II

106TH CONGRESS

2D SESSION S. 2623

To amend the Elementary and Secondary Education Act of 1965 to establish

and expand programs relating to science, mathematics, engineering, and

technology education, and for other purposes.

IN THE SENATE OF THE UNITED STATES

MAY 24, 2000

Mr. ROBERTS (for himself and Ms. SNOWE) introduced the following bill;

which was read twice and referred to the Committee on Health Education, Labor, and Pensions

A BILL

To amend the Elementary and Secondary Education Act

of 1965 to establish and expand programs relating to

science, mathematics, engineering, and technology education, and for other purposes.

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled,

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

4 (a) SHORT TITLE.—This Act may be cited as the

5 ‘‘National Science Education Enhancement Act’’.

6 (b) TABLE OF CONTENTS.—The table of contents for

7 this Act is as follows:

Sec. 1. Short title; table of contents.
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Sec. 2. Findings.

Sec. 3. Assurance of continued local control.

TITLE I—AMENDMENTS TO THE ELEMENTARY AND SECONDARY

EDUCATION ACT OF 1965

Sec. 101. Support for mentoring activities for science, mathematics, engineering, and technology teachers.

Sec. 102. Expansion of Eisenhower National Clearinghouse.

Sec. 103. Summer Professional Development Institutes.

Sec. 104. Grants for teacher technology training software and instructional materials.

Sec. 105. Reservation for after-school activities.

Sec. 106. After-school science day care at community learning centers.

TITLE II—OTHER PROVISIONS

Sec. 201. Work-study amendments.

Sec. 202. Study.

Sec. 203. Report to Congress.

1 SEC. 2. FINDINGS.

2 The Congress finds the following:

3 (1) As concluded in the report of the Com4 mittee on Science of the House of Representatives,

5 ‘‘Unlocking Our Future Toward a New National

6 Science Policy,’’ which was adopted by the House of

7 Representatives, the United States must maintain

8 and improve its preeminent position in science and

9 technology in order to advance human under10 standing of the universe and all it contains, and to

11 improve the lives, health, and freedoms of all people.

12 (2) It is estimated that more than half of the

13 economic growth of the United States today results

14 directly from research and development in science

15 and technology. The most fundamental research is

16 responsible for investigating our perceived universe,
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1 to extend our observations to the outer limits of

2 what our minds and methods can achieve, and to

3 seek answers to questions that have never been

4 asked before. Applied research continues the process

5 by applying the answers from basic science to the

6 problems faced by individuals, organizations, and

7 governments in the everyday activities that make our

8 lives more livable. The scientific-technological sector

9 of our economy, which has driven our recent eco10 nomic boom and led the United States to the longest

11 period of prosperity in history, is fueled by the work

12 and discoveries of the scientific community.

13 (3) The effectiveness of the United States in

14 maintaining this economic growth will be largely de15 termined by the intellectual capital of the United

16 States. Education is critical to developing this re17 source.

18 (4) The education program of the United States

19 needs to provide for 3 different kinds of intellectual

20 capital. First, it needs scientists and engineers to

21 continue the research and development that is cen22 tral to the economic growth of the United States.

23 Second, it needs technologically proficient workers

24 who are comfortable and capable dealing with the

25 demands of a science-based, high-technology work-
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1 place. Last, it needs scientifically literate voters and

2 consumers to make intelligent decisions about public

3 policy.

4 (5) Student performance on the recent Third

5 International Math and Science Study highlights the

6 shortcomings of current K–12 science and mathe7 matics education in the United States, particularly

8 when compared to other countries. We must expect

9 more from our Nation’s educators and students if

10 we are to build on the accomplishments of previous

11 generations. New methods of teaching mathematics

12 and science are required, as well as better curricula

13 and improved training of teachers.

14 (6) Science is more than a collection of facts,

15 theories, and results. It is a process of inquiry built

16 upon observations and data that leads to a way of

17 knowing and explaining in logically derived concepts

18 and theories.

19 (7) Students should learn science primarily by

20 doing science. Science education ought to reflect the

21 scientific process and be object-oriented, experiment22 centered, and concept-based.

23 (8) Children are naturally curious and inquisi24 tive. To successfully tap into these innate qualities,
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1 education in science must begin at an early age and

2 continue throughout the entire school experience.

3 (9) Teachers provide the essential connection

4 between students and the content they are learning.

5 High-quality prospective teachers need to be identi6 fied and recruited by presenting to them a career

7 that is respected by their peers, is financially and in8 tellectually rewarding, and contains sufficient oppor9 tunities for advancement.

10 (10) Teachers need to have incentives to remain

11 in the classroom and improve their practice, and

12 training of teachers is essential if the results are to

13 be good. Teachers need to be knowledgeable of their

14 content area, of their curriculum, of up-to-date re15 search in teaching and learning, and of techniques

16 that can be used to connect that information to their

17 students in their classroom.

18 SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.

19 Nothing in this Act may be construed to authorize

20 any department, agency, officer, or employee of the United

21 States to exercise any direction, supervision, or control

22 over the curriculum, program of instruction, administra23 tion, or personnel of any educational institution or school

24 system.
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1 TITLE I—AMENDMENTS TO THE

2 ELEMENTARY AND SEC3 ONDARY EDUCATION ACT OF

4 1965

5 SEC. 101. SUPPORT FOR MENTORING ACTIVITIES FOR

6 SCIENCE, MATHEMATICS, ENGINEERING, AND

7 TECHNOLOGY TEACHERS.

8 (a) IMPROVING BASIC PROGRAMS OPERATED BY

9 LOCAL EDUCATIONAL AGENCIES THROUGH PROFES10 SIONAL DEVELOPMENT.—Section 1119(b)(1) of the Ele11 mentary and Secondary Education Act of 1965 (20 U.S.C.

12 6301(b)(1)) is amended—

13 (1) by striking ‘‘and’’ at the end of subpara14 graph (D);

15 (2) by striking the period at the end of sub16 paragraph (E) and inserting ‘‘; and’’; and

17 (3) by adding at the end the following:

18 ‘‘(F) include mentoring programs focusing

19 on changing science, mathematics, engineering,

20 and technology teacher behaviors and practices

21 to help novice teachers develop and gain con22 fidence in their skills, to increase the likelihood

23 that they will continue in the teaching profes24 sion, and generally to improve the quality of

25 their teaching.’’.
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1 (b) DISSEMINATION OF MENTORING INFORMATION

2 BY EISENHOWER NATIONAL CLEARINGHOUSE.—Section

3 2102(a)(3)(C) of the Elementary and Secondary Edu4 cation Act of 1965 (20 U.S.C. 6622(a)(3)(C)) is amended

5 by striking ‘‘materials’’ and inserting ‘‘materials, includ6 ing information on model science, mathematics, engineer7 ing, and technology teacher mentoring programs,’’.

8 (c) EISENHOWER PROFESSIONAL DEVELOPMENT

9 PROGRAM STATE APPLICATIONS.—Section 2205(b)(2) of

10 the Elementary and Secondary Education Act of 1965 (20

11 U.S.C. 6645(b)(2)) is amended—

12 (1) by striking ‘‘and’’ at the end of subpara13 graph (N);

14 (2) by striking the period at the end of sub15 paragraph (O) and inserting ‘‘; and’’; and

16 (3) by adding at the end the following:

17 ‘‘(P) describe how the State will administer

18 a mentoring system to ensure consistent imple19 mentation of mentoring programs for science,

20 mathematics, engineering, and technology

21 teachers, provide a structure for local men22 toring program evaluation, provide technical as23 sistance to local mentoring programs, ensure

24 compliance by local mentoring programs with

25 State teacher training requirements, and pro-
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1 vide incentives for local educational agencies to

2 take mentoring into consideration in assessing

3 instructional staff hiring needs.’’.

4 (d) EISENHOWER PROFESSIONAL DEVELOPMENT

5 PROGRAM LOCAL ACTIVITIES.—Section 2210(b)(2) of the

6 Elementary and Secondary Education Act of 1965 (20

7 U.S.C. 6650(b)(2)) is amended—

8 (1) by striking ‘‘and’’ at the end of subpara9 graph (D);

10 (2) by striking the period at the end of sub11 paragraph (E) and inserting ‘‘; and’’; and

12 (3) by adding at the end the following:

13 ‘‘(F) include mentoring programs focusing

14 on changing science, mathematics, engineering,

15 and technology teacher behaviors and practices

16 to help novice teachers develop and gain con17 fidence in their skills, to increase the likelihood

18 that they will continue in the teaching profes19 sion, and generally to improve the quality of

20 their teaching.’’.

21 (e) ACCOUNTABILITY.—Section 2401(a) of the Ele22 mentary and Secondary Education Act of 1965 (20 U.S.C.

23 6701(a)) is amended by striking ‘‘part.’’ and inserting

24 ‘‘part, including the impact of State and local mentoring
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1 programs on teaching quality and teacher retention

2 rates.’’.

3 SEC. 102. EXPANSION OF EISENHOWER NATIONAL CLEAR4 INGHOUSE.

5 (a) ALLOCATION OF APPROPRIATED AMOUNTS.—

6 Section 2003(b)(1) of the Elementary and Secondary

7 Education Act of 1965 (20 U.S.C. 6603(b)(1)) is amended

8 by striking ‘‘2103;’’ and inserting ‘‘2103, and

9 $10,000,000 shall be available to carry out subparagraphs

10 (A), (F), and (G) of section 2102(b)(3);’’.

11 (b) USE OF FUNDS.—Section 2102(b)(3) of the Ele12 mentary and Secondary Education Act of 1965 (20 U.S.C.

13 6622(b)(3)) is amended—

14 (1) in subparagraph (A), by striking ‘‘(includ15 ing, to the extent practicable,’’ and inserting ‘‘(in16 cluding’’;

17 (2) in subparagraph (E), by striking ‘‘and’’ at

18 the end;

19 (3) by amending subparagraph (F) to read as

20 follows:

21 ‘‘(F) solicit and gather (in consultation

22 with the Department, national teacher associa23 tions, professional associations, and other re24 viewers and developers of education materials

25 and programs) all qualitative and evaluative
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1 materials and all programs, including full text

2 and graphics, for the Clearinghouse, review the

3 evaluation of the materials and programs, rank

4 the effectiveness of the materials and programs

5 on the basis of the evaluations, and distribute

6 the results of the reviews (in a short, standard7 ized, and electronic format that contains elec8 tronic links to an electronic version of the origi9 nal qualitative and evaluative materials), ex10 cerpts of the materials and links to Internet11 based sites, and information regarding on-line

12 communities of users to teachers in an easily

13 accessible manner, except that nothing in this

14 subparagraph shall be construed to permit the

15 Clearinghouse to directly conduct an evaluation

16 of the materials or programs; and’’; and

17 (4) by adding at the end the following:

18 ‘‘(G) develop and establish an Internet19 based site offering a search mechanism to assist

20 site visitors in identifying information available

21 through the Clearinghouse on science, mathe22 matics, engineering, and technology education

23 instructional materials and programs, including

24 electronic links to information on classroom

25 demonstrations and experiments, teachers who
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1 have used materials or participated in pro2 grams, vendors, curricula, and textbooks.’’.

3 (c) CLEARINGHOUSE.—Section 2102(b) of the Ele4 mentary and Secondary Education Act of 1965 (20 U.S.C.

5 6622(b)) is amended by adding at the end the following:

6 ‘‘(9) EFFECTIVE USE OF TECHNOLOGY.—In re7 viewing evaluations of materials and programs under

8 this subsection the Clearinghouse shall give par9 ticular attention to the effective use of materials and

10 technology in science, mathematics, engineering, and

11 technology education.’’.

12 (d) REPORT.—Not later than two years after the date

13 of the enactment of this Act, the National Academy of

14 Sciences, in conjunction with appropriate related associa15 tions and organizations, shall—

16 (1) conduct a study on the Eisenhower National

17 Clearinghouse and whether the provisions enacted in

18 the amendments made by this section have resulted

19 in the Clearinghouse becoming a more effective enti20 ty; and

21 (2) submit to Congress a report on the study,

22 including any recommendations of the Academy re23 garding the Clearinghouse.
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1 SEC. 103. SUMMER PROFESSIONAL DEVELOPMENT INSTI2 TUTES.

3 (a) IN GENERAL.—Section 2211 of the Elementary

4 and Secondary Education Act of 1965 (20 U.S.C. 6651)

5 is amended by adding at the end the following:

6 ‘‘(d) SUMMER PROFESSIONAL DEVELOPMENT INSTI7 TUTES FOR TEACHERS.—

8 ‘‘(1) PROGRAM AUTHORIZED.—From amounts

9 made available to carry out this subsection, the Sec10 retary is authorized to make grants to State agen11 cies for higher education, working in conjunction

12 with the State educational agency (if such agencies

13 are separate), for activities described in paragraph

14 (3). Such grants shall be awarded on a competitive

15 basis that includes a peer review of the grant appli16 cations.

17 ‘‘(2) SUBGRANTS.—

18 ‘‘(A) IN GENERAL.—A recipient of a grant

19 under paragraph (1) shall carry out the activi20 ties described in paragraph (3) by making sub21 grants to, or entering into contracts or coopera22 tive agreements with, institutions of higher edu23 cation, and nonprofit organizations of dem24 onstrated effectiveness, including museums and

25 educational partnership organizations, which

26 must work in conjunction with a local edu-
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1 cational agency, consortium of local educational

2 agencies, or schools.

3 ‘‘(B) PRIORITY.—In making awards under

4 subparagraph (A), a grant recipient shall give

5 priority to applicants whose application includes

6 an assurance that the applicant will use a cur7 riculum recognized by the working group estab8 lished under section 17 of the National Science

9 Foundation Act of 1950, particularly if the

10 local educational agency (or agencies) described

11 in subparagraph (A), or the State educational

12 agency (if such agency is separate from the

13 grant recipient), has adopted such curriculum.

14 ‘‘(3) ALLOWABLE ACTIVITIES.—

15 ‘‘(A) IN GENERAL.—Each recipient of

16 funds under paragraph (2) shall use the funds

17 for the following:

18 ‘‘(i) The establishment and operation

19 of science, mathematics, engineering, and

20 technology summer institutes that provide

21 professional development to elementary

22 and secondary school teachers. Such insti23 tutes shall be content-based, build on

24 school year curricula, and focus only sec25 ondarily on pedagogy.
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1 ‘‘(ii) To provide teachers with travel

2 expense reimbursement, a stipend, or class3 room materials related to such an insti4 tute.

5 ‘‘(iii) The establishment of a mecha6 nism to provide supplemental assistance

7 and follow up training during the school

8 year for summer institute graduates.

9 ‘‘(B) REQUIREMENTS FOR CURRICULA.—

10 The curricula referred to in subparagraph

11 (A)(i) shall be object-centered, experiment-ori12 ented, content-based, and grounded in current

13 research.

14 ‘‘(C) REQUIREMENTS FOR INSTITUTES.—

15 The summer institutes referred to in subpara16 graph (A)(i)—

17 ‘‘(i) shall be conducted during a pe18 riod of a minimum of two weeks;

19 ‘‘(ii) shall provide for direct inter20 action between students and faculty;

21 ‘‘(iii) shall have a component that in22 cludes use of the Internet; and

23 ‘‘(iv) shall provide for follow-up train24 ing in the classroom during the academic

25 year for a period of a minimum of three
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1 days, which shall not be required to be

2 consecutive, except that—

3 ‘‘(I) if the program at the sum4 mer institute is for a period of only

5 two weeks, the follow-up training shall

6 be for a period of more than 3 days;

7 and

8 ‘‘(II) for teachers in rural school

9 districts, follow-up training through

10 the Internet may be used.

11 ‘‘(4) REVIEW OF APPLICATIONS BY NATIONAL

12 SCIENCE FOUNDATION.—The Secretary shall provide

13 each application for a grant under this subsection to

14 the Director of the National Science Foundation in

15 order that such applications may undergo the peer16 review process described in paragraph (5)(B), and

17 shall implement the recommendations of the Direc18 tor in awarding grants under this subsection.

19 ‘‘(5) REQUIREMENTS ON NATIONAL SCIENCE

20 FOUNDATION.—

21 ‘‘(A) IN GENERAL.—Each year, not later

22 than 6 months before the application deadline

23 for a subgrant, contract, or cooperative agree24 ment described in paragraph (2), the Director

25 of the National Science Foundation shall de-
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1 velop a theme and structure for the summer in2 stitutes supported under this subsection. Such

3 applications shall address how funds will be

4 used in accordance with the theme and struc5 ture developed by the Director.

6 ‘‘(B) APPLICATION PEER-REVIEW PROC7 ESS.—The Director—

8 ‘‘(i) shall establish a peer-review proc9 ess for applications for grants received

10 under this subsection; and

11 ‘‘(ii) shall forward the applications se12 lected by the Director through such proc13 ess to the Secretary.

14 ‘‘(C) PRIORITY.—In making awards under

15 paragraph (2)(A), a grant recipient shall give

16 priority to applicants whose application includes

17 an assurance that the applicant will use a

18 curriculum—

19 ‘‘(i) that is recognized by the working

20 group established under section 17 of the

21 National Science Foundation Act of 1950,

22 particularly if the local educational agency

23 (or agencies) described in paragraph

24 (2)(A), or the State educational agency (if
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1 such agency is separate from the grant re2 cipient), has adopted such curriculum; or

3 ‘‘(ii) that is three or four weeks in

4 length.

5 ‘‘(6) OTHER REQUIREMENTS.—Paragraphs (2),

6 (3), and (4) of subsection (a), and subsection (c),

7 shall apply to recipients of funds under this sub8 section in the same manner as such provisions apply

9 to recipients of funds under subsection (a)(1).

10 ‘‘(7) CREDIT FOR PARTICIPATION.—Participa11 tion in an institute supported under this subsection

12 shall earn credit toward—

13 ‘‘(A) State continuing education require14 ments for teachers; or

15 ‘‘(B) a post-baccalaureate degree program

16 at an institution of higher education.’’.

17 (b) FUNDING.—

18 (1) ALLOCATION OF APPROPRIATED

19 AMOUNTS.—Section 2003(b)(2) of the Elementary

20 and Secondary Education Act of 1965 (20 U.S.C.

21 6603(b)(2)) is amended by striking ‘‘B;’’ and insert22 ing ‘‘B, of which $100,000,000, $150,000,000,

23 $200,000,000, and $200,000,000 shall be available

24 to carry out section 2211(d) for fiscal years 2001,

25 2002, 2003, and 2004, respectively;’’.
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1 (2) RESERVATION OF FUNDS.—Section 2202(a)

2 of the Elementary and Secondary Education Act of

3 1965 (20 U.S.C. 6642(a)) is amended—

4 (A) in paragraph (1), by striking ‘‘and’’;

5 (B) in paragraph (2), by striking the pe6 riod at the end and inserting ‘‘; and’’; and

7 (C) by adding at the end the following:

8 ‘‘(3) the amount made available under section

9 2003(b)(2) to carry out section 2211(d).’’.

10 SEC. 104. GRANTS FOR TEACHER TECHNOLOGY TRAINING

11 SOFTWARE AND INSTRUCTIONAL MATERIALS.

12 Section 3134 of the Elementary and Secondary Edu13 cation Act of 1965 (20 U.S.C. 6844) is amended—

14 (1) in paragraph (5), by striking ‘‘and’’ at the

15 end;

16 (2) in paragraph (6), by striking the period at

17 the end and inserting ‘‘; and’’; and

18 (3) by adding at the end the following:

19 ‘‘(7) providing technology training software and

20 instructional materials to teachers.’’.

21 SEC. 105. RESERVATION FOR AFTER-SCHOOL ACTIVITIES.

22 Section 10904(a) of the Elementary and Secondary

23 Education Act of 1965 (20 U.S.C. 8244) is amended—

24 (1) by striking ‘‘and’’ after the semicolon in

25 paragraph (2);
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1 (2) by striking the period at the end of para2 graph (3) and inserting ‘‘; and’’; and

3 (3) by adding at the end the following:

4 ‘‘(4) an assurance that if awarded a grant

5 under this part, the grant recipient shall use not less

6 than 5 percent of the amount received to provide

7 after-school day care services that focus on science

8 activities.’’.

9 SEC. 106. AFTER-SCHOOL SCIENCE DAY CARE AT COMMU10 NITY LEARNING CENTERS.

11 Section 10905(3) of the Elementary and Secondary

12 Education Act of 1965 (20 U.S.C. 8245(3)) is amended

13 by striking ‘‘services.’’ and inserting ‘‘services, including

14 after-school day care services that focus on science activi15 ties for children in grades kindergarten through the sixth

16 grade.’’.

17 TITLE II—OTHER PROVISIONS

18 SEC. 201. WORK-STUDY AMENDMENTS.

19 (a) TECHNOLOGY TRAINING TREATED AS COMMU20 NITY SERVICE.—Section 441(c) of the Higher Education

21 Act of 1965 (20 U.S.C. 2751(c)) is amended—

22 (1) in paragraph (1), by inserting ‘‘technology

23 training,’’ after ‘‘literacy training,’’; and
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1 (2) in paragraph (4)(A), by inserting before the

2 semicolon at the end the following: ‘‘, including tu3 toring teachers in the uses of classroom technology’’.

4 (b) ADDITIONAL SPENDING FOR TECHNOLOGY

5 TRAINING.—Section 443(b)(2)(B) of such Act (20 U.S.C.

6 2753(b)(2)(B)) is amended—

7 (1) by striking ‘‘7 percent’’ and inserting ‘‘10

8 percent’’;

9 (2) by inserting ‘‘(i)’’ after ‘‘shall ensure that’’;

10 and

11 (3) by inserting after ‘‘requirement of this sub12 paragraph’’ the following: ‘‘, and (ii) at least 3 per13 cent of the total amount of funds granted to such

14 institution under this section for such fiscal year is

15 used to compensate students employed in technology

16 training or tutoring teachers in the uses of class17 room technology (or both),’’.

18 SEC. 202. STUDY.

19 The Secretary of Commerce, in consultation with

20 other Government agencies, appropriate organizations,

21 and private businesses and corporations, shall conduct a

22 study of—

23 (1) the feasibility and effectiveness of various

24 incentives, including tax credits, for corporations

25 and businesses to provide—
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1 (A) personnel with regular compensation

2 for time spent as volunteers engaged in the

3 technological training of teachers; and

4 (B) facilities for the provision of such

5 training of teachers;

6 (2) alternative methods of providing financial

7 support, through income tax credits, loan forgive8 ness, or otherwise, to individuals seeking training or

9 retraining in mathematics, science, and technology

10 education;

11 (3) the effectiveness of colleges and universities

12 in training teachers who are able to use technology

13 and able to integrate technology into lesson plans

14 and curricula, including distance learning;

15 (4) methods to coordinate a working alliance at

16 various levels of government between the business

17 and academic community; and

18 (5) additional means of improving the efficiency

19 of the technological training of teachers.

20 SEC. 203. REPORT TO CONGRESS.

21 Not later than one year after the date of the enact22 ment of this Act, the Secretary of Commerce shall trans23 mit to the Congress a report outlining the results of the

24 study conducted under section 202. Such report shall in25 clude proposals for a comprehensive approach to providing
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1 technologically competent teachers to our Nation’s schools.

2 With respect to any objectives described in paragraphs (1)

3 though (5) of section 202 that the Secretary determines

4 are feasible and effective, such report shall include a plan

5 for the accomplishing such objectives.

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