it is imperative that 
        we maintain a work-ready labor force.
          (7) According to ``Teacher Quality: A Report on the 
        Preparation and Qualifications of Public School 
        Teachers'', prepared by the Department of Education, 
        only one in five teachers felt they were well prepared 
        to work in a modern classroom.
          (8) The most common form of professional development 
        for teachers continues to be workshops that typically 
        last no more than one day and have little relevance to 
        teachers' work in the classroom.
          (9) A 1998 national survey completed by the 
        Department of Education found that only 19 percent of 
        teachers had been formally mentored by another teacher, 
        and that 70 percent of these teachers felt that this 
        collaboration was very helpful to their teaching.
  (c) Program Authorized.--
          (1) General authority.--The Director of the National 
        Science Foundation, in cooperation with the Secretary 
        of Education and the Director of the National Institute 
        of Standards and Technology, is authorized to provide 
        assistance for the creation and support of regional 
        centers for the utilization of educational technologies 
        (hereinafter in this section referred to as ``ETU 
        Centers'').
          (2) Functions of centers.--
                  (A) Establishment.--ETU Centers may be 
                established at any institution of higher 
                education, but such centers may include the 
                participation of nonprofit entities, 
                organizations, or groups thereof.
                  (B) Objectives of centers.--The objective of 
                the ETU Centers is to enhance the utilization 
                of educational technologies in elementary and 
                secondary education through--
                          (i) advising of elementary and 
                        secondary school administrators, school 
                        boards, and teachers on the adoption 
                        and utilization of new educational 
                        technologies and the utility of local 
                        schools' existing educational 
                        technology assets and infrastructure;
                          (ii) participation of individuals 
                        from the private sector, universities, 
                        State and local governments, and other 
                        Federal agencies;
                          (iii) active dissemination of 
                        technical and management information 
                        about the use of educational 
                        technologies; and
                          (iv) utilization, where appropriate, 
                        of the expertise and capabilities that 
                        exist in Federal laboratories and 
                        Federal agencies.
                  (C) Activities of centers.--The activities of 
                the ETU Centers shall include the following:
                          (i) The active transfer and 
                        dissemination of research findings and 
                        ETU Center expertise to local school 
                        authorities, including school 
                        administrators, school boards, and 
                        teachers.
                          (ii) The training of teachers in the 
                        integration of local schools existing 
                        educational technology infrastructure 
                        into their instructional design.
                          (iii) The training and advising of 
                        teachers, administrators, and school 
                        board members in the acquisition, 
                        utilization, and support of educational 
                        technologies.
                          (iv) Support services to teachers, 
                        administrators, and school board 
                        members as agreed upon by ETU Center 
                        representatives and local school 
                        authorities.
                          (v) The advising of teachers, 
                        administrators, and school board 
                        members on current skill set standards 
                        employed by private industry.
          (3) Program administration.--
                  (A) Proposed rules.--The Director of the 
                National Science Foundation, after consultation 
                with the Secretary of Education and the 
                Director of the National Institute of Standards 
                and Technology, shall publish in the Federal 
                Register, within 90 days after the date of the 
                enactment of this section, proposed rules for 
                the program for establishing ETU Centers, 
                including--
                          (i) a description of the program;
                          (ii) the procedures to be followed by 
                        applicants;
                          (iii) the criteria for determining 
                        qualified applicants; and
                          (iv) the criteria, including those 
                        listed in this section, for choosing 
                        recipients of financial assistance 
                        under this section from among qualified 
                        applicants.
                  (B) Final rules.--The Director of the 
                National Science Foundation shall publish final 
                rules for the program under this section after 
                the expiration of a 30-day comment period on 
                such proposed rules.
          (4) Eligibility and selection.--
                  (A) Applications required.--Any undergraduate 
                institution of higher education, consortia of 
                such institutions, non-profit organizations, or 
                groups thereof may submit an application for 
                financial support under this section in 
                accordance with the procedures established 
                under this section. In order to receive 
                assistance under this section, an applicant 
                shall provide adequate assurances that the 
                applicant will contribute 50 percent or more of 
                the proposed Center's capital and annual 
                operating and maintenance costs.
                  (B) Selection.--The Director of the National 
                Science Foundation, in conjunction with the 
                Secretary of Education and the Director of the 
                National Institute of Standards and Technology, 
                shall subject each application to competitive, 
                merit review. In making a decision whether to 
                approve such application and provide financial 
                support under this section, the Director of the 
                National Science Foundation shall consider at a 
                minimum--
                          (i) the merits of the application, 
                        particularly those portions of the 
                        application regarding the adaption of 
                        training and educational technologies 
                        to the needs of particular regions;
                          (ii) the quality of service to be 
                        provided;
                          (iii) the geographical diversity and 
                        extent of service area, with particular 
                        emphasis on rural and traditionally 
                        underdeveloped areas; and
                          (iv) the percentage of funding and 
                        amount of in-kind commitment from other 
                        sources.
                  (C) Evaluation.--Each ETU Center which 
                receives financial assistance under this 
                section shall be evaluated during its third 
                year of operation by an evaluation panel 
                appointed by the Director of the National 
                Science Foundation. Each evaluation panel shall 
                measure the involved Center's performance 
                against the objectives specified in this 
                section. Funding for an ETU Center shall not be 
                renewed unless the evaluation is positive.
  (d) Definition.--As used in this section, the term 
``institution of higher education'' has the meaning given that 
term by section 101 of the Higher Education Act of 1965 (20 
U.S.C. 1001).

SEC. 13. DEFINITIONS.

    In this Act the terms ``local educational agency'' and 
``State educational agency'' have the meaning given such terms 
in section 14101 of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 8801).
                                ------                                

  Amendment to H.R. 4271 Offered by Ms. Eddie Bernice Johnson of Texas

  At the end of the bill add the following new section:

SEC. ____. INTERAGENCY COORDINATION OF SCIENCE EDUCATION PROGRAMS.

  (a) Interagency Coordination Committee.--
          (1) Establishment.--The Director of the Office of 
        Science and Technology Policy shall establish an 
        interagency committee to coordinate Federal programs in 
        support of science and mathematics education at the 
        elementary and secondary level.
          (2) Membership.--The membership of the committee 
        shall consist of the heads, or designees, of the 
        National Science Foundation, the Department of Energy, 
        the National Aeronautics and Space Administration, the 
        Department of Education, and other Federal departments 
        and agencies that have programs directed toward support 
        of elementary and secondary science and mathematics 
        education.
          (3) Functions.--The committee shall--
                  (A) prepare a catalog of Federal research, 
                development, demonstration and other programs 
                designed to improve elementary and secondary 
                science or mathematics education, including for 
                each program a summary of its goals and the 
                kinds of activities supported, a summary of 
                accomplishments (including evidence of 
                effectiveness in improving student learning), 
                the funding level, and, for grant programs, the 
                eligibility requirements and the selection 
                process for awards;
                  (B) review the programs identified under 
                subparagraph (A) in order to--
                          (i) determine the relative funding 
                        levels among support for--
                                  (I) teacher professional 
                                development;
                                  (II) curricular materials;
                                  (III) improved classroom 
                                teaching practices;
                                  (IV) applications of 
                                computers and related 
                                information technologies; and
                                  (V) other major categories of 
                                activities;
                          (ii) assess whether the balance among 
                        kinds of activities as determined under 
                        clause (i) is appropriate and whether 
                        unnecessary duplication or overlap 
                        among programs exists;
                          (iii) assess the degree to which the 
                        programs assist the efforts of State 
                        and local school systems to implement 
                        standards-based reform of science and 
                        mathematics education, and group the 
                        programs in the categories of high, 
                        moderate, and low relevance for 
                        assisting standards-based reform;
                          (iv) for grant programs, identify 
                        ways to simplify the application 
                        procedures and requirements and to 
                        achieve greater conformity among the 
                        procedures and requirements of the 
                        agencies; and
                          (v) evaluate the adequacy of the 
                        assessment procedures used by the 
                        departments and agencies to determine 
                        whether the goals and objectives of 
                        programs are being achieved, and 
                        identify the best practices identified 
                        from the evaluation for assessment of 
                        program effectiveness; and
                  (C) monitor the implementation of the plan 
                developed under subsection (c) and provide to 
                the Director of the Office of Science and 
                Technology Policy its findings and 
                recommendations for modifications to that plan.
  (b) External Review.--The Director of the National Science 
Foundation shall enter into an agreement with the National 
Research Council to conduct an independent review of programs 
as described in subsection (a)(3)(B) and to develop findings 
and recommendations. The findings and recommendations from the 
National Research Council review of programs shall be reported 
to the Director of the Office of Science and Technology Policy 
and to the Congress.
  (c) Education Plan.--
          (1) Plan contents.--On the basis of the findings of 
        the review carried out in accordance with subsection 
        (a)(3)(B) and taking into consideration the findings 
        and recommendations of the National Research Council in 
        accordance with subsection (b), the Director of the 
        Office of Science and Technology Policy shall prepare a 
        plan for Federal elementary and secondary science and 
        mathematics education programs which shall include--
                  (A) a strategy to increase the effectiveness 
                of Federal programs to assist the efforts of 
                State and local school systems to implement 
                standards-based reform of elementary and 
                secondary science and mathematics education;
                  (B) a coordinated approach for identifying 
                best practices for the use of computers and 
                related information technologies in classroom 
                instruction;
                  (C) the recommended balance for Federal 
                resource allocation among the major types of 
                activities supported, including projected 
                funding allocations for each major activity 
                broken out by department and agency;
                  (D) identification of effective Federal 
                programs that have made measurable 
                contributions to achieving standards-based 
                science and mathematics education reform;
                  (E) recommendations to the departments and 
                agencies for actions needed to increase 
                uniformity across the Federal Government for 
                application procedures and requirements for 
                grant awards for support of elementary and 
                secondary science and mathematics education; 
                and
                  (F) dissemination procedures for replicating 
                results from effective programs, particularly 
                best practices for classroom instruction.
          (2) Consultation.--The Director shall consult with 
        academic, State, industry, and other appropriate 
        entities engaged in efforts to reform science and 
        mathematics education as necessary and appropriate for 
        preparing the plan under paragraph (1).
  (d) Reports.--
          (1) Initial report.--The Director of the Office of 
        Science and Technology Policy shall submit to the 
        Congress, not later than 1 year after the date of the 
        enactment of this Act, a report which--
                  (A) includes the plan described in subsection 
                (c)(1);
                  (B) in accordance with subsection (c)(1)(C), 
                describes, for each department and agency 
                represented on the committee established under 
                subsection (a)(1), appropriate levels of 
                Federal funding;
                  (C) includes the catalog prepared under 
                subsection (a)(3)(A);
                  (D) includes the findings from the review 
                required under subsection (a)(3)(B)(iii);
                  (E) includes the findings and recommendations 
                of the National Research Council developed 
                under subsection (b); and
                  (F) describes the procedures used by each 
                department and agency represented on the 
                committee to assess the effectiveness of its 
                education programs.
          (2) Annual updates.--The Director of the Office of 
        Science and Technology Policy shall submit to the 
        Congress an annual update, at the time of the 
        President's annual budget request, of the report 
        submitted under paragraph (1), which shall include, for 
        each department and agency represented on the 
        committee, appropriate levels of Federal funding for 
        the fiscal year during which the report is submitted 
        and the levels proposed for the fiscal year with 
        respect to which the budget submission applies.
                                ------                                

 Amendment to H.R. 4271 Offered by Mr. Udall of Colorado, Mr. Wu, and 
                              Ms. Stabenow

  At the end of the bill add the following new section:

SEC. ____. SCIENCE, MATHEMATICS, AND ENGINEERING SCHOLARSHIP PROGRAM.

  (a) Program Authorized.--The National Science Foundation is 
authorized to establish a scholarship program to assist 
graduates of baccalaureate degree programs in science, 
mathematics or engineering, or individuals pursuing degrees in 
those fields, to fulfill the academic requirements necessary to 
become certified as elementary or secondary school teachers.
  (b) Scholarship Amount and Duration.--Each scholarship 
provided under subsection (a) shall be in the amount of $5000 
and shall cover a period of 1 year.
  (c) Requirements.--
          (1) Eligibility.--Undergraduate students majoring in 
        science, mathematics or engineering who are within one 
        academic year of completion of degree requirements, and 
        individuals who have received degrees in such fields, 
        are eligible to receive scholarships under the program 
        established by subsection (a).
          (2) Guidelines, procedures, and criteria.--The 
        Director shall establish and publish application and 
        selection guidelines, procedures, and criteria for the 
        scholarship program.
          (3) Requirements for applications.--Each application 
        for a scholarship shall include a plan specifying the 
        course of study that will allow the applicant to 
        fulfill the academic requirements for obtaining a 
        teaching certificate during the scholarship period.
          (4) Work requirement.--As a condition of acceptance 
        of a scholarship under this section, a recipient shall 
        agree to work as an elementary or secondary school 
        teacher for a minimum of two years following 
        certification as such a teacher or to repay the amount 
        of the scholarship to the National Science Foundation.
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation to carry out 
this section $5,000,000 for each of fiscal years 2001, 2002, 
and 2003.
                                ------                                

             Amendment to H.R. 4271 Offered by Ms. Woolsey

  At the end of the bill add the following new section:

SEC. ____. GO GIRL GRANTS.

  (a) Short Title.--This section may be cited as the ``Getting 
Our Girls Ready for the 21st Century Act (Go Girl Act)''.
  (b) Findings.--Congress finds the following:
          (1) Women have historically been underrepresented in 
        mathematics, science, and technology occupations.
          (2) Female students take fewer high-level mathematics 
        and science courses in high school than male students.
          (3) Female students take far fewer advanced computer 
        classes and tend to take only the basic data entry and 
        word processing classes compared to courses that male 
        students take.
          (4) Female students earn fewer bachelors, masters, 
        and doctoral degrees in mathematics, science, and 
        technology than male students.
          (5) Early career exploration is key to choosing a 
        career.
          (6) Teachers' attitudes, methods of teaching, and 
        classroom atmosphere affect females' interest in 
        nontraditional fields.
          (7) Stereotypes about appropriate careers for 
        females, a lack of female role models, and a lack of 
        basic career information significantly deters girls' 
        interest in mathematics, science, and technology 
        careers.
          (8) Females consistently rate themselves 
        significantly lower than males in computer ability.
          (9) By the year 2000, 65 percent of all jobs will 
        require technological skills.
          (10) Limited access is a hurdle faced by females 
        seeking jobs in mathematics, science, and technology.
          (11) Common recruitment and hiring practices make 
        extensive use of traditional networks that often 
        overlook females.
  (c) Program Authority.--
          (1) In general.--The Director of the National Science 
        Foundation is authorized to provide grants to and enter 
        into contracts or cooperative agreements with local 
        educational agencies and institutions of higher 
        education to encourage the ongoing interest of girls in 
        science, mathematics, and technology and to prepare 
        girls to pursue undergraduate and graduate degrees and 
        careers in science, mathematics, or technology.
          (2) Application.--
                  (A) In general.--To be eligible to receive a 
                grant under this section, a local educational 
                agency or institution of higher education shall 
                submit an application to the Director at such 
                time, in such form, and containing such 
                information as the Director may reasonably 
                require.
                  (B) Contents.--The application referred to in 
                subparagraph (A) shall contain, at a minimum, 
                the following:
                          (i) A specific program description, 
                        including the content of the program 
                        and the research and models used to 
                        design the program.
                          (ii) A description of how an eligible 
                        entity will provide for collaboration 
                        between elementary and secondary school 
                        programs to fulfill goals of the grant 
                        program.
                          (iii) An explanation regarding the 
                        recruitment and selection of 
                        participants.
                          (iv) A description of the 
                        instructional and motivational 
                        activities planned to be used.
                          (v) An evaluation plan.
  (d) Uses of Funds for Elementary School Program.--Under 
grants awarded pursuant to subsection (c) funds may be used for 
the following:
          (1) Encouraging girls in grades 4 and higher to enjoy 
        and pursue studies in science, mathematics, and 
        technology.
          (2) Acquainting girls in grades 4 and higher with 
        careers in science, mathematics, and technology.
          (3) Educating the parents of girls in grades 4 and 
        higher about the difficulties faced by girls to 
        maintain an interest and desire to achieve in science, 
        mathematics, and technology and enlist the help of the 
        parents in overcoming these difficulties.
          (4) Tutoring in reading, science, mathematics, and 
        technology.
          (5) Mentoring relationships, both in-person and 
        through the Internet.
          (6) Paying the costs of attending events and academic 
        programs in science, mathematics, and technology.
          (7) After-school activities designed to encourage the 
        interest of girls in grades 4 and higher in science, 
        mathematics, and technology.
          (8) Summer programs designed to encourage interest in 
        and develop skills in science, mathematics, and 
        technology.
          (9) Purchasing software designed for girls, or 
        designed to encourage girls' interest in science, 
        mathematics, and technology.
          (10) Field trips to locations that educate and 
        encourage girls' interest in science, mathematics, and 
        technology.
          (11) Field trips to locations that acquaint girls 
        with careers in science, mathematics, and technology.
          (12) Purchasing and disseminating information to 
        parents of girls in grades 4 and higher that will help 
        parents to encourage their daughters' interest in 
        science, mathematics, and technology.
  (e) Uses of Funds for Secondary School Program.--Under grants 
awarded pursuant to subsection (c) funds may be used for the 
following:
          (1) Encouraging girls in grades 9 and higher to major 
        in science, mathematics, and technology in a 
        postsecondary institution.
          (2) Providing academic advice and assistance in high 
        school course selection.
          (3) Encouraging girls in grades 9 and higher to plan 
        for careers in science, mathematics, and technology.
          (4) Educating the parents of girls in grades 9 and 
        higher about the difficulties faced by girls to 
        maintain an interest and desire to achieve in science, 
        mathematics, and technology and enlist the help of the 
        parents in overcoming these difficulties.
          (5) Tutoring in science, mathematics, and technology.
          (6) Mentoring relationships, both in-person and 
        through the Internet.
          (7) Paying the costs of attending events and academic 
        programs in science, mathematics, and technology.
          (8) Paying 50 percent of the cost of an internship in 
        science, mathematics, or technology.
          (9) After-school activities designed to encourage the 
        interest of girls in grades 9 and higher in science, 
        mathematics, and technology, including the cost of that 
        portion of a staff salary to supervise these 
        activities.
          (10) Summer programs designed to encourage interest 
        in and develop skills in science, mathematics, and 
        technology.
          (11) Purchasing software designed for girls, or 
        designed to encourage girls' interest in science, 
        mathematics, and technology.
          (12) Field trips to locations that educate and 
        encourage girls' interest in science, mathematics, and 
        technology.
          (13) Field trips to locations that acquaint girls 
        with careers in science, mathematics, and technology.
          (14) Visits to institutions of higher education to 
        acquaint girls with college-level programs in science, 
        mathematics, or technology, and to meet with educators 
        and female college students who will encourage them to 
        pursue degrees in science, mathematics, and technology.
  (f) Definitions.--In this section:
          (1) The term ``local educational agency'' has the 
        same meaning given such term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 8801), except that in the case of Hawaii, the 
        District of Columbia, and the Commonwealth of Puerto 
        Rico, the term ``local educational agency'' shall be 
        deemed to mean the State educational agency.
          (2) The term ``institution of higher education'' has 
        the meaning given that term in section 101 of the 
        Higher Education Act of 1965 (20 U.S.C. 1001).
                                ------                                

             Amendment to H.R. 4271 Offered by Mrs. Morella

  At the end of the bill add the following new section:

SEC. ____. GRANT FOR LEARNING COMMUNITY CONSORTIUM FOR ADVANCEMENT OF 
                    WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN 
                    SCIENCE, ENGINEERING, AND TECHNOLOGY.

  The Director of the National Science Foundation may, through 
a competitive, merit-based process, provide to a consortium 
composed of community colleges a grant in an amount not more 
than $11,000,000 for the purpose of carrying out a pilot 
project to provide support to encourage women, minorities, and 
persons with disabilities to enter and complete programs in 
science, engineering, and technology.
                                ------                                

             Amendment to H.R. 4271 Offered by Mr. Hoeffel

  At the end of the bill add the following new section:

SEC. ____. USE OF FUNDS FOR PROVIDING RELEASE TIME AND OTHER 
                    INCENTIVES.

  A recipient of a grant under section 4 or 8 may use funds 
received through such grant for expenses related to leave from 
work (consistent with State law and contractual obligations), 
and other incentives, to permit and encourage full-time 
teachers to participate in--
          (1) professional development activities relating to 
        the use of technology in education; and
          (2) the development, demonstration, and evaluation of 
        applications of technology in elementary and secondary 
        education.
                                ------                                

            Amendment to H.R. 4271 Offered by Mr. Etheridge

  At the end of the bill add the following new section:

SEC. ____. SCIENCE TEACHER EDUCATION.

  (a) Program Authorized.--The Director of the National Science 
Foundation may establish a program to improve the undergraduate 
education and in-service professional development of science 
and mathematics teachers in elementary and secondary schools. 
Under the program, competitive awards shall be made on the 
basis of merit to institutions of higher education that offer 
baccalaureate degrees in education, science and mathematics.
  (b) Purpose of Awards.--Awards made under subsection (a) 
shall be for developing--
          (1) courses and curricular materials for--
                  (A) the preparation of undergraduate students 
                pursuing education degrees who intend to serve 
                in elementary or secondary schools as science 
                or mathematics teachers; or
                  (B) the professional development of science 
                and mathematics teachers serving in elementary 
                and secondary schools; and
          (2) educational materials and instructional 
        techniques incorporating innovative uses of information 
        technology.
  (c) Requirements.--The Director shall establish and publish 
application and selection guidelines, procedures, and criteria 
for the program established by subsection (a). Proposals for 
awards under the program shall involve collaborations of 
education, mathematics and science faculty and include a plan 
for a continued collaboration beyond the period of the award. 
In making awards under this section, the Director shall 
consider--
          (1) the degree to which courses and materials 
        proposed to be developed in accordance with subsection 
        (b) combine content knowledge and pedagogical 
        techniques that are consistent with hands-on, inquiry-
        based teaching, are aligned with established national 
        science or mathematics standards, and are based on 
        validated education research findings; and
          (2) evidence of a strong commitment by the 
        administrative heads of the schools and departments, 
        whose faculty are involved in preparing a proposal to 
        the program, to provide appropriate rewards and 
        incentives to encourage continued faculty participation 
        in the collaborative activity.
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation to carry out 
this section $2,000,000 for each of fiscal years 2001 through 
2003.
  (e) Definition.--In this section, the term ``institution of 
higher education'' has the meaning given that term in section 
101 of the Higher Education Act of 1965 (20 U.S.C. 1001).
                                ------                                

              Amendment to H.R. 4271 Offered by Mr. Larson

  At the end of the bill add the following new section:

SEC. ____. GRANTS FOR EVALUATION OF EDUCATIONAL MATERIALS.

  (a) Program Authorized.--The Director of the National Science 
Foundation shall establish a program to award grants through a 
competitive, merit-based process for the evaluation of 
precollege educational materials for instruction in science, 
mathematics and technology.
  (b) Requirements.--
          (1) Criteria and procedures.--The Director shall 
        ensure that the entities selected for awards under this 
        section develop an appropriate set of evaluation 
        criteria and use a consistent process for carrying out 
        evaluations of educational materials.
          (2) Form of materials.--Under the program established 
        by subsection (a), educational materials shall be 
        evaluated in the form of textbooks and related printed 
        matter, or materials incorporated in software.
          (3) Contents of evaluations.--The evaluations of 
        educational materials carried out pursuant to this 
        section shall determine--
                  (A) the alignment of the materials with 
                established nationally recognized science and 
                mathematics standards for knowledge of students 
                at different grade levels; and
                  (B) the effectiveness of the materials in 
                improving student learning.
  (c) Dissemination.--The Director shall make available through 
the Internet summaries of the evaluations of educational 
materials carried out pursuant to this section, including 
information on how to obtain the evaluated materials.
  (d) Authorization of Appropriations.--There are authorized to 
be appropriated to the National Science Foundation to carry out 
this section $2,000,000 for fiscal year 2001.
                                ------                                

 Amendment Offered by Mr. Capuano to the Amendment in the Nature of a 
                        Substitute to H.R. 4271

  Page 17, line 6, strike ``; and'' and insert a semicolon.
  Page 17, line 8, strike the period and insert a semicolon.
  Page 17, after line 8, insert the following:
          (4) examine the differences among State standards as 
        to what students should know regarding science and 
        mathematics at different grade levels, and explore ways 
        to bring those standards into greater alignment; and
          (5) provide a forum for State educational agencies 
        to--
                  (A) develop a multi-State consensus on 
                standards for what students should know in 
                science and mathematics at different grade 
                levels; and
                  (B) identify curricula that would be suitable 
                for implementing consensus standards arrived at 
                under subparagraph (A).
                                ------                                

Amendment Offered by Mr. Etheridge to the Amendment in the Nature of a 
                        Substitute to H.R. 4271

  Strike section 4 and insert the following:

SEC. 4. MASTER TEACHER TRAINING PROGRAM.

  (a) Requirement To Provide Awards.--The Director of the 
National Science Foundation shall make competitive, merit-based 
awards to institutions of higher education, nonprofit private 
organizations, State and local educational agencies, private 
elementary schools, professional engineering and scientific 
associations, museums, and libraries to support institutes, 
workshops, and other activities for supervisors and teachers in 
public and private elementary and secondary schools for the 
purpose of educating and training master teachers by improving 
the subject knowledge and teaching skills of such teachers in 
the areas of mathematics and science.
  (b) Requirements For Master Teachers.--Master teachers 
referred to in subsection (a) shall provide dedicated support 
in mathematics, science, engineering, or technology programs in 
grades kindergarten through the eighth grade and shall have 
significant responsibility for development and implementation 
of mathematics and science curricula, in-classroom assistance, 
and oversight of hands-on inquiry materials, equipment, and 
supplies.
  (c) Activities Included.--Activities supported under this 
section may, to the extent possible, involve the cooperation of 
private sector partners that are able to supply assistance in 
training of master teachers in mathematics and science 
including--
          (1) the donation of computer hardware, software, and 
        other equipment for use by the school and master 
        teacher; and
          (2) opportunities for master teacher candidates to 
        gain research experiences through internships or 
        mentoring activities provided by private sector 
        partners.
  (d) Assurance of Involvement.--The Director shall require 
assurances that local educational agencies will be involved in 
the planning and development of the master teacher training 
activity in the case of applications submitted by other 
eligible entities described in subsection (a), or that one or 
more of such entities will be involved in the planning and 
development of the activity in the case of applications 
submitted by a State or local educational agency.
  (e) Information To Be Included in Proposal.--As part of a 
proposal submitted under this section, a local educational 
agency shall include plans for the deployment and support of 
the master teachers within the local school system.

    Chairman Sensenbrenner. The gentleman yields back.
    The Chair has notice of 9 amendments. The first one being 
one by the gentlewoman from Texas, Ms. Johnson.
    For what purpose does the gentlewoman from Texas seek 
recognition?
    Ms. Johnson. Mr. Chairman, I have an amendment at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271, offered by Ms. Eddie 
Bernice Johnson of Texas.
    Ms. Johnson. I ask unanimous consent that the amendment be 
considered as read.
    Chairman Sensenbrenner. Without objection, and the 
gentlewoman is recognized for five minutes.
    Ms. Johnson. Thank you, Mr. Chairman. Many Federal agencies 
support a wide range of programs aimed at improving K-12 
science and math education. Unfortunately, coordination among 
Federal agencies in developing and implementing their education 
programs is ad hoc and incomplete. Many times the targets of 
the agencies programs are similar. The relatively small Federal 
investment in improving K-12 science and math education will 
have the greatest effect if the sponsoring agencies coordinate 
and jointly plan their programs. They should be targeted to 
provide maximum assistance to States and local education 
systems that are committed to implementing standards-based 
reform.
    My amendment puts in place procedures to rigorously assess 
the outcomes of Federal programs to identify best practices and 
the most effective education materials and to disseminate 
information about the success stories. The amendment 
establishes an interagency committee under the auspices of the 
Office of Science and Technology Policy to coordinate and plan 
Federal programs that support K-12 science and math education. 
The interagency committee is charged with (1) to compile a 
catalogue of existing programs, (2) to assess the effectiveness 
of existing programs, and (3) to develop a strategy and funding 
priorities for future Federal investment in K-12 science and 
math education that will increase the effectiveness of Federal 
programs. The goal is to identify and develop education 
programs that will assist States and local school systems to 
implement standards-based reforms, including identification of 
best practices for the use of educational technologies in the 
classroom.
    I believe my amendment fills a real need in ensuring that 
Federal resources to improve science and math education are 
used to achieve the maximum benefit. And I urge my colleagues 
to support the amendment.
    [The amendment offered by Ms. Johnson follows:]
    Chairman Sensenbrenner. Will the gentlewoman yield?
    Ms. Johnson. I yield.
    Chairman Sensenbrenner. This amendment would authorize a 
committee composed of representatives of Federal agencies that 
have science, math, engineering, or technology education 
programs that would work through the OSTP on efforts to 
coordinate Federal math and science education programs. This 
committee will assess all programs and then develop a plan for 
coordination and effective use of funding and efforts. I would 
like to thank the gentlewoman for her amendment and will accept 
it.
    Ms. Johnson. Thank you, Mr. Chairman.
    Chairman Sensenbrenner. Further discussion on the 
amendment?
    The gentleman from Michigan, Mr. Ehlers?
    Mr. Ehlers. Mr. Chairman, very briefly.
    Chairman Sensenbrenner. The gentleman is recognized for 
five minutes.
    Mr. Ehlers. Thank you, Mr. Chairman. Very briefly, I just 
wanted to comment that in view of the fact that OSTP has been 
very supportive of this legislation, and in view of the fact 
that there is a good deal of separate agencies acting on this 
and not acting in concert, I believe that this is a good 
amendment, and I am also pleased to accept it.
    Chairman Sensenbrenner. The gentleman yields back.
    Further discussion on the amendment by the gentlewoman from 
Texas, Ms. Johnson.
    [No response.]
    Chairman Sensenbrenner. Hearing none, all those in favor of 
the amendment will signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment is agreed to.
    Chairman Sensenbrenner. The next amendment on the roster is 
the amendment by the gentleman from Colorado, Mr. Udall. For 
what purpose does he seek recognition?
    Mr. Udall. Mr. Chairman, I have an amendment at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271 offered by Mr. Udall----
    Mr. Udall. Mr. Chairman, I ask unanimous consent that the 
amendment be considered as read.
    Chairman Sensenbrenner. Without objection, and the 
gentleman is recognized for five minutes.
    Mr. Udall. Mr. Chairman, if I might, I would ask unanimous 
consent to hand out the revised amendment. The amendment that 
was filed yesterday has been changed slightly, and if we could 
hand that out now, it would be appreciated.
    Chairman Sensenbrenner. Yes, the staff will distribute the 
amendment.
    Mr. Udall. If I might, Mr. Chairman, use the handing out of 
the revised amendment to speak to that revision. The revision 
added a section to the amendment, and I will discuss the 
amendment in its broader terms when I complete explaining this, 
added a section that requires that an elementary or a secondary 
school teacher who is eligible for the grants and scholarships 
that are proposed would work for a minimum of two years as a 
teacher in the math and science fields or repay the amount of 
the scholarship to the National Science Foundation.
    Having said that, Mr. Chairman, I rise to offer an 
amendment, along with my colleagues Mr. Wu and Ms. Stabenow. I 
did want to also take this opportunity to thank you, Chairman 
Sensenbrenner, and the Ranking Member Mr. Hall from Texas for 
their support of this amendment.
    The amendment would authorize a program of one year, $5,000 
scholarships to those with bachelor's degrees in science or 
engineering or those nearing completion of such degrees to 
enable them to take the courses they need to become certified 
as K-12 science or math teachers. We all know from attending 
Science Committee hearings over the last year about the state 
of science and math education and from talking to constituents, 
students, and educators at home that we need to improve science 
and math education in this country. In particular, we have been 
hearing that poor student performance in science and math has 
much to do with the fact that teachers often have little or no 
training in the disciplines they are teaching. While the 
importance of teacher expertise in determining student 
achievement is widely acknowledged, it is also the case that 
significant numbers of K-12 students are being taught science 
and math by unqualified teachers.
    Mr. Ehlers' bill includes a number of important provisions 
to assist teachers. The amendment I am offering with Mr. Wu and 
Ms. Stabenow would add one more critical piece. Not only do we 
need to ensure a high quality of science and math education for 
our students, but we also need to make sure that there is a 
sufficient quantity of trained teachers available to teach 
them. Our amendment will provide an incentive for individuals 
with the content knowledge to try teaching as a career.
    Most students emerge from college with a heavy debt load 
and studies have shown that average debt for college graduates 
has tended upwards since college tuition costs have been 
increasing faster than inflation. So scholarships would be 
particularly beneficial for those considering entering the 
teaching field where starting salaries are relatively low.
    Mr. Chairman, this bill takes some critical steps to help 
ensure that we can sustain our current economic growth and that 
our future workforce will be prepared to succeed in our 
increasingly technologically based world. The amendment would 
compliment and build on those efforts by helping to ensure our 
children are taught by qualified teachers. I urge its support. 
And I would add one additional thank you, and that is to the 
author of the bill, my colleague from Michigan. Thank you.
    Chairman Sensenbrenner. Will the gentleman yield?
    Mr. Udall. Yes, I would yield.
    Chairman Sensenbrenner. This amendment would authorize a 
$5,000 scholarship for students who have majored in science, 
math, or engineering to help them fulfill the academic 
requirements necessary to become certified as teachers. I would 
like to thank the gentleman and the gentlelady for working with 
the Committee to modify the amendment by adding a requirement 
that grant recipients who do not go on to teach for at least 
two years must repay their scholarship. I believe this will 
help address the need for improving teacher retention, and I 
will now support this amendment.
    Mr. Udall. Thank you, Mr. Chairman. I would yield back any 
time I have remaining.
    Chairman Sensenbrenner. Further discussion on the 
amendment?
    The gentlewoman from Michigan, Ms. Stabenow.
    Ms. Stabenow. Thank you. I move to strike the last word.
    Chairman Sensenbrenner. You are recognized for five 
minutes.
    Ms. Stabenow. Thank you, Mr. Chairman. I would just also 
like to echo the comments of Mr. Udall and thank his leadership 
and Mr. Wu, and also to yourself, Mr. Chairman, and all those 
involved in this bill, Mr. Ehlers. This is a critical issue for 
us. I think this amendment adds an important part. We have 
heard now for years about workforce shortages, the need for 
more individuals to go into the area of math and science and 
engineering. An important piece of that is being able to bring 
highly qualified teachers to the classroom that have substance, 
that have content knowledge in the areas of math and science 
and engineering and to be able to then have them in the 
classroom so that we have the very best and the brightest, 
those with high content knowledge being able to teach our 
children.
    This is a real challenge for us, I think, for the next 
number of years to be able to focus on math and science 
education. I think the bill as a whole and this amendment is 
very, very important in moving us forward, and Mr. Chairman, I 
want to thank you for supporting the amendment.
    Chairman Sensenbrenner. Does the gentlewoman yield back?
    Ms. Stabenow. Yes.
    Chairman Sensenbrenner. For what purpose does the gentleman 
from New York seek recognition?
    Mr. Boehlert. Strike the last word.
    Chairman Sensenbrenner. The gentleman is recognized for 
five minutes.
    Mr. Boehlert. Mr. Chairman, I would like to commend the 
authors of this amendment because it addresses the very core of 
the problem. Several years ago, working in conjunction with my 
colleague Senator Rockefeller, we were able to have the House 
pass legislation to grant significant stipends, at that time it 
was $5,000 a year, to juniors and seniors in college majoring 
in science, math, or engineering. And there was a forgiveness 
clause if they agreed to teach in public education. We thought 
that was a good way to proceed, just as you do with this.
    I would suggest here and now this Committee should take a 
collective pledge. We are on target, this Committee has been 
year after year, but the problem is we get the authorization 
and we don't get the appropriation. So while we all feel better 
that we have done something worthy of note, and I proudly 
identify with this amendment, I think it is incumbent upon all 
of us to really put the pressure on the appropriators to have 
them realize that if we don't get the funds for this, America's 
future is in jeopardy.
    So I once again commend all who are associated with this 
amendment. You are absolutely correct, this is the way to go. 
And as Mr. Udall pointed out, the typical college kid today, 
graduates with outstanding academic record in science or math, 
would love to teach but faces a $20,000 debt and the prospect 
of maybe getting married and starting a family, and has a 
choice of going into public education for the grand sum of 
maybe $26,000 or $27,000 to start or going over to a Fortune 
500 company where the starting salary is double that. And while 
that person might have teaching in his or her heart and would 
love to do it, as a very practical matter, got to pay off the 
debt, got to start raising a family, and so public education 
loses. So let's get on with it and I encourage its strong and 
enthusiastic support.
    Chairman Sensenbrenner. Will the gentleman yield?
    Mr. Boehlert. I would be glad to yield to my colleague.
    Chairman Sensenbrenner. Since the appropriate appropriator 
represents the adjacent district to yours in New York, will you 
lead the charge? [Laughter.]
    Mr. Boehlert. Let me point out that I have had a number of 
conversations with the distinguished Cardinal and His Eminence 
Mr. Walsh recognizes the importance of this. And I would 
suggest better days are ahead.
    Chairman Sensenbrenner. Words are cheap, money is what's 
needed.
    The gentleman from Michigan, Mr. Ehlers, is recognized for 
five minutes.
    Mr. Ehlers. I appreciate that pithy comment. I would like 
to join you, Mr. Chairman, in accepting this amendment. I just 
have one concern I wanted to express and I would like to 
request that the authors continue to work with me to improve 
the assessment and evaluation mechanisms that are included 
within the amendment. I think we have to make certain every 
activity in here is assessed and evaluated properly. I yield 
back.
    Chairman Sensenbrenner. The gentleman from North Carolina, 
Mr. Etheridge.
    Mr. Etheridge. I move to strike the last word.
    Chairman Sensenbrenner. The gentleman is recognized for 
five minutes.
    Mr. Etheridge. I won't use it all, Mr. Chairman. I commend 
the gentleman for putting in the amendment. But let me just 
share a quick note of concern. I've noticed in this there is a 
$5,000 stipend but it is two years. In North Carolina we have a 
teaching fellows program where we offer students who will come 
back and teach $5,000 a year and they forgive $5,000 a year if 
they will teach four years. Unfortunately, roughly 20 percent 
of those decide they are going to pay it off and not even 
teach, and I think the point that was made just a few moments 
ago. I support this amendment, I am in favor of it, I think we 
ought to be doing it, I think we ought to do it for one year 
rather than two. But the bigger issue is going to come is when 
we start paying teachers we are going to start keeping 
teachers. When they can go to industry in science and 
mathematics, make twice what we are paying them in the public 
school, our children are still going to have a tough time. 
Thank you and I yield back, Mr. Chairman.
    Chairman Sensenbrenner. Further discussion on the Udall 
Amendment?
    [No response.]
    Chairman Sensenbrenner. Hearing none, the Chair will put 
the question. All those in favor will signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment is agreed to.
    The next amendment on the roster is one by the gentlewoman 
from California, Ms. Woolsey. For what purpose does she seek 
recognition?
    Ms. Woolsey. Mr. Chairman, I have an amendment at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271 offered by Ms. Woolsey.
    Ms. Woolsey. Mr. Chairman, I ask unanimous consent that the 
amendment be inserted as read and considered as read.
    Chairman Sensenbrenner. Without objection, and the 
gentlewoman is recognized for five minutes.
    Ms. Woolsey. Thank you, Mr. Chairman, and thank you for 
being sympathetic to this amendment and I appreciate you very 
much. What is wrong with this picture? Females make up slightly 
more than 50 percent of this country's population yet less than 
30 percent of America's scientists are women, even fewer 
engineers are women, less than 10 percent. In 1994, there were 
209 tenured faculty at the Massachusetts Institute of 
Technology--209. And of those 209, 15 were women. Of course, 
these figures aren't surprising when we know that in 1985 women 
earned less than 30 percent of the bachelor's degrees in the 
physical sciences and less than 10 percent of the bachelor's 
degrees in engineering.
    For those colleagues whom I am privileged to also serve 
with on the Education Committee, you will be glad to know that 
I am not considering this a gender equity problem--it is a 
national problem. It is a big problem for employers. It is a 
big problem for women as future wage earners. And it is a huge 
problem for all of our Nation as we compete in the global 
marketplace.
    This amendment that I am offering is based on a bill that I 
introduced, H.R. 2387. I am proud that seven of our Nation's 
top high tech and telecommunications companies, including 
Microsoft and Hewlett-Packard and Intel, have endorsed this 
bill and support the goal behind this amendment. So, Mr. 
Chairman, I ask unanimous consent to enter the letter that they 
sent to us into the record.
    Chairman Sensenbrenner. Without objection, so ordered.
    Ms. Woolsey. Thank you, Mr. Chairman. And it is in that 
regard that I offer this amendment to provide grants to 
educational agencies and institutions of higher education to 
encourage female students starting in grade 4 to select careers 
in science and mathematics.
    [The statement by Ms. Woolsey and the referenced letter 
follow:]

                Statement of Representative Lynn Woolsey

    Mr. Chairman, what's wrong with this picture? Females make 
up slightly more than fifty percent of this country's 
population, yet, less than thirty percent of America's 
Scientists are women.
    Even fewer engineers are women--less than ten percent! In 
1994 there were 209 tenured faculty at the Massachusetts 
Institute of Technology--and 15 of them were women!
    Of course, these figures aren't surprising when you learn 
that in 1985 women earned less than thirty percent of the 
bachelor degrees in the physical sciences, and, less than ten 
percent of the bachelor degrees in engineering.
    For those colleagues whom I'm privileged to also serve on 
the education committee with, I'm sure that some of them are 
saying to themselves, ``here comes another Woolsey ``gender 
equity'' amendment.'' But you know what . . . this isn't a 
gender equity problem. It's a national problem. its a big 
problem for employers; its a problem for women as future wage 
earners; and its a huge problem for our nation as we compete in 
the global marketplace.
    This amendment that I am offering is based on a bill I 
introduced H.R. 2387. I am proud that seven of our nation's top 
high-tech and telecommunications companies--including 
Microsoft, Hewlett-Packard and Intel--have endorsed my bill and 
support the goal behind this amendment.
    The Bureau of Labor Statistics predicts that by the year 
2005 the number of women in the workforce will have increased 
at twice the rate of men. Yet, a recent study of school-to-work 
projects found ninety percent of girls clustered in five 
traditionally female occupations (nursing, teaching, retail, 
service and clerical). And the fact is that even these 
professions are going requiring solid technology skills. The 
National Science Foundation itself reports that by the year 
2010, sixty-five percent of all jobs will require technology 
skills.
    But even more worrisome was a letter I received from the 
American Electronics Association in Santa Clara, California. 
The AEA wrote to members of Congress about the critical 
shortage of skilled worked in the hi-tech industry. The letter 
included the results of a recent report showing that the number 
of degrees in computer science, engineering, mathematics and 
physics have actually declined since 1990. Quite clearly, there 
is no way that America can have a technically competent 
workforce, if, the majority of our students--females--don't 
study science, math, engineering, or technology.
    My amendment works to change that. It authorizes a program 
at NSF that will encourage girls to pursue careers in science, 
math, engineering, and technology. It will help create a bold 
new workforce of energized young women for careers in the 
fields of science, math, engineering, and technology.
    This amendment encourages girls beginning in the fourth 
grade, the grade in which girls typically begin to fall behind 
boys in math and science, by providing opportunities for girls, 
and their parents, to participate in a wide variety events and 
activities that increase their awareness of careers in math, 
science, engineering, and technology. The purpose is for them 
to gain both the practical advice and the vision they need to 
pursue their studies in these fields.
    This program means that companies will be able to hire the 
workers they need right here in America, because they fifty 
percent of our population which is now turning away from 
careers in science, math, engineering and technology, will get 
the education they need to fill those jobs.
    I hope that my colleagues on both sides of the aisle will 
join me in sending a new message to our girls in school--a 
message that says, ``you GO, Girl'' into a career in science, 
math, engineering, and technology.
                                                 Microsoft,
                                                September 24, 1999.
Hon. William L. Clay,
House of Representatives, Rayburn House Office Building, Washington, 
        DC.
    Dear Representative Clay: Research has shown that the 
earlier girls are introduced to mathematics and science, the 
more likely they are to enter information technology (IT) 
careers. As such, we are writing to express our strong support 
for H.R. 2387, ``The Getting Our Girls Ready for the 21st 
Century Act (GO GIRL!), ``introduced by Rep. Lynn Woolsey (D-
CA). The bill seeks to encourage young female students' 
interest in mathematics and science, and ultimately, into high 
technology careers.
    While the IT industry is thriving and continues to drive 
U.S. economic growth, we are in the midst of a critical high 
technology workers shortage. At the same time, 50% of the U.S. 
population is female yet women currently make up just 8% of the 
engineering workforce. Moreover, only 3 percent of top 
executive positions at Fortune 500 companies were held by 
women. Clearly, we are letting a valuable national resource go 
untapped. We need to work together to encourage more of our 
country's women to pursue careers in technology.
    The GO GIRL! Proposal establishes a program that works with 
girls beginning in the fourth grade and stays with them through 
high school. It funds mentors, tutors and events to encourage 
their interest in technology.
    We support proposals that encourage young girls to be 
exposed to role models and develop an interest and self-
confidence in mathematics and science as numerous empirical 
studies have suggested that girls tend to develop negative 
attitudes towards the ``hard sciences'' in middle school. While 
several of our companies employ a variety of mentoring, 
recruiting and training programs to encourage women to enter 
high technology/fields, we strongly support federal initiatives 
that strike at the root of this issue in the formative years.
    In your consideration of the Elementary and Secondary 
Education Act (ESEA), the high technology industry strongly 
encourages you to consider proposals that not only strengthen 
math and science education broadly but that aim to target 
women, minorities and other underrepresented groups to pursue 
these courses of study. We urge you to consider co-sponsoring 
Rep. Woolsey's proposal by calling Lynda Theil at 5-5161 and 
appreciate your consideration.
            Sincerely,
                                   Apply Computer, Inc.
                                   Hewlett-Packard Company.
                                   Autodesk, Inc.
                                   Intel Corporation.
                                   Compaq Computer Corporation.
                                   Microsoft Corporation.
                                   Motorola, Inc.

    Chairman Sensenbrenner. Would the gentlewoman yield?
    Ms. Woolsey. Yes.
    Chairman Sensenbrenner. First, before endorsing your 
amendment, let me say that I use the word ``girls'' advisedly 
because some people view this as somewhat of a diminutive term, 
however, I am just quoting from the gentlewoman's amendment so 
I hope I will be excused from accusations in using that term. 
But the amendment would authorize programs to encourage girls 
and young women to pursue science, math, and technology. And I 
would like to thank the gentlewoman from California for working 
with the Committee to modify her amendment so that we can 
support it, and I would urge the membership to adopt it.
    The gentleman from Michigan.
    Mr. Ehlers. I move to strike the last word.
    Chairman Sensenbrenner. The gentleman is recognized for 
five minutes.
    Mr. Ehlers. Thank you, Mr. Chairman. I certainly support 
the concept of this amendment. It is an issue that has bothered 
me for many years and I am pleased to see that it is finally 
improving in our country. I also accept the amendment. Once 
again, I have concerns about some of the details and making the 
amendment meld with the bill in a more consistent fashion, and 
I would once again like to request that the gentlelady agree to 
work with me to continue to improve the amendment.
    Ms. Woolsey. I would be glad to, Mr. Chairman, even going 
so far as to change the title from ``Go Girl'' to something 
more satisfying to you. [Laughter.]
    Mr. Ehlers. I appreciate that you're ready to lift that out 
of here. I yield back.
    Chairman Sensenbrenner. Any further discussion on this 
amendment?
    [No response.]
    Chairman Sensenbrenner. Hearing none, all those in favor of 
the amendment offered by the gentlewoman from California, Ms. 
Woolsey, will signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment is agreed to.
    The next amendment on the roster is one by the gentlewoman 
from Maryland, Ms. Morella. For what purpose does she seek 
recognition?
    Mrs. Morella. Thank you, Mr. Chairman, I have an amendment 
at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271 offered by Mrs. Morella--
--
    Mrs. Morella. I ask unanimous consent that the amendment be 
considered as read.
    Chairman Sensenbrenner. Without objection, so ordered.
    Mrs. Morella. Thank you, Mr. Chairman. Are you going to 
give me five minutes?
    Chairman Sensenbrenner. The gentlewoman is recognized for 
five minutes.
    Mrs. Morella. Thank you. My amendment would authorize an 
NSF grant for a community college pilot project. This would 
implement an educational framework to promote recruitment and 
retention of women, minorities, and individuals with 
disabilities in science, engineering, and technology education. 
Recognizing the importance of community colleges and the role 
that they play in helping prepare the high tech employee of the 
future, the Subcommittee on Technology held a hearing in April 
of 1998 to look at ways that community colleges harness the 
power of technology to educate our students in science, 
engineering, and technology. And then on top of that, as you 
know, we passed H.R. 3007 last year which became Public Law 
105-255, and that legislation created the Commission on the 
Advancement of Women, Minorities, and Individuals with 
Disabilities in Science, Engineering, and Technology over the 
past year. The recommendations came from that commission and 
the amendment I offer now is based on a few of the basic 
recommendations of the commission to increase the participation 
and retention of students in these fields.
    Community colleges are targeted in the amendment because 
they provide low-cost quality education tailored to meet the 
specific needs of the communities they serve. As a matter of 
fact, we had testimony via teleconferencing from Colonel Eileen 
Collins just last week where she indicated that she went to a 
community college. Community colleges establish and maintain 
close relationships with businesses and industries in their 
region and, as a result, they are able to closely monitor 
evolving technology and adapt a curriculum to reflect these 
changes. Currently, there are approximately 1,300 community 
colleges nationwide serving more than 5.5 million credit-
earning students. Community college students represent nearly 
45 percent of all U.S. undergraduates.
    Leaders in the information technology industry have also 
recognized the potential role community colleges play in 
preparing students to compete in the information age. MicroSoft 
Chairman Bill Gates recently stated, ``Ninety percent of the 
U.S. population is near a community college and I think they 
are going to play the major role in training the workforce for 
the next century.''
    And so picking up on what Mr. Gates said, and adding onto 
the wonderful bill that Congressman Ehlers and others have 
offered, and he has worked very hard on this, I respectfully 
offer this amendment to enhance the bill.
    Chairman Sensenbrenner. Will the gentlewoman yield?
    Mrs. Morella. Yes.
    Chairman Sensenbrenner. I thank the gentlewoman. The 
amendment would give the NSF the authority to award a grant to 
a consortium of community colleges that would advance women, 
minorities, and people with disabilities in science, 
engineering, and technology. I would like to thank the 
gentlewoman for working with the Committee to modify her 
amendment to ensure that the grant is both merit based and 
discretionary, and I will now support it.
    Mrs. Morella. Thank you, Mr. Chairman.
    Chairman Sensenbrenner. Is there further discussion on the 
Morella Amendment?
    [No response.]
    Chairman Sensenbrenner. Hearing none, all those in favor 
will signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment is agreed to.
    The next amendment on the roster is one by the gentleman 
from Pennsylvania, Mr. Hoeffel. For what purpose does he seek 
recognition?
    Mr. Hoeffel. Mr. Chairman, I have an amendment at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271 offered by Mr. Hoeffel.
    Mr. Hoeffel. I ask unanimous consent that the amendment be 
considered as read.
    Chairman Sensenbrenner. Without objection, so ordered. The 
gentleman is recognized for five minutes. And before giving his 
statement, would the gentleman yield because I understand there 
is a technical amendment that is necessary for your amendment 
on page 1, line 3, strike 8 and insert 10.
    Mr. Hoeffel. Mr. Chairman, actually that is not needed. The 
amendment is properly calibrated to the substitute.
    Chairman Sensenbrenner. Okay.
    Mr. Hoeffel. And so we are okay.
    Chairman Sensenbrenner. I will take your word for it. The 
gentleman is recognized for five minutes.
    Mr. Hoeffel. Thank you, Mr. Chairman, and I apologize to 
the Chair that I caused that confusion earlier but the 
amendment does designate the proper sections. I want to thank 
the Chair and the Ranking Member and Mr. Ehlers for bringing 
this excellent bill forward and for supporting my amendment.
    I have learned, as we all have, of the need for more 
technology in our schools. And in my visits to my public 
schools in my district in Montgomery County, Pennsylvania, in 
my discussions with principals and administrators and teachers 
as result of an educational survey that I circulated, I learned 
the schools in my district put a very high priority on 
educating children with the best technology. The schools in my 
district have a lot of the best technology, fortunately, well 
supplied with computers and hardware. But the schools need help 
in getting the teachers properly trained. The teachers want 
more training. In fact, they acknowledge they need more 
training, but there are problems sometimes with finding the 
resources to get the teachers to the training.
    My amendment is designed to add some additional flexibility 
to the grant recipients to pay expenses that will enable 
teachers to leave their classrooms to take advantage of this 
training. I am amending Section 4, the Master Teacher grant 
program, and Section 8, the Teacher Technology Professional 
Development grant program that Mr. Ehlers is creating in his 
bill, to simply give to the grant recipients more flexibility 
to provide for leave and other expenses that would allow more 
teachers to take advantage of this training so, basically, Mr. 
Chairman, they can keep up with their students.
    I thank the Chair for its support, and I yield.
    Chairman Sensenbrenner. This amendment would allow the use 
of grant funds for professional development and teacher 
training expenses related to freeing up permanent teachers so 
that they are able to participate in these important training 
sessions. I would like to thank the gentleman from Pennsylvania 
for working with the Committee to modify his amendment, and I 
will now support it, and yield back to him.
    Mr. Hoeffel. I thank the Chair, and I yield.
    Chairman Sensenbrenner. The gentleman from Michigan, Mr. 
Ehlers, for what purpose do you seek recognition?
    Mr. Ehlers. I move to strike the last word.
    Chairman Sensenbrenner. The gentleman is recognized for 
five minutes.
    Mr. Ehlers. Thank you, Mr. Chairman. Once again, I am 
pleased to join you in supporting the amendment. But, once 
again, I want to make certain that we have accountability and 
evaluation built into this and would like to continue to work 
on the details of the amendment with the gentleman as we 
proceed.
    Mr. Hoeffel. I'll be happy to cooperate.
    Mr. Ehlers. I yield back.
    Chairman Sensenbrenner. Further discussion on the Hoeffel 
Amendment?
    [No response.]
    Chairman Sensenbrenner. If there is no one else seeking 
recognition, the Chair will put the question. All those in 
favor of the amendment by the gentleman from Pennsylvania will 
signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment is agreed to.
    The next amendment on the roster is one by the gentleman 
from North Carolina, Mr. Etheridge. For what purpose does he 
seek recognition?
    Mr. Etheridge. Mr. Chairman, I have an amendment at the 
desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271 offered by Mr. Etheridge. 
At the end of the----
    Chairman Sensenbrenner. Without objection, the amendment is 
considered as read and open for amendment at any point. The 
gentleman is recognized for five minutes. And before doing so, 
is not the authorization reduced from $5 million to $2 million 
on line 24, page----
    Mr. Etheridge. That is correct, Mr. Chairman.
    Chairman Sensenbrenner. Okay. Without objection, that 
modification will be made, and the gentleman from North 
Carolina is recognized for five minutes.
    Mr. Etheridge. Thank you, Mr. Chairman, and let me also 
join the others in thanking Mr. Ehlers for allowing us to work 
with him in putting forth this legislation. This amendment 
directs the National Science Foundation to establish a program 
to improve the undergraduate education and in-service 
professional development for science and mathematics teachers 
in elementary and secondary schools.
    Having worked for eight years at the State level with our 
schools across North Carolina to improve science and 
mathematics education, I agree with Representative Ehlers that 
there is a need for teacher enhancement and the professional 
development of teachers who are currently teaching children in 
the classrooms across this country. However, I strongly believe 
there is also a great need, maybe even a greater need, to 
improve instruction in our classrooms. We need better qualified 
teachers in our K-12 math and science classrooms and I believe 
a great part of the root of that problem really goes back to 
teacher preparation. Our teachers are not being adequately 
prepared, in my opinion, and I heard that over and over again 
as I was talking with other colleagues all across this America 
when we met with the Chiefs meeting.
    In the long run, we would benefit immeasurably if we 
allocate resources to invest more in the undergraduate 
preparation of teachers. There is a growing recognition that 
the success of nearly any effort to improve the academic 
performance of American students depends critically upon their 
teachers' mastery of subject matter and their knowledge in 
those matters and their ability to teach it. If America is to 
improve its public schools, teacher quality must become the 
first priority of education reform. The way to lift student 
achievement is to ensure that we have a qualified teacher in 
every classroom. We must improve the preparation quality of our 
teacher candidates and this preparation should involve both the 
schools of education and the science departments working 
together collaboratively. One of the most difficult challenges 
we face today in getting well-trained and qualified science and 
mathematics teachers in every classroom is just that.
    The amendment I am offering today authorizes NSF to 
establish a program to improve the undergraduate preparation of 
science and mathematics teachers at the pre-college level. 
Under this program, competitive awards will be made on the 
basis of merit to institutions of higher learning that offer 
baccalaureate degrees in education, science, and mathematics, 
and proposals for awards under the program would involve 
collaboration of education, science and mathematic faculties 
and include a plan for continued collaboration beyond the 
period of the award. I think that is very important that it 
goes beyond the award period. They would combine the content 
knowledge and pedagogical techniques that are consistent with 
hands-on inquiry-based teaching that aligns with established 
national science and mathematics standards and are based on 
validated educational research findings. I urge the adoption of 
the amendment.
    Chairman Sensenbrenner. Will the gentleman yield?
    Mr. Etheridge. I would be happy to yield.
    Chairman Sensenbrenner. I am pleased to accept the 
amendment and I thank the gentleman from North Carolina for 
working with the majority to be able to address the concerns 
that we expressed. We have got a twofold problem. One is the 
problem that the gentleman from North Carolina has very 
eloquently stated. The other is the problem that many people 
who have got master teacher credentials are not able to find 
master teacher positions. And when we have an overwhelming 
teacher shortage, that shows the problem is in the school 
districts that cannot find room in their budgets or their 
schools to be able to hire master teachers.
    What we are doing with the gentleman's amendment and with 
the Ehlers substitute is addressing both of these problems 
rather than making them mutually exclusive. I think both of 
these problems are legitimate problems and I am glad that with 
the gentleman's amendment this bill will address both. I thank 
the gentleman for yielding.
    Mr. Etheridge. Thank you, Mr. Chairman, and I yield back 
the balance of my time.
    Chairman Sensenbrenner. Further discussion on the Etheridge 
Amendment?
    [No response.]
    Chairman Sensenbrenner. Hearing none, all those in favor of 
the Etheridge Amendment signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment by the gentleman from North 
Carolina is agreed to.
    The next amendment on the roster is one by the gentleman 
from Connecticut, Mr. Larson. For what purpose does he seek 
recognition?
    Mr. Larson. Mr. Chairman, I have an amendment at the desk.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment to H.R. 4271----
    Mr. Larson. Mr. Chairman, I ask unanimous consent that the 
amendment be considered as read.
    Chairman Sensenbrenner. Without objection, so ordered. The 
gentleman is recognized for five minutes.
    Mr. Larson. Thank you very much, Mr. Chairman. Let me 
start, first and foremost, by complimenting Mr. Ehlers and 
Eddie Bernice Johnson on the incredible effort that they have 
put forward. But the outreach on behalf of Mr. Ehlers has been 
extraordinary. The kind of testimony that we have had an 
opportunity to receive before this Committee has been very 
thoughtful and provocative.
    Let me get right to the chase. The amendment before you is 
one that deals specifically in the area of evaluation and 
assessment. It is my long-standing belief, both as a legislator 
and as a former school teacher, that without appropriate 
evaluation and without appropriate assessment, the best 
intentions of programs can sometimes go astray. Therefore, this 
specific amendment looks to focus on having the National 
Science Foundation, modelled on a program that was put forward 
by the American Association for the Advancement of Science, 
look at specific areas in math and science and do the kind of 
appropriate evaluation and assessment necessitated, not 
interfering with local control, but making sure as we go 
forward that the tools and instruments, especially the 
textbooks that we're using are appropriate.
    I had a conversation with Mr. Ehlers prior to the meeting. 
He told me that there were some problematic concerns, they are 
concerns that I believe can hopefully be worked out as we move 
forward. And so I will, in the obligatory sense, withdraw the 
amendment. I yield back the balance of my time and respectfully 
withdraw the amendment.
    Chairman Sensenbrenner. Without objection, the amendment is 
withdrawn.
    The next amendment on the roster is one by the gentleman 
from Massachusetts, Mr. Capuano, who is not here because he is 
testifying before the Rules Committee on legislation that is 
scheduled to come to the Floor tomorrow.
    And the amendment following the Capuano Amendment is an 
amendment by the gentleman from North Carolina, Mr. Etheridge. 
For what purpose does the gentleman seek recognition?
    Mr. Etheridge. I have an amendment at the desk, Mr. 
Chairman.
    Chairman Sensenbrenner. The Clerk will report the 
amendment.
    The Clerk. Amendment offered by Mr. Capuano----
    Chairman Sensenbrenner. No, it is Mr. Etheridge.
    The Clerk. I am sorry. Excuse me.
    Chairman Sensenbrenner. Number 10.
    The Clerk. Amendment offered by Mr. Etheridge to the 
amendment in the nature of a substitute----
    Chairman Sensenbrenner. Without objection, the amendment is 
considered as read and open for amendment at any point. The 
gentleman from North Carolina is recognized for five minutes.
    Mr. Etheridge. Thank you, Mr. Chairman, I will not take the 
whole five minutes. I offer this amendment. I do plan to 
withdraw it, but let me tell you why I am offering it so the 
Committee will understand and I hope we can, with Mr. Ehlers' 
help and yours, we can work on it as it moves along because I 
think it is important as we look at reaching out and helping in 
this whole area of providing quality science and math teachers 
in our classroom, retaining and keeping them there, it is as 
important how we do it that we do it. Because it is important 
to make sure--what my amendment would do would have trainers of 
trainers. Trained teachers are there, they are going to say let 
them train other teachers because I think that reaches out and 
gets the job done.
    The reason I feel so strongly about that is we used it in 
North Carolina for a lot of areas, and if you look at the 
results, you will see that is one State where math and science 
in the elementary grades have consistently gone up over the 
last 8 to 10 years more than any other State in the Nation. Now 
I realize it has some problems but I trust we can continue to 
talk about it and hopefully be able to work something out 
before the bill is finally adopted.
    And with that, I withdraw the amendment at this time.
    Chairman Sensenbrenner. The amendment is withdrawn.
    Are there further amendments to the amendment in the nature 
of a substitute by Mr. Ehlers of Michigan?
    [No response.]
    Chairman Sensenbrenner. Hearing none, the question is on 
agreeing to the amendment in the nature of a substitute. All 
those in favor will signify by saying aye.
    [Chorus of ayes.]
    Chairman Sensenbrenner. Opposed, no.
    [No response.]
    Chairman Sensenbrenner. The ayes appear to have it. The 
ayes have it and the amendment in the nature of a substitute is 
agreed to.
    The Chair now recognizes the gentlewoman from Texas, Ms. 
Johnson, to make a motion to report the bill favorably.
    Ms. Johnson. Thank you, Mr. Chairman. I move that the 
Committee favorably report H.R. 4271, as amended, to the House 
with the recommendation that the bill as amended do pass. And 
further, I move that the staff be instructed to prepared the 
legislative report and make necessary technical and conforming 
amendments, and that the Chairman take all necessary steps to 
bring the bill before the House of Representatives for 
consideration.
    Chairman Sensenbrenner. You have heard the motion to report 
the bill favorably. Is there any discussion on the motion?
    [No response.]
    Chairman Sensenbrenner. Hearing none, on motion of the 
Chair, we will have a roll call vote. Those in favor will 
signify by saying aye. Those opposed, no. And the Clerk will 
call the roll.
    The Clerk. Mr. Sensenbrenner.
    Chairman Sensenbrenner. Aye.
    The Clerk. Mr. Sensenbrenner votes yes. Mr. Boehlert.
    Mr. Boehlert. Aye.
    The Clerk. Mr. Boehlert votes yes. Mr. Smith of Texas.
    No response.
    The Clerk. Mrs. Morella.
    Mrs. Morella. Aye.
    The Clerk. Mrs. Morella votes yes. Mr. Weldon of 
Pennsylvania.
    No response.
    The Clerk. Mr. Rohrabacher.
    Mr. Rohrabacher. Saluting Mr. Ehlers, I vote yes.
    The Clerk. Mr. Rohrabacher votes yes. Mr. Barton.
    No response.
    The Clerk. Mr. Calvert.
    No response.
    The Clerk. Mr. Smith of Michigan.
    Mr. Smith of Michigan. Aye.
    The Clerk. Mr. Smith votes yes. Mr. Bartlett.
    No response.
    The Clerk. Mr. Ehlers.
    Mr. Ehlers. Ayes.
    The Clerk. Mr. Ehlers votes yes. Mr. Weldon of Florida.
    Mr. Weldon. Yes.
    The Clerk. Mr. Weldon votes yes. Mr. Gutknecht.
    Mr. Gutknecht. Yes.
    The Clerk. Mr. Gutknecht votes yes. Mr. Ewing.
    No response.
    The Clerk. Mr. Cannon.
    Mr. Cannon. Yes.
    The Clerk. Mr. Cannon votes yes. Mr. Brady.
    Mr. Brady. Yes.
    The Clerk. Mr. Brady votes yes. Mr. Cook.
    Mr. Cook. Aye.
    The Clerk. Mr. Cook votes yes. Mr. Nethercutt.
    Mr. Nethercutt. Aye.
    The Clerk. Mr. Nethercutt votes yes. Mr. Lucas.
    Mr. Lucas. Yes.
    The Clerk. Mr. Lucas votes yes. Mr. Green.
    Mr. Green. Yes.
    The Clerk. Mr. Green votes yes. Mr. Kuykendall.
    Mr. Kuykendall. Yes.
    The Clerk. Mr. Kuykendall votes yes. Mr. Miller.
    No response.
    The Clerk. Mrs. Biggert.
    Ms. Biggert. Aye.
    The Clerk. Mrs. Biggert votes yes. Mr. Sanford.
    No response.
    The Clerk. Mr. Metcalf.
    Mr. Metcalf. Aye.
    The Clerk. Mr. Metcalf votes yes. Mr. Hall.
    Mr. Hall. Yes.
    The Clerk. Mr. Hall votes yes. Mr. Gordon.
    Mr. Gordon. Yes.
    The Clerk. Mr. Gordon votes yes. Mr. Costello.
    Mr. Costello. Aye.
    The Clerk. Mr. Costello votes yes. Mr. Barcia.
    Mr. Barcia. Yes.
    The Clerk. Mr. Barcia votes yes. Ms. Johnson.
    Ms. Johnson. Yes.
    The Clerk. Ms. Johnson votes yes. Ms. Woolsey.
    Ms. Woolsey. Yes.
    The Clerk. Ms. Woolsey votes yes. Ms. Rivers.
    Ms. Rivers. Aye.
    The Clerk. Ms. Rivers votes yes. Ms. Lofgren.
    No response.
    The Clerk. Mr. Doyle.
    Mr. Doyle. Yes.
    The Clerk. Mr. Doyle votes yes. Ms. Jackson-Lee.
    No response.
    The Clerk. Ms. Stabenow.
    Ms. Stabenow. Yes.
    The Clerk. Ms. Stabenow votes yes. Mr. Etheridge.
    Mr. Etheridge. Yes.
    The Clerk. Mr. Etheridge votes yes. Mr. Lampson.
    Mr. Lampson. Yes.
    The Clerk. Mr. Lampson votes yes. Mr. Larson.
    Mr. Larson. Yes.
    The Clerk. Mr. Larson votes yes. Mr. Udall.
    Mr. Udall. Yes.
    The Clerk. Mr. Udall votes yes. Mr. Wu.
    Mr. Wu. Yes.
    The Clerk. Mr. Wu votes yes. Mr. Weiner.
    No response.
    The Clerk. Mr. Capuano.
    No response.
    The Clerk. Mr. Baird.
    Mr. Baird. Yes.
    The Clerk. Mr. Baird votes yes. Mr. Hoeffel.
    Mr. Hoeffel. Yes.
    The Clerk. Mr. Hoeffel votes yes. Mr. Moore.
    Mr. Moore. Yes.
    The Clerk. Mr. Moore votes yes. Mr. Baca.
    Mr. Baca. Yes.
    The Clerk. Mr. Baca votes yes.
    Chairman Sensenbrenner. Are there additional members in the 
chamber that desire to cast their vote or change their vote?
    The gentleman from Maryland, Mr. Bartlett.
    Mr. Bartlett. Aye.
    The Clerk. Mr. Bartlett votes yes.
    Further members wishing to cast or change votes?
    [No response.]
    Chairman Sensenbrenner. If not, the Clerk will report.
    The Clerk. Mr. Chairman, 36 yes. It is unanimous.
    
    
    Chairman Sensenbrenner. The ayes have it. The bill is 
reported favorably.
    Without objection, members will have two subsequent 
calendar days in which to submit supplemental, minority, 
additional, or dissenting views on the measure.
    Without objection, the bill will be reported in the form of 
a single amendment in the nature of a substitute reflecting 
amendments adopted today.
    Without objection, pursuant to clause 1, Rule 22 of the 
Rules of the House, the Committee authorizes the Chairman to 
offer such motions as may be necessary in the House to go to 
conference with the Senate on the bill just reported.
    And without objection, these unanimous consents are agreed 
to.
    There being no further----
    Mr. Smith of Michigan. Mr. Chairman.
    Chairman Sensenbrenner. For what purpose----
    Mr. Smith of Michigan. I would ask unanimous consent to 
speak for one minute out of order.
    Chairman Sensenbrenner. The gentleman is recognized for a 
minute.
    Mr. Smith of Michigan. Just a quick comment on the NSF 
authorization bill. That bill, I am disappointed, was not taken 
up. It is important that we move ahead with this bill. In that 
legislation we increase funding for NSF, the National Science 
Foundation, by 17 percent the first year, 4 percent for the 
second, an additional 4 percent for the third, substantially 
higher than the President's request. It is important that we 
move ahead with this legislation. I am hopeful that we can work 
out the differences and proceed with that authorizing 
legislation.
    Chairman Sensenbrenner. If the gentleman would yield.
    Mr. Smith of Michigan. I would yield.
    Chairman Sensenbrenner. The Chair is hopeful that we can 
work out these differences, too. As everyone knows, it is the 
Chair's policy to work out differences so we don't have a 
partisan shoot-out in this Committee, particularly when all of 
us support giving increased appropriations to the NSF. So I am 
hopeful that we will be able to use this recess period to work 
things out.
    And again, the Committee stands adjourned.
    [Whereupon, at 3:20 p.m., the committee was adjourned.]

                                
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