IB

Union Calendar No. 75

107TH CONGRESS

1ST SESSION H. R. 100

[Report No. 107–133, Part I]

To establish and expand programs relating to science, mathematics,

engineering, and technology education, and for other purposes.

IN THE HOUSE OF REPRESENTATIVES

JANUARY 3, 2001

Mr. EHLERS (for himself, Mr. KOLBE, Mr. HORN, Mr. BACA, Mr. SANDLIN,

Mr. CAMP, Mr. FILNER, and Mr. GIBBONS) introduced the following bill;

which was referred to the Committee on Science, and in addition to the

Committee on Education and the Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such

provisions as fall within the jurisdiction of the committee concerned

JULY 11, 2001

Additional sponsors: Mr. PETRI, Mr. ISAKSON, Mr. JENKINS, Mr. BARTON of

Texas, Mrs. BIGGERT, Mr. SENSENBRENNER, Mrs. BONO, Mr. MOORE,

Mr. SWEENEY, Mr. SHAYS, Mr. BEREUTER, Mr. DEAL of Georgia, Mr.

BLAGOJEVICH, Mr. GREEN of Wisconsin, Mr. WHITFIELD, Ms. GRANGER, Mr. UPTON, Mr. ALLEN, Mr. BILIRAKIS, Mrs. JOHNSON of Connecticut, Mr. GUTKNECHT, Mr. FROST, Ms. MILLENDER-MCDONALD,

Mr. STENHOLM, Mr. HOBSON, Mr. ENGEL, Mr. WELDON of Pennsylvania, Mr. WOLF, Mr. COX, Mrs. KELLY, Mr. GRUCCI, Mr. WELDON of

Florida, Mr. CRAMER, Mr. CALVERT, Mrs. CLAYTON, Mr. MATHESON,

and Ms. SANCHEZ

JULY 11, 2001

Reported from the Committee on Science with an amendment

[Strike out all after the enacting clause and insert the part printed in italic]

JULY 11, 2001

Referral to the Committee on Education and the Workforce extended for a

period ending not later than July 11, 2001
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JULY 11, 2001

The Committee on Education and the Workforce discharged; committed to the

Committee of the Whole House on the State of the Union and ordered

to be printed

[For text of introduced bill, see copy of bill as introduced on January 3, 2001]

A BILL

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.

4 This Act may be cited as the ‘‘National Science Edu5 cation Act’’.

6 SEC. 2. FINDINGS.

7 Congress finds the following:

8 (1) As concluded in the report of the Committee

9 on Science of the House of Representatives,

10 ‘‘Unlocking Our Future Toward a New National

11 Science Policy’’, the United States must maintain

12 and improve its preeminent position in science and

13 technology in order to advance human understanding

14 of the universe and all it contains, and to improve the

15 lives, health, and freedoms of all people.

16 (2) It is estimated that more than half of the eco17 nomic growth of the United States today results di-
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1 rectly from research and development in science and

2 technology. The most fundamental research is respon3 sible for investigating our perceived universe, to ex4 tend our observations to the outer limits of what our

5 minds and methods can achieve, and to seek answers

6 to questions that have never been asked before. Ap7 plied research continues the process by applying the

8 answers from basic science to the problems faced by

9 individuals, organizations, and governments in the

10 everyday activities that make our lives more livable.

11 The scientific-technological sector of our economy,

12 which has driven our recent economic boom and led

13 the United States to the longest period of prosperity

14 in history, is fueled by the work and discoveries of the

15 scientific community.

16 (3) The effectiveness of the United States in

17 maintaining this economic growth will be largely de18 termined by the intellectual capital of the United

19 States. Education is critical to developing this re20 source.

21 (4) The education program of the United States

22 needs to provide for 3 different kinds of intellectual

23 capital. First, it needs scientists, mathematicians,

24 and engineers to continue the research and develop25 ment that are central to the economic growth of the
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1 United States. Second, it needs technologically pro2 ficient workers who are comfortable and capable deal3 ing with the demands of a science-based, high-tech4 nology workplace. Last, it needs scientifically literate

5 voters and consumers to make intelligent decisions

6 about public policy.

7 (5) Student performance on the recent Third

8 International Mathematics and Science Study high9 lights the shortcomings of current K–12 science and

10 mathematics education in the United States, particu11 larly when compared to other countries. We must ex12 pect more from our Nation’s educators and students

13 if we are to build on the accomplishments of previous

14 generations. New methods of teaching science, mathe15 matics, engineering, and technology are required, as

16 well as better curricula and improved training of

17 teachers.

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

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

20 upon observations and data that leads to a way of

21 knowing and explaining in logically derived concepts

22 and theories. Mathematics is more than procedures to

23 be memorized. It is a field that requires reasoning,

24 understanding, and making connections in order to

25 solve problems. Engineering is more than just design-
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1 ing and building. It is the process of making com2 promises to optimize design and assessing risks so

3 that designs and products best solve a given problem.

4 Technology is more than using computer applications,

5 the Internet, and programming. Technology is the in6 novation, change, or modification of the natural envi7 ronment, based on scientific, mathematical, and engi8 neering principles.

9 (7) Students should learn science primarily by

10 doing science. Science education ought to reflect the

11 scientific process and be object-oriented, experiment12 centered, and concept-based. Students should learn

13 mathematics with understanding that numeric sys14 tems have intrinsic properties that can represent ob15 jects and systems in real life, and can be applied in

16 solving problems. Engineering education should reflect

17 the realities of real world design, and should involve

18 hands-on projects and require students to make trade19 offs based upon evidence. Students should learn tech20 nology as both a tool to solve other problems and as

21 a process by which people adapt the natural world to

22 suit their own purposes. Computers represent a par23 ticularly useful form of technology, enabling students

24 and teachers to acquire data, model systems, visualize

25 phenomena, communicate and organize information,
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1 and collaborate with others in powerful new ways. A

2 background in the basics of information technology is

3 essential for success in the modern workplace and the

4 modern world.

5 (8) Children are naturally curious and inquisi6 tive. To successfully tap into these innate qualities,

7 education in science, mathematics, engineering, and

8 technology must begin at an early age and continue

9 throughout the entire school experience.

10 (9) Teachers provide the essential connection be11 tween students and the content they are learning.

12 Prospective teachers need to be identified and re13 cruited by presenting to them a career that is re14 spected by their peers, is financially and intellectu15 ally rewarding, contains sufficient opportunities for

16 advancement, and has continuing access to profes17 sional development.

18 (10) Teachers need to have incentives to remain

19 in the classroom and improve their practice, and

20 training of teachers is essential if the results are to

21 be good. Teachers need to be knowledgeable of their

22 content area, of their curriculum, of up-to-date re23 search in teaching and learning, and of techniques

24 that can be used to connect that information to their

25 students in their classroom.
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1 SEC. 3. MASTER TEACHER GRANT PROGRAM.

2 (a) DEFINITIONS.—In this section—

3 (1) The term ‘‘sponsoring school’’ means an ele4 mentary or secondary school that employs a teacher

5 who is participating in a program funded in accord6 ance with this section.

7 (2) The term ‘‘nonclassroom time’’ means time

8 during regular school hours that is not utilized by a

9 master teacher for instructing elementary or sec10 ondary school children in the classroom.

11 (3) The term ‘‘master teacher’’ means a mathe12 matics or science teacher who works to improve the

13 instruction of mathematics or science in kindergarten

14 through 9th grade through—

15 (A) participating in the development or re16 vision of science, mathematics, engineering, or

17 technology curricula;

18 (B) serving as a mentor to mathematics or

19 science teachers at the sponsoring school or other

20 schools;

21 (C) coordinating and assisting teachers in

22 the use of hands-on inquiry materials, equip23 ment, and supplies, and when appropriate, su24 pervising acquisition and repair of such mate25 rials;
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1 (D) providing in-classroom teaching assist2 ance to mathematics or science teachers; and

3 (E) providing professional development, in4 cluding for the purposes of training other master

5 teachers, to mathematics and science teachers.

6 (4) The term ‘‘mathematics or science teacher’’

7 means a teacher of mathematics, science, engineering,

8 or technology in an elementary or secondary school.

9 (b) PROGRAM AUTHORIZED.—(1) The Director of the

10 National Science Foundation shall establish a program to

11 award competitive, merit-reviewed grants to institutions of

12 higher education (or consortia thereof) to train master

13 teachers and assist elementary and secondary schools to de14 sign and implement master teacher programs.

15 (2) Institutions of higher education receiving grants

16 under this section shall offer programs to train master

17 teachers. As part of such programs, a grantee shall—

18 (A) recruit and select teachers to receive train19 ing;

20 (B) ensure that training covers both content and

21 pedagogy;

22 (C) ensure that participating teachers have men23 tors; and
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1 (D) assist participating teachers with the devel2 opment and implementation of master teacher pro3 grams at their sponsoring schools.

4 (3) Grants awarded under this section may be used

5 to—

6 (A) develop and implement professional develop7 ment programs to train elementary or secondary

8 school teachers to become master teachers and to train

9 existing master teachers;

10 (B) provide stipends and reimbursement for

11 travel to allow teachers to participate in professional

12 development programs in the summer and throughout

13 the year;

14 (C) provide guidance to sponsoring schools to en15 able them to develop and implement a plan for the

16 use of master teachers;

17 (D) support participating teachers during the

18 summer in research programs conducted at institu19 tions of higher education, private entities, or govern20 ment facilities;

21 (E) provide educational materials and equip22 ment to master teachers;

23 (F) provide computer equipment and network

24 connectivity necessary to enable master teachers to

25 collaborate with other master teachers, to access edu-
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1 cational materials available online, and to commu2 nicate with scientists or other mentors at remote loca3 tions; and

4 (G) fund any other activities the Director deter5 mines will accomplish the goals of this section.

6 (c) SELECTION PROCESS.—(1) An institution of high7 er education seeking funding under this section shall submit

8 an application at such time, in such manner, and con9 taining such information as the Director may require. The

10 application shall include, at a minimum—

11 (A) a description of which classroom subjects and

12 grade levels the training will address;

13 (B) a description of the activities to be carried

14 out, including—

15 (i) how such activities will be aligned with

16 State and local standards and with other activi17 ties that promote student achievement in mathe18 matics and science; and

19 (ii) how such activities will be based on a

20 review of relevant research and why such activi21 ties are expected to strengthen the quality of

22 mathematics and science instruction;

23 (C) a description of how the applicant will en24 sure the active participation of its mathematics,
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1 science, or engineering departments in the develop2 ment and implementation of the program;

3 (D) an explanation of how the program will en4 sure that teachers are given instruction in both con5 tent and pedagogy;

6 (E) a description of how the applicant will re7 cruit teachers to participate in the program and the

8 criteria that will be used to select the participants;

9 (F) a description of the type and amount of any

10 financial assistance that will be provided to teachers

11 to enable them to participate; and

12 (G) a description of how the applicant will work

13 with schools to ensure the success of the participating

14 teachers.

15 (2) In evaluating the applications submitted under

16 this subsection, the Director shall consider, at a

17 minimum—

18 (A) the ability of the applicant to effectively

19 carry out the proposed program;

20 (B) the experience the applicant has in devel21 oping and implementing high-quality professional de22 velopment programs for mathematics or science teach23 ers; and
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1 (C) the extent to which the applicant is com2 mitted to making the program a central organiza3 tional focus.

4 (3) In evaluating the applications submitted under

5 this subsection, the Director shall give priority to those ap6 plications that demonstrate the greatest participation of

7 mathematics, science, or engineering departments.

8 (d) TEACHER ELIGIBILITY.—(1) To be eligible to par9 ticipate in a program funded under this section, a mathe10 matics or science teacher shall submit to the Director, at

11 such time and in such manner as the Director may require,

12 an assurance executed by the sponsoring school, that, after

13 completing the program funded by this section, the partici14 pating teacher will be provided sufficient non-classroom

15 time to serve as a master teacher. A copy of this assurance

16 must be submitted to the institution of higher education as

17 part of the teacher’s application to participate in the mas18 ter teacher program.

19 (2) No funds authorized by this section may be used

20 to train any teacher who has not complied with paragraph

21 (1).

22 (e) ACCOUNTABILITY AND DISSEMINATION.—(1) The

23 Director shall evaluate the activities carried out under this

24 section. At a minimum such evaluations shall use a com25 mon set of benchmarks and assessment tools to identify best
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1 practices and materials developed and demonstrated with

2 funds provided under this section.

3 (2) The results of the evaluations required under this

4 subsection shall be made available to the public, including

5 through the National Science, Mathematics, Engineering,

6 and Technology Education Digital Library, and shall be

7 provided to the Committee on Science of the House of Rep8 resentatives and the Committee on Health, Education,

9 Labor, and Pensions of the Senate.

10 (3) Materials developed under the program established

11 under this section that are demonstrated to be effective shall

12 be made available through the National Science, Mathe13 matics, Engineering, and Technology Education Digital

14 Library.

15 (f) AUTHORIZATION OF APPROPRIATIONS.—There are

16 authorized to be appropriated to the National Science

17 Foundation to carry out this section $50,000,000 for each

18 of fiscal years 2002 through 2004.

19 SEC. 4. DISSEMINATION OF INFORMATION ON REQUIRED

20 COURSE OF STUDY FOR CAREERS IN

21 SCIENCE, MATHEMATICS, ENGINEERING, AND

22 TECHNOLOGY EDUCATION.

23 (a) IN GENERAL.—The Director of the National

24 Science Foundation shall, jointly with the Secretary of

25 Education, compile and disseminate information (includ-
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1 ing through outreach, school counselor education, and vis2 iting speakers) regarding—

3 (1) typical standard prerequisites for middle

4 school and high school students who seek to enter a

5 course of study at an institution of higher education

6 in science, mathematics, engineering, or technology

7 education for purposes of teaching in an elementary

8 or secondary school; and

9 (2) the licensing requirements in each State for

10 science, mathematics, engineering, or technology ele11 mentary or secondary school teachers.

12 (b) AUTHORIZATION OF APPROPRIATIONS.—There are

13 authorized to be appropriated to the National Science

14 Foundation to carry out this section $5,000,000 for each

15 of fiscal years 2002 through 2004.

16 SEC. 5. REQUIREMENT TO CONDUCT STUDY EVALUATION.

17 (a) STUDY REQUIRED.—The Director of the National

18 Science Foundation shall enter into an agreement with the

19 National Academies of Sciences and Engineering under

20 which the Academies shall review existing studies on the

21 effectiveness of technology in the classroom on learning and

22 student performance, using various measures of learning

23 and teaching outcome including standardized tests of stu24 dent achievement, and explore the feasibility of one or more

25 methodological frameworks to be used in evaluations of tech-
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1 nologies that have different purposes and are used by schools

2 and school systems with diverse educational goals. The

3 study evaluation shall include, to the extent available, infor4 mation on the type of technology used in each classroom,

5 the reason that such technology works, and the teacher

6 training that is conducted in conjunction with the tech7 nology.

8 (b) DEADLINE FOR COMPLETION.—The study evalua9 tion required by subsection (a) shall be completed not later

10 than one year after the date of the enactment of this Act.

11 (c) DEFINITION OF TECHNOLOGY.—In this section, the

12 term ‘‘technology’’ has the meaning given that term in sec13 tion 3113(11) of the Elementary and Secondary Education

14 Act of 1965 (20 U.S.C. 6813(11)).

15 (d) AUTHORIZATION OF APPROPRIATIONS.—There are

16 authorized to be appropriated to the National Science

17 Foundation for the purpose of conducting the study evalua18 tion required by subsection (a), $600,000.

19 SEC. 6. SCIENCE, MATHEMATICS, ENGINEERING, AND TECH20 NOLOGY BUSINESS EDUCATION CON21 FERENCE.

22 (a) IN GENERAL.—Not later than 180 days after the

23 date of the enactment of this Act, the Director of the Na24 tional Science Foundation shall convene the first of an an25 nual 3- to 5-day conference for kindergarten through 12th
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1 grade science, mathematics, engineering, and technology

2 education stakeholders, including—

3 (1) representatives from Federal, State, and local

4 governments, private industries, private businesses,

5 and professional organizations;

6 (2) educators;

7 (3) science, mathematics, engineering, and tech8 nology educational resource providers;

9 (4) students; and

10 (5) any other stakeholders the Director deter11 mines would provide useful participation in the con12 ference.

13 (b) PURPOSES.—The purposes of the conference con14 vened under subsection (a) shall be to—

15 (1) identify and gather information on existing

16 science, mathematics, engineering, and technology

17 education programs and resource providers, including

18 information on distribution, partners, cost assess19 ment, and derivation;

20 (2) determine the extent of any existing coordi21 nation between providers of curricular activities, ini22 tiatives, and units; and

23 (3) identify the common goals and differences

24 among the participants at the conference.
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1 (c) REPORT AND PUBLICATION.—At the conclusion of

2 the conference the Director shall—

3 (1) transmit to the Committee on Science of the

4 House of Representatives and to the Committee on

5 Commerce, Science, and Transportation of the Senate

6 a report on the outcome and conclusions of the con7 ference, including an inventory of curricular activi8 ties, initiatives, and units, the content of the con9 ference, and strategies developed that will support

10 partnerships and leverage resources; and

11 (2) ensure that a similar report is published and

12 distributed as widely as possible to stakeholders in

13 science, mathematics, engineering, and technology

14 education.

15 (d) AUTHORIZATION OF APPROPRIATIONS.—There are

16 authorized to be appropriated to the National Science

17 Foundation to carry out this section—

18 (1) $300,000 for fiscal year 2002; and

19 (2) $200,000 for each of fiscal years 2003 and

20 2004.

21 SEC. 7. DISTANCE LEARNING GRANTS.

22 (a) IN GENERAL.—The Director of the National

23 Science Foundation shall establish a program to award

24 competitive, merit-based grants to institutions of higher

25 education to provide distance learning opportunities in
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1 mathematics or science to elementary or secondary school

2 students.

3 (b) USE OF FUNDS.—Grants awarded under this sec4 tion shall be used by institutions of higher education to es5 tablish programs under which elementary or secondary

6 school students can participate in research activities in

7 mathematics or science occurring at the grantees’ institu8 tion via the Internet.

9 (c) SELECTION PROCESS.—(1) An institution of high10 er education seeking funding under this section shall submit

11 an application at such time, in such manner, and con12 taining such information as the Director may require. The

13 application shall include, at a minimum—

14 (A) a description of the research opportunities

15 that will be offered;

16 (B) a description of how the applicant will pub17 licize these research opportunities to schools and

18 teachers;

19 (C) a description of how the applicant will in20 volve teachers of participating students in the pro21 gram;

22 (D) a description of how students will be selected

23 to participate;

24 (E) a description of how the institution of higher

25 education will ensure that the research is enhancing
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1 the participants’ education and will make it more

2 likely that the participants will continue their studies

3 in mathematics or science; and

4 (F) a description of how the funds will be spent.

5 (2) In evaluating the applications submitted under

6 this subsection, the Director shall consider—

7 (A) the ability of the applicant to effectively

8 carry out the proposed program;

9 (B) the extent to which the proposed program

10 will enhance the participants’ education and encour11 age them to continue the study of mathematics or

12 science; and

13 (C) the extent to which the proposed program

14 will provide opportunities that would not otherwise be

15 available to students.

16 (3) The Director shall ensure, to the extent practicable,

17 that the program established under this section serves stu18 dents in a wide range of geographic areas and in rural,

19 suburban, and urban schools.

20 (d) AUTHORIZATION OF APPROPRIATIONS.—There are

21 authorized to be appropriated to the National Science

22 Foundation to carry out this section $5,000,000 for each

23 of the fiscal years 2002 through 2004.

24 SEC. 8. DEFINITIONS.

25 In this Act:
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1 (1) The term ‘‘elementary school’’ has the mean2 ing given that term by section 14101(14) of the Ele3 mentary and Secondary Education Act of 1965 (20

4 U.S.C. 8801(14)).

5 (2) The term ‘‘secondary school’’ has the mean6 ing given that term by section 14101(25) of the Ele7 mentary and Secondary Education Act of 1965 (20

8 U.S.C. 8801(25)).

9 (3) The term ‘‘institution of higher education’’

10 has the meaning given that term by section 101 of the

11 Higher Education Act of 1965 (20 U.S.C. 1001).

Union Calendar No. 75

107TH CONGRESS

1ST SESSION H. R. 100

[Report No. 107–133, Part I]

A BILL

To establish and expand programs relating to

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

JULY 11, 2001

Reported from the Committee on Science with an

amendment

JULY 11, 2001

Referral to the Committee on Education and the Workforce extended for a period ending not later than July

11, 2001

JULY 11, 2001

The Committee on Education and the Workforce discharged; committed to the Committee of the Whole

House on the State of the Union and ordered to beprinted