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[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1693 Introduced in House (IH)]

107th CONGRESS
  1st Session
                                H. R. 1693

To improve science, mathematics, and technology education in elementary 
   and secondary schools, advance knowledge on the effective uses of 
   information technologies in education, increase participation in 
        science, mathematics, and engineering careers by groups 
     underrepresented in those fields, provide for more effective 
 coordination of public and private sector efforts to improve science, 
     mathematics, and technology education, and for other purposes.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                              May 3, 2001

Mr. Hall of Texas (for himself, Ms. Eddie Bernice Johnson of Texas, Ms. 
 Woolsey, Mr. Barcia, Mr. Etheridge, Mr. Udall of Colorado, Mr. Larson 
 of Connecticut, Mr. Gordon, Mr. Costello, Ms. Rivers, Ms. Jackson-Lee 
  of Texas, Mr. Baca, Mr. Lampson, Mr. Matheson, Mr. Hoeffel, and Mr. 
   Israel) 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

_______________________________________________________________________

                                 A BILL

 
To improve science, mathematics, and technology education in elementary 
   and secondary schools, advance knowledge on the effective uses of 
   information technologies in education, increase participation in 
        science, mathematics, and engineering careers by groups 
     underrepresented in those fields, provide for more effective 
 coordination of public and private sector efforts to improve science, 
     mathematics, and technology education, and for other purposes.

    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 ``Science Education for the 21st 
Century Act''.

SEC. 2. FINDINGS AND OBJECTIVES.

    (a) Findings.--Congress finds the following:
            (1) The quality of education in science, mathematics, and 
        engineering is the foundation of the Nation's future security 
        and prosperity.
            (2) The achievement of scientific and mathematical literacy 
        by all people in the United States is an essential goal of all 
        efforts to strengthen the Nation's competitiveness in the 
        global marketplace.
            (3) Elementary and secondary students in the United States 
        have demonstrated relatively poor performance in science and 
        mathematics in international comparison studies.
            (4) Women and minorities, who constitute a growing 
        percentage of the Nation's workforce, are significantly 
        underrepresented in many fields of science, mathematics, and 
        engineering.
            (5) The presence of highly qualified teachers in the 
        classroom is a key factor in attaining satisfactory student 
        achievement in science and mathematics, but the National Center 
        for Education Statistics reports that 34 percent of public 
        school mathematics teachers and nearly 40 percent of science 
        teachers lack even an academic minor in their primary teaching 
        fields.
            (6) The Department of Education has estimated that more 
        than 240,000 new science and mathematics elementary and 
        secondary school teachers will be needed during the next 
        decade.
            (7) Improved undergraduate education for new teachers could 
        be achieved through closer collaboration among education 
        faculty and science, mathematics, and engineering faculty of 
        institutions of higher education to design and implement better 
        curricular materials and more effective courses of instruction.
            (8) Rigorous professional development activities for in-
        service teachers are needed to improve both content knowledge 
        and pedagogical skills for science, mathematics, and technology 
        teachers.
            (9) Research and large-scale demonstration projects are 
        needed to identify and quantify best practices and the most 
        effective applications of educational technologies in the 
        classroom.
            (10) Greater effort is needed to cultivate the interest of 
        women and minorities in studying science and mathematics and in 
        encouraging and adequately preparing individuals from 
        underrepresented groups to pursue careers in science, 
        mathematics, and engineering.
            (11) Federal science and mathematics education programs 
        should be closely coordinated to have the maximum effectiveness 
        in assisting State and local school systems to improve student 
        performance in science and mathematics.
    (b) National Objectives.--Congress declares that the following 
shall be national objectives:
            (1) To improve the quality of science and mathematics 
        education available to all people in the United States.
            (2) To encourage students in the United States to pursue 
        postsecondary studies in science, mathematics, and engineering.
            (3) To substantially increase the numbers of women and 
        minorities pursuing careers in mathematics, science, and 
        engineering.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) The term ``science teacher'' means a science, 
        mathematics, or technology teacher at the elementary or 
        secondary school level.
            (2) The term ``Director'' means the Director of the 
        National Science Foundation.
            (3) 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).
            (4) The term ``local educational agency'' has the meaning 
        given that 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.
            (5) The term ``State educational agency'' has the meaning 
        given that term in section 14101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 8801).

 TITLE I--PRESERVICE TRAINING AND PROFESSIONAL DEVELOPMENT FOR SCIENCE 
                                TEACHERS

SEC. 101. SCIENCE TEACHER SCHOLARSHIPS FOR SCIENTISTS AND ENGINEERS.

    (a) Program Authorized.--The Director is authorized to make awards 
to institutions of higher education to provide scholarships 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 
science teachers. Such awards shall be made through competitive, merit-
based procedures.
    (b) Scholarship Amount and Duration.--Each scholarship provided 
pursuant to subsection (a) shall be in the amount of $7,500 and shall 
cover a period of 1 year.
    (c) Requirements.--
            (1) Eligibility.--Institutions of higher education offering 
        baccalaureate degrees in science, mathematics, and engineering 
        and coursework toward teacher certification are eligible to 
        apply for awards under the program established by subsection 
        (a). Such institutions may provide scholarships using such 
        awards to individuals who are--
                    (A) undergraduate students majoring in science, 
                mathematics, or engineering, who are within 1 academic 
                year of completion of degree requirements; or
                    (B) graduates of baccalaureate or advanced degree 
                programs in science, mathematics, or engineering.
            (2) Guidelines, procedures, and criteria.--The Director 
        shall establish and publish application and selection 
        guidelines, procedures, and criteria for the program 
        established by subsection (a).
            (3) Requirements for scholarship applications.--Each 
        application for a scholarship under this section 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 a science teacher for a minimum of 2 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 $20,000,000 for each of fiscal years 2002 through 2004.

SEC. 102. COLLABORATIONS FOR IMPROVING SCIENCE TEACHER EDUCATION.

    (a) Program Authorized.--The Director is authorized to establish a 
program to improve the undergraduate education and in-service 
professional development of science teachers. 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) Program Requirements.--
            (1) Uses of funds.--Awards made under subsection (a) shall 
        be used for developing--
                    (A) courses and curricular materials for--
                            (i) the preparation of undergraduate 
                        students pursuing education degrees who intend 
                        to serve as science teachers; or
                            (ii) the in-service professional 
                        development of science teachers; and
                    (B) educational materials and instructional 
                techniques incorporating innovative uses of information 
                technology.
            (2) Guidelines, procedures, and criteria.--The Director 
        shall establish and publish application and selection 
        guidelines, procedures, and criteria for the program 
        established by subsection (a).
            (3) Proposal requirements.--Each proposal for an award 
        under the program shall--
                    (A) involve a collaboration among education, 
                mathematics, and science faculty and shall include a 
                plan for maintaining the collaboration beyond the 
                period of the award; and
                    (B) include a description of the in-service 
                professional development activities for science 
                teachers that will be offered by the awardee.
            (4) Special proposal evaluation criteria.--In making awards 
        under this section, the Director shall consider--
                    (A) the degree to which courses and materials 
                proposed to be developed in accordance with paragraph 
                (1) 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
                    (B) evidence of a strong commitment by the 
                administrative heads of the schools and departments of 
                the institutions of higher education 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.
    (c) Internet-Based Teacher Professional Development.--Awards made 
under subsection (a) may include support for the development of 
courses, curricular materials, and other resources for in-service 
professional development of science teachers that are--
            (1) made available to science teachers through the 
        Internet; and
            (2) developed in collaboration with schools or school 
        systems with demonstrated experience in computer-based and 
        networked teacher professional development activities.
    (d) Coordination.--The Director shall ensure that coordination and 
exchange of information occur on a continuing basis between awardees 
under this section and the  National Science Foundation's Centers for 
Learning and Teaching.
    (e) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $25,000,000 for each of fiscal years 2002 through 2004.

SEC. 103. MASTER SCIENCE TEACHERS.

    (a) Program Authorized.--The Director is authorized to make 
competitive, merit-based awards to State or local educational agencies 
for the purposes of implementing a plan for the development and use of 
master science teachers for kindergarten through grade 8, as described 
in subsection (b).
    (b) Plan.--In order to be eligible to receive a grant under this 
section, a State or local educational agency shall submit to the 
Director a plan providing for the development and use of such master 
teachers. The plan shall include--
            (1) a description of the relationship master teachers will 
        have to 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, including a description 
        of certification requirements;
            (2) a plan for ongoing professional development; and
            (3) a description of job responsibilities of the master 
        teachers, including a discussion of the responsibilities master 
        teachers will have for--
                    (A) development or implementation of science, 
                mathematics, engineering, or technology curriculums;
                    (B) in-classroom assistance;
                    (C) authority over hands-on inquiry materials, 
                equipment, and supplies;
                    (D) mentoring other teachers or fulfilling any 
                leadership role; and
                    (E) professional development, including training of 
                other master teachers or other teachers, or developing 
                or implementing professional development programs.
    (c) Use of Funds.--Funds provided by the program established under 
subsection (a) shall be available--
            (1) to support professional development activities for 
        master teachers, including reimbursement for travel and 
        expenses and stipends for summer programs;
            (2) to support participation of master teachers during the 
        summer in research programs conducted at private entities or 
        government facilities, including salaries for the period of 
        participation in the research and reimbursement of expenses;
            (3) to provide educational materials and equipment; and
            (4) to provide computer equipment and network connectivity 
        necessary to enable master teachers to collaborate with other 
        master teachers, to access educational materials available 
        online and to communicate with scientists or other mentors at 
        remote locations.
    (d) Priority.--The Director shall give special priority in making 
awards under this section to eligible entities having a low proportion 
of certified science teachers among teachers assigned to science, 
mathematics, or technology classroom instruction.
    (e) Assessment of Effectiveness.--The Director shall put in place 
mechanisms to assess the effectiveness of activities carried out under 
this section, including the means to obtain quantitative evidence of 
trends in student performance in mathematics and science at the schools 
having master teachers.
    (f) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $25,000,000 for each of fiscal years 2002 through 2004.

SEC. 104. ASSESSMENT OF IN-SERVICE TEACHER PROFESSIONAL DEVELOPMENT 
              PROGRAMS.

    (a) Assessment.--The Director shall review all programs sponsored 
by the National Science Foundation that support in-service teacher 
professional development for science teachers to determine--
            (1) the level of resources and degree of emphasis placed on 
        training teachers in the effective use of information 
        technology in the classroom; and
            (2) the allocation of resources between summer activities 
        and follow-on reinforcement training and support to 
        participating teachers during the school year.
    (b) Special Requirements.--On the basis of the assessment under 
subsection (a), the Director shall take such action as necessary to--
            (1) ensure that the type of activities described under 
        subsection (a)(1) constitute a major component of the future 
        in-service teacher professional development efforts of the 
        National Science Foundation; and
            (2) provide adequate resources for school- and district-
        level professional development activities that will provide 
continuing opportunities during the school year for science teachers to 
improve their subject knowledge and pedagogical skills.
    (c) Report.--The Director shall submit to Congress, not later than 
1 year after the date of the enactment of this Act, a report that--
            (1) describes the results of the review and assessment 
        conducted under subsection (a);
            (2) summarizes the major categories of in-service teacher 
        professional development activities supported at the time of 
        the review, and the funding levels for such activities; and
            (3) describes any proposed changes, including new funding 
        allocations, to strengthen the in-service teacher professional 
        development programs of the National Science Foundation and to 
        address the requirements of subsection (b).

                    TITLE II--EDUCATIONAL TECHNOLOGY

SEC. 201. RESEARCH ON EFFECTIVE EDUCATIONAL TECHNOLOGIES.

    (a) Program Authorized.--
            (1) In general.--The Director and the Secretary of 
        Education are authorized to establish a research program to 
        determine the most effective educational uses of information 
        technologies in elementary and secondary school classrooms. The 
        program shall be carried out through competitive, merit-based 
        awards to consortia of institutions of higher education and 
        elementary and secondary schools or school systems.
            (2) Guidelines, procedures, and criteria.--The Director and 
        the Secretary shall establish and publish application and 
        selection guidelines, procedures, and criteria for the program 
        established by paragraph (1).
    (b) Identification of Technology-Based Approaches.--The program 
established under subsection (a) shall identify educational approaches 
and techniques that are based on the use of information technology and 
that have the potential for being effective in classroom instruction in 
elementary or secondary schools. Criteria for determining the potential 
educational effectiveness of the approaches and techniques identified 
shall include--
            (1) the consistency of the approaches and techniques with 
        the current state of knowledge on human cognition and learning;
            (2) evidence of the approaches and techniques having been 
        developed through collaborations involving content specialists, 
        experts in information technology, and educational 
        practitioners; and
            (3) evidence of the capability of the approaches and 
        techniques to be adapted to different educational settings.
    (c) Experiments.--
            (1) Experiments required.--The program established under 
        subsection (a) shall include the design and conduct of 
        experiments in elementary and secondary school classrooms to 
        evaluate the effectiveness of the approaches and techniques 
        identified under subsection (b). The experiments shall be 
        designed to determine--
                    (A) the educational effectiveness of the approaches 
                and techniques studied in terms of student performance 
                as described under subsection (d);
                    (B) the key variables that influence educational 
                effectiveness; and
                    (C) the conditions necessary to implement 
                successfully an approach or technique determined to be 
                educationally effective for a particular educational 
                setting.
            (2) Requirements for experiments.--The experiments under 
        paragraph (1) shall involve a substantial number of students 
        and be conducted in a wide range of educational settings to 
        ensure variation in--
                    (A) grade level;
                    (B) geographic location of the participating 
                schools;
                    (C) socioeconomic characteristics of the 
                communities in which participating schools are located;
                    (D) level of student ability; and
                    (E) qualifications and experience of participating 
                teachers.
            (3) Most effective approaches and techniques.--Educational 
        approaches and techniques found to be most effective and to 
        have the most promise for being replicated successfully shall 
        be highlighted in the documentation required in accordance with 
        subsection (e).
    (d) Educational Assessments.--The program established under 
subsection (a) shall include development of metrics and assessment 
procedures, including procedures based on the application of 
information technology, for determining the academic performance of 
students involved in the experiments under subsection (c). The 
assessment procedures shall be incorporated in the design  of the 
experiments and shall be used to determine student performance over a 
multiyear period.
    (e) Documentation and Dissemination of Results.--
            (1) In general.--The results of the experiments conducted 
        in accordance with subsection (c) shall be documented and 
        widely disseminated, including through publication in peer-
        reviewed scholarly journals.
            (2) Workshops, conferences, and web sites.--The Director 
        and the Secretary are authorized to sponsor and support 
        workshops, conferences, and dedicated web sites to disseminate 
        information about the program established under subsection (a) 
        and about results obtained by the program.
            (3) Deposit in library.--Information about effective 
        approaches and techniques, including information and materials 
        necessary for their implementation, as determined by the 
        experiments under subsection (c), shall be deposited in the 
        National Science, Mathematics, Engineering, and Technology 
        Education Digital Library.
    (f) Special Consideration Required for Certain Proposals.--In 
making awards under the program established by subsection (a), the 
Director and the Secretary shall give special consideration to 
proposals that are judged to be likely to attract and adequately 
support graduate students to pursue research on the use of information 
technology in education and research at the intersection of educational 
practice and basic research on human cognition and learning.
    (g) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $50,000,000 for fiscal year 
2002, $75,000,000 for fiscal year 2003, and $150,000,000 for fiscal 
year 2004.

SEC. 202. 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 intermediate school districts, regional education service agencies, 
or undergraduate institutions of higher education.
    (b) Findings.--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 
        during the past 20 years been integrating educational 
        technologies into their curriculums, and as such 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 1 in 5 teachers 
        felt 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 1 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, 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 intermediate school district, regional education 
                service agency, institution of higher education, or 
                consortium of such entities, but such Centers may 
                include the participation of nonprofit entities.
                    (B) Objectives of centers.--The objective of ETU 
                Centers is to enhance the utilization of educational 
                technologies in elementary and secondary education 
                through--
                            (i) advising 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, if appropriate, of the 
                        expertise and capabilities that exist in 
                        Federal laboratories and Federal agencies.
                    (C) Activities of centers.--The activities of 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, after 
                consultation with the Secretary of Education and the 
                Director of the National Institute of Standards and 
                Technology, shall publish in the Federal Register, not 
                later than 90 days after the date of the enactment of 
                this Act, 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 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 intermediate school 
                district, regional education service agency, 
                undergraduate institution of higher education, or 
                consortium of any of those entities 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 ETU Center's capital and annual 
                operating and maintenance costs.
                    (B) Selection.--The Director, 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-based 
                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 adaptation 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 that receives 
                financial assistance under this section shall be 
                evaluated during its third year of operation by an 
                evaluation panel appointed by the Director. Each 
                evaluation panel shall measure the involved ETU 
                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) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $7,000,000 for fiscal year 2002, $8,500,000 for fiscal year 
2003, and $9,500,000 for fiscal year 2004.

SEC. 203. NATIONAL SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
              EDUCATION DIGITAL LIBRARY.

    In addition to any amounts otherwise authorized, there are 
authorized to be appropriated to the National Science Foundation for 
the National Science, Mathematics, Engineering, and Technology 
Education Digital Library $10,000,000 for fiscal year 2002, $15,000,000 
for fiscal year 2003, and $17,500,00 for fiscal year 2004. Such 
additional amounts shall be used primarily for activities focused on 
development of precollege education collections and support services 
for science teachers and school administrators, and uses of the amounts 
may include--
            (1) production of educational materials designed to take 
        maximum advantage of the Library's architecture and services;
            (2) evaluation of materials to determine whether such 
        materials are aligned with established nationally recognized 
        science and mathematics standards for knowledge of students at 
        different grade levels; and
            (3) assistance to schools or school systems in the 
        selection of curricular materials.

SEC. 204. STUDY OF BROADBAND NETWORK ACCESS FOR SCHOOLS AND LIBRARIES.

    (a) Report to Congress.--The Director shall conduct a study of the 
issues described in subsection (c), and not later than 1 year after the 
date of the enactment of this Act, transmit to Congress a report 
including recommendations to address those issues. Such report shall be 
updated annually for 6 additional years.
    (b) Consultation.--In preparing the reports under subsection (a), 
the Director shall consult with the National Aeronautics and Space 
Administration, the National Institute of Standards and Technology, and 
such other Federal agencies and educational entities as the Director 
considers appropriate.
    (c) Issues.--The reports shall--
            (1) identify the current status of high-speed, large 
        bandwidth capacity access to all public elementary and 
        secondary schools and libraries in the United States;
            (2) identify how the provision of high-speed, large 
        bandwidth capacity access to the Internet to such schools and 
        libraries can be effectively utilized within each school and 
        library;
            (3) consider the effect that specific or regional 
        circumstances may have on the ability of such institutions to 
        acquire high-speed, large bandwidth capacity access to achieve 
        universal connectivity as an effective tool in the education 
        process; and
            (4) include options and recommendations for the various 
        entities responsible for elementary and secondary education to 
        address the challenges and issues identified in the reports.

SEC. 205. BROADBAND DEMONSTRATION PROJECTS.

    (a) Projects Authorized.--As part of the Next Generation Internet 
activities authorized under section 103(a)(3) of the High-Performance 
Computing Act of 1991 (15 U.S.C. 5513(a)(3)), the agencies 
participating in the Next Generation Internet program are authorized to 
provide such broadband Internet connections to schools as necessary to 
conduct demonstration projects to determine the uses and effectiveness 
of broadband connections in science, mathematics, and technology 
education in elementary and secondary schools. The projects shall be 
carried out in coordination with the experiments authorized under 
section 201.
    (b) Assessments.--The agencies sponsoring projects under subsection 
(a) shall identify metrics to assess the educational effectiveness of 
the projects, put in place procedures to make such an assessment for 
each project supported, and document and disseminate the findings of 
the assessments. Descriptions of the projects and the findings of the 
assessments of projects shall be included in the reports required under 
section 204(a).
    (c) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $10,000,000 for each of fiscal 
years 2002 through 2004.

   TITLE III--INCREASING PARTICIPATION BY UNDERREPRESENTED GROUPS IN 
                        SCIENCE AND ENGINEERING

SEC. 301. MATHEMATICS AND SCIENCE PROFICIENCY PARTNERSHIPS.

    (a) Findings.--Congress finds the following:
            (1) Proficiency in mathematics, science, and information 
        technology is necessary to prepare all students in the United 
        States for participation in the 21st Century and to guarantee 
        that the United States economy remains vibrant and competitive.
            (2) In order to achieve such results, it is important that 
        the Federal Government shows interest in economically 
        disadvantaged students who have not been provided with 
        opportunities that will improve their knowledge of mathematics, 
        science, and technology.
            (3) Many economically disadvantaged students in urban and 
        rural America share a common need to receive a quality 
        education, but often the schools of such students lack the 
        needed resources to lift those students into the information 
        age.
            (4) The schools and businesses serving urban and rural 
        communities are strategically positioned to form a unique 
        partnership with students that will increase their mathematics, 
        science, and technology proficiency and encourage and support 
        their undergraduate study in those fields for the benefit of 
        the Nation.
    (b) Authority.--
            (1) In general.--
                     (A) Grant program.--The Director shall establish 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 
                to enhance teacher quality in those fields.
            (2) Program requirements.--A program described in paragraph 
        (1) shall--
                    (A) provide teacher professional development 
                specifically in information technology, mathematics, 
                and science; and
                    (B) provide students with a rich standards-based 
                course of study in mathematics, science, and 
                information technology.
    (c) Eligible Local Educational Agencies.--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 (d); and
            (2) agrees to enter into an agreement with the Director to 
        comply with the requirements of this section.
    (d) Private Sector Participation.--The conditional agreements 
referred to in subsection (c)(1) shall describe participation by the 
private sector, including--
            (1) the donation of computer hardware, software, and other 
        technology tools;
            (2) the establishment of internship and mentoring 
        opportunities for students who participate in the mathematics, 
        science, and information technology program; and
            (3) the donation of higher education scholarship funds for 
        eligible students to continue their study of mathematics, 
        science, and information technology.
    (e) Application.--
            (1) In general.--To apply for a grant under this section, 
        each eligible local educational agency 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 paragraphs (1)(B) and (2) of 
                        subsection (b);
                            (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 on 
        the basis of merit to be determined after conducting a 
        comprehensive review.
    (f) 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 (d); and
            (2) demonstrate the greatest economic need.
    (g) Assessment.--The Director shall assess the effectiveness of 
activities carried out under this section.
    (h) Study and Report.--The Director--
            (1) shall initiate an evaluative study of the effectiveness 
        of the activities carried out under this section in improving 
        student performance in mathematics, science, and information 
        technology at the precollege level and in stimulating student 
        interest in pursuing undergraduate studies in those fields; 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.
    (i) Definitions.--In this section:
            (1) The term ``conditional agreement'' means an arrangement 
        between representatives of the private sector and local 
        educational agencies to provide certain services and funds, 
        such as, but not limited to, the donation of computer hardware 
        and software, the establishment of internship and mentoring 
        opportunities for students who participate in mathematics, 
        science, and information technology programs, and the donation 
        of scholarship funds for use at institutions of higher 
        education by eligible students who have participated in the 
        mathematics, science, and information technology programs.
            (2) The term ``eligible student'' means a student enrolled 
        in the 12th grade who--
                    (A) has participated in a mathematics, science, and 
                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 2.7 on 
                a 4.0 scale for the period from the beginning of the 
                10th grade through the time of application for a 
                scholarship.
    (j) 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 2002 through 2004.
    (k) Maximum Grant Award.--An award made to an eligible local 
educational agency under this section may not exceed $300,000.

SEC. 302. 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 
        science, mathematics, engineering, 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 science, mathematics, engineering, 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 deter girls' interest in science, 
        mathematics, engineering, and technology careers.
            (8) Females consistently rate themselves significantly 
        lower than males in computer ability.
            (9) Limited access is a hurdle faced by females seeking 
        jobs in science, mathematics, engineering, and technology.
            (10) Common recruitment and hiring practices make extensive 
        use of traditional networks that often overlook females.
    (c) Program Authority.--
            (1) In general.--The Director 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, engineering, and technology and to 
        prepare girls to pursue undergraduate and graduate degrees and 
        careers in science, mathematics, engineering, 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 through 8 to enjoy and 
        pursue studies in science, mathematics, engineering, and 
        technology.
            (2) Acquainting such girls with careers in science, 
        mathematics, engineering, and technology.
            (3) Educating the parents of such girls about the 
        difficulties faced by girls to maintain an interest and desire 
        to achieve in science, mathematics, engineering, and 
        technology, and enlisting the help of the parents in overcoming 
        these difficulties.
            (4) Tutoring of such girls in reading, science, 
        mathematics, engineering, and technology.
            (5) Mentoring relationships for such girls, both in person 
        and through the Internet.
            (6) Paying the costs for such girls of attending events and 
        academic programs in science, mathematics, engineering, and 
        technology.
            (7) After-school activities designed to encourage the 
        interest of such girls in science, mathematics, engineering, 
        and technology.
            (8) Summer programs for such girls designed to encourage 
        interest in, and develop skills in, science, mathematics, 
        engineering, and technology.
            (9) Purchasing software designed for such girls, or 
        designed to encourage such girls' interest in science, 
        mathematics, engineering, and technology.
            (10) Field trips for such girls to locations that educate 
        and encourage such girls' interest in science, mathematics, 
        engineering, and technology.
            (11) Field trips to locations that acquaint such girls with 
        careers in science, mathematics, engineering and technology.
            (12) Purchasing and disseminating information to parents of 
        such girls that will help parents to encourage their daughters' 
        interest in science, mathematics, engineering, 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, engineering, and technology in a 
        postsecondary institution.
            (2) Providing academic advice and assistance in high school 
        course selection for such girls.
            (3) Encouraging such girls to plan for careers in science, 
        mathematics, engineering, and technology.
            (4) Educating the parents of such girls about the 
        difficulties faced by girls to maintain an interest and desire 
        to achieve in science, mathematics, engineering, and 
        technology, and enlisting the help of the parents in overcoming 
        these difficulties.
            (5) Tutoring for such girls in science, mathematics, 
        engineering, and technology.
            (6) Mentoring relationships for such girls, both in person 
        and through the Internet.
            (7) Paying the costs for such girls of attending events and 
        academic programs in science, mathematics, engineering, and 
        technology.
            (8) Paying 50 percent of the cost of internships for such 
        girls in science, mathematics, engineering, or technology.
            (9) After-school activities designed to encourage the 
        interest of such girls in science, mathematics,  engineering, 
and technology, including the cost of that portion of a staff salary to 
supervise these activities.
            (10) Summer programs for such girls designed to encourage 
        interest in and develop skills in science, mathematics, 
        engineering, and technology.
            (11) Purchasing software designed for such girls, or 
        designed to encourage such girls' interest in science, 
        mathematics, engineering, and technology.
            (12) Field trips for such girls to locations that educate 
        and encourage such girls' interest in science, mathematics, 
        engineering, and technology.
            (13) Field trips to locations that acquaint such girls with 
        careers in science, mathematics, engineering, and technology.
            (14) Visits to institutions of higher education to acquaint 
        such girls with college-level programs in science, mathematics, 
        engineering, or technology, and to meet with educators and 
        female college students who will encourage them to pursue 
        degrees in science, mathematics, engineering, and technology.
    (f) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation to carry out this 
section $10,000,000 for each of fiscal years 2002 through 2004.

SEC. 303. ARTICULATION PARTNERSHIPS BETWEEN COMMUNITY COLLEGES AND 
              SECONDARY SCHOOLS.

    (a) Outreach Grants.--In making awards for outreach grants 
authorized under section 3(c)(2) of the Scientific and Advanced-
Technology Act of 1992 (42 U.S.C. 1862i(c)(2)), the Director shall give 
priority to proposals that involve secondary schools with a majority of 
students from groups that are underrepresented in the science, 
mathematics and engineering workforce. Awards in such cases shall not 
be subject to the requirement under section 3(f)(3) of such Act for a 
matching contribution.
    (b) 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 2002 through 2004.

          TITLE IV--COORDINATION OF SCIENCE EDUCATION PROGRAMS

SEC. 401. INTERAGENCY COORDINATION COMMITTEE.

    (a) 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.
    (b) 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 agencies 
that have programs directed toward support of elementary and secondary 
science and mathematics education.
    (c) Functions.--The committee shall--
            (1) 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 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;
            (2) review the programs identified under paragraph (1) in 
        order to--
                    (A) determine the relative funding levels 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;
                    (B) assess whether the balance among funding of 
                activities as determined under subparagraph (A) is 
                appropriate and whether unnecessary duplication or 
                overlap among programs exists;
                    (C) 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 
                categories of high, moderate, and low relevance for 
                assisting standards-based reform;
                    (D) for grant programs, identify ways to simplify 
                application procedures and requirements and to achieve 
                greater conformity among the procedures and 
                requirements of the applicable agencies; and
                    (E) evaluate the adequacy of the assessment 
                procedures used by the 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
            (3) monitor the implementation of the plan developed under 
        section 403 and provide to the Director of the Office of 
        Science and Technology Policy its findings and recommendations 
        for modifications to that plan.

SEC. 402. EXTERNAL REVIEW.

    The Director shall enter into an agreement with the National 
Research Council to conduct an independent review of programs as 
described in section 401(c)(2) 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 Congress.

SEC. 403. EDUCATION PLAN.

    (a) Plan Contents.--On the basis of the findings of the review 
carried out in accordance with section 401(c)(2) and taking into 
consideration the findings and recommendations of the National Research 
Council in accordance with section 402, 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--
            (1) 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;
            (2) a coordinated approach for identifying best practices 
        for the use of computers and related information technologies 
        in classroom instruction;
            (3) 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;
            (4) identification of effective Federal programs that have 
        made measurable contributions to achieving standards-based 
        science and mathematics education reform;
            (5) recommendations to 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
            (6) dissemination procedures for replicating results from 
        effective programs, particularly best practices for classroom 
        instruction.
    (b) 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 subsection (a).

SEC. 404. 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 shall convene the first of an 
annual 3- to 5-day conference for kindergarten through the 12th 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) 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 2002; and
            (2) $200,000 for each of fiscal years 2003 and 2004.

SEC. 405. REPORTS.

    (a) Initial Coordination Report.--The Director of the Office of 
Science and Technology Policy shall submit to Congress, not later than 
1 year after the date of the enactment of this Act, a report which--
            (1) includes the plan described in section 403(a);
            (2) in accordance with section 403(a)(3), describes, for 
        each agency represented on the committee established under 
        section 401(a), appropriate levels of Federal funding;
            (3) includes the catalog prepared under section 401(c)(1);
            (4) includes the findings from the review required under 
        section 401(c)(2);
            (5) includes the findings and recommendations of the 
        National Research Council developed under section 402; and
            (6) describes the procedures used by each agency 
        represented on the committee to assess the effectiveness of its 
        education programs.
    (b) Annual Updates.--The Director of the Office of Science and 
Technology Policy shall submit to Congress an annual update, at the 
time of the submission of the President's annual budget request, of the 
report submitted under subsection (a), which shall include, for each 
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 for which the budget submission 
applies.
    (c) Conference Report and Publication.--At the conclusion of the 
conference required under section 404, the Director 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.
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