I
106TH CONGRESS
2D SESSION
H. R. 4272
To amend the Elementary and Secondary Education Act of 1965 to establish
and expand programs relating to science, mathematics, engineering, and
technology education, and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
APRIL 13, 2000
Mr. EHLERS (for himself, Mrs. BIGGERT, Mr. BOEHLERT, Mr. BRADY of
Texas, Mr. COOK, Mr. GILCHREST, Mr. GILMAN, Mr. HOLT, Mr. JEN-
KINS, Ms. EDDIE BERNICE JOHNSON of Texas, Mr. KUYKENDALL, Mr.
PORTER, Mrs. ROUKEMA, Mr. SMITH of Michigan, Mr. SWEENEY, Mr.
UPTON, and Mrs. WILSON) introduced the following bill; which was re-
ferred to the Committee on Education and the Workforce
A BILL
To amend the Elementary and Secondary Education Act
of 1965 to establish and expand programs relating to
science, mathematics, engineering, and technology edu-
cation, and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) SHORT TITLE.—This Act may be cited as the
‘‘National Science Education Enhancement Act’’.
(b) TABLE OF CONTENTS.—The table of contents for
this Act is as follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Assurance of continued local control.
TITLE I—AMENDMENTS TO THE ELEMENTARY AND SECONDARY
EDUCATION ACT OF 1965
Sec. 101. Support for mentoring activities for science, mathematics, engineer-
ing, and technology teachers.
Sec. 102. Expansion of Eisenhower National Clearinghouse.
Sec. 103. Summer Professional Development Institutes.
Sec. 104. Grants for teacher technology training software and instructional ma-
terials.
Sec. 105. Reservation for after-school activities.
Sec. 106. After-school science day care at community learning centers.
TITLE II—OTHER PROVISIONS
Sec. 201. Work-study amendments.
Sec. 202. Study.
Sec. 203. Report to Congress.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) As concluded in the report of the Com-
mittee on Science of the House of Representatives,
‘‘Unlocking Our Future Toward a New National
Science Policy,’’ which was adopted by the House of
Representatives, the United States must maintain
and improve its preeminent position in science and
technology in order to advance human under-
standing of the universe and all it contains, and to
improve the lives, health, and freedoms of all people.
(2) It is estimated that more than half of the
economic growth of the United States today results
directly from research and development in science
and technology. The most fundamental research is
responsible for investigating our perceived universe,
to extend our observations to the outer limits of
what our minds and methods can achieve, and to
seek answers to questions that have never been
asked before. Applied research continues the process
by applying the answers from basic science to the
problems faced by individuals, organizations, and
governments in the everyday activities that make our
lives more livable. The scientific-technological sector
of our economy, which has driven our recent eco-
nomic boom and led the United States to the longest
period of prosperity in history, is fueled by the work
and discoveries of the scientific community.
(3) The effectiveness of the United States in
maintaining this economic growth will be largely de-
termined by the intellectual capital of the United
States. Education is critical to developing this re-
source.
(4) The education program of the United States
needs to provide for 3 different kinds of intellectual
capital. First, it needs scientists and engineers to
continue the research and development that is cen-
tral to the economic growth of the United States.
Second, it needs technologically proficient workers
who are comfortable and capable dealing with the
demands of a science-based, high-technology work-
place. Last, it needs scientifically literate voters and
consumers to make intelligent decisions about public
policy.
(5) Student performance on the recent Third
International Math and Science Study highlights the
shortcomings of current K–12 science and mathe-
matics education in the United States, particularly
when compared to other countries. We must expect
more from our Nation’s educators and students if
we are to build on the accomplishments of previous
generations. New methods of teaching mathematics
and science are required, as well as better curricula
and improved training of teachers.
(6) Science is more than a collection of facts,
theories, and results. It is a process of inquiry built
upon observations and data that leads to a way of
knowing and explaining in logically derived concepts
and theories.
(7) Students should learn science primarily by
doing science. Science education ought to reflect the
scientific process and be object-oriented, experiment-
centered, and concept-based.
(8) Children are naturally curious and inquisi-
tive. To successfully tap into these innate qualities,
education in science must begin at an early age and
continue throughout the entire school experience.
(9) Teachers provide the essential connection
between students and the content they are learning.
High-quality prospective teachers need to be identi-
fied and recruited by presenting to them a career
that is respected by their peers, is financially and in-
tellectually rewarding, and contains sufficient oppor-
tunities for advancement.
(10) Teachers need to have incentives to remain
in the classroom and improve their practice, and
training of teachers is essential if the results are to
be good. Teachers need to be knowledgeable of their
content area, of their curriculum, of up-to-date re-
search in teaching and learning, and of techniques
that can be used to connect that information to their
students in their classroom.
SEC. 3. ASSURANCE OF CONTINUED LOCAL CONTROL.
Nothing in this Act may be construed to authorize
any department, agency, officer, or employee of the United
States to exercise any direction, supervision, or control
over the curriculum, program of instruction, administra-
tion, or personnel of any educational institution or school
system.
TITLE I—AMENDMENTS TO THE
ELEMENTARY 
AND 
SEC-
ONDARY EDUCATION ACT OF
1965
SEC. 101. SUPPORT FOR MENTORING ACTIVITIES FOR
SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY TEACHERS.
(a) IMPROVING BASIC PROGRAMS OPERATED
BY
LOCAL
EDUCATIONAL
AGENCIES
THROUGH
PROFES-
SIONAL DEVELOPMENT.—Section 1119(b)(1) of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C.
6301(b)(1)) is amended—
(1) by striking ‘‘and’’ at the end of subpara-
graph (D);
(2) by striking the period at the end of sub-
paragraph (E) and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(F) include mentoring programs focusing
on changing science, mathematics, engineering,
and technology teacher behaviors and practices
to help novice teachers develop and gain con-
fidence in their skills, to increase the likelihood
that they will continue in the teaching profes-
sion, and generally to improve the quality of
their teaching.’’.
(b) DISSEMINATION OF MENTORING INFORMATION
BY EISENHOWER NATIONAL CLEARINGHOUSE.—Section
2102(a)(3)(C) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6622(a)(3)(C)) is amended
by striking ‘‘materials’’ and inserting ‘‘materials, includ-
ing information on model science, mathematics, engineer-
ing, and technology teacher mentoring programs,’’.
(c) EISENHOWER
PROFESSIONAL
DEVELOPMENT
PROGRAM STATE APPLICATIONS.—Section 2205(b)(2) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6645(b)(2)) is amended—
(1) by striking ‘‘and’’ at the end of subpara-
graph (N);
(2) by striking the period at the end of sub-
paragraph (O) and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(P) describe how the State will administer
a mentoring system to ensure consistent imple-
mentation of mentoring programs for science,
mathematics, 
engineering, 
and 
technology
teachers, provide a structure for local men-
toring program evaluation, provide technical as-
sistance to local mentoring programs, ensure
compliance by local mentoring programs with
State teacher training requirements, and pro-
vide incentives for local educational agencies to
take mentoring into consideration in assessing
instructional staff hiring needs.’’.
(d) EISENHOWER
PROFESSIONAL
DEVELOPMENT
PROGRAM LOCAL ACTIVITIES.—Section 2210(b)(2) of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6650(b)(2)) is amended—
(1) by striking ‘‘and’’ at the end of subpara-
graph (D);
(2) by striking the period at the end of sub-
paragraph (E) and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(F) include mentoring programs focusing
on changing science, mathematics, engineering,
and technology teacher behaviors and practices
to help novice teachers develop and gain con-
fidence in their skills, to increase the likelihood
that they will continue in the teaching profes-
sion, and generally to improve the quality of
their teaching.’’.
(e) ACCOUNTABILITY.—Section 2401(a) of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C.
6701(a)) is amended by striking ‘‘part.’’ and inserting
‘‘part, including the impact of State and local mentoring
programs on teaching quality and teacher retention
rates.’’.
SEC. 102. EXPANSION OF EISENHOWER NATIONAL CLEAR-
INGHOUSE.
(a) ALLOCATION
OF APPROPRIATED AMOUNTS.—
Section 2003(b)(1) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6603(b)(1)) is amended
by 
striking 
‘‘2103;’’ 
and 
inserting 
‘‘2103, 
and
$10,000,000 shall be available to carry out subparagraphs
(A), (F), and (G) of section 2102(b)(3);’’.
(b) USE OF FUNDS.—Section 2102(b)(3) of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C.
6622(b)(3)) is amended—
(1) in subparagraph (A), by striking ‘‘(includ-
ing, to the extent practicable,’’ and inserting ‘‘(in-
cluding’’;
(2) in subparagraph (E), by striking ‘‘and’’ at
the end;
(3) by amending subparagraph (F) to read as
follows:
‘‘(F) solicit and gather (in consultation
with the Department, national teacher associa-
tions, professional associations, and other re-
viewers and developers of education materials
and programs) all qualitative and evaluative
materials and all programs, including full text
and graphics, for the Clearinghouse, review the
evaluation of the materials and programs, rank
the effectiveness of the materials and programs
on the basis of the evaluations, and distribute
the results of the reviews (in a short, standard-
ized, and electronic format that contains elec-
tronic links to an electronic version of the origi-
nal qualitative and evaluative materials), ex-
cerpts of the materials and links to Internet-
based sites, and information regarding on-line
communities of users to teachers in an easily
accessible manner, except that nothing in this
subparagraph shall be construed to permit the
Clearinghouse to directly conduct an evaluation
of the materials or programs; and’’; and
(4) by adding at the end the following:
‘‘(G) develop and establish an Internet-
based site offering a search mechanism to assist
site visitors in identifying information available
through the Clearinghouse on science, mathe-
matics, engineering, and technology education
instructional materials and programs, including
electronic links to information on classroom
demonstrations and experiments, teachers who
have used materials or participated in pro-
grams, vendors, curricula, and textbooks.’’.
(c) CLEARINGHOUSE.—Section 2102(b) of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C.
6622(b)) is amended by adding at the end the following:
‘‘(9) EFFECTIVE USE OF TECHNOLOGY.—In re-
viewing evaluations of materials and programs under
this subsection the Clearinghouse shall give par-
ticular attention to the effective use of materials and
technology in science, mathematics, engineering, and
technology education.’’.
(d) REPORT.—Not later than two years after the date
of the enactment of this Act, the National Academy of
Sciences, in conjunction with appropriate related associa-
tions and organizations, shall—
(1) conduct a study on the Eisenhower National
Clearinghouse and whether the provisions enacted in
the amendments made by this section have resulted
in the Clearinghouse becoming a more effective enti-
ty; and
(2) submit to Congress a report on the study,
including any recommendations of the Academy re-
garding the Clearinghouse.
SEC. 103. SUMMER PROFESSIONAL DEVELOPMENT INSTI-
TUTES.
(a) IN GENERAL.—Section 2211 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6651)
is amended by adding at the end the following:
‘‘(d) SUMMER PROFESSIONAL DEVELOPMENT INSTI-
TUTES FOR TEACHERS.—
‘‘(1) PROGRAM AUTHORIZED.—From amounts
made available to carry out this subsection, the Sec-
retary is authorized to make grants to State agen-
cies for higher education, working in conjunction
with the State educational agency (if such agencies
are separate), for activities described in paragraph
(3). Such grants shall be awarded on a competitive
basis that includes a peer review of the grant appli-
cations.
‘‘(2) SUBGRANTS.—
‘‘(A) IN GENERAL.—A recipient of a grant
under paragraph (1) shall carry out the activi-
ties described in paragraph (3) by making sub-
grants to, or entering into contracts or coopera-
tive agreements with, institutions of higher edu-
cation, and nonprofit organizations of dem-
onstrated effectiveness, including museums and
educational partnership organizations, which
must work in conjunction with a local edu-
cational agency, consortium of local educational
agencies, or schools.
‘‘(B) PRIORITY.—In making awards under
subparagraph (A), a grant recipient shall give
priority to applicants whose application includes
an assurance that the applicant will use a cur-
riculum recognized by the working group estab-
lished under section 17 of the National Science
Foundation Act of 1950, particularly if the
local educational agency (or agencies) described
in subparagraph (A), or the State educational
agency (if such agency is separate from the
grant recipient), has adopted such curriculum.
‘‘(3) ALLOWABLE ACTIVITIES.—
‘‘(A) IN
GENERAL.—Each recipient of
funds under paragraph (2) shall use the funds
for the following:
‘‘(i) The establishment and operation
of science, mathematics, engineering, and
technology summer institutes that provide
professional development to elementary
and secondary school teachers. Such insti-
tutes shall be content-based, build on
school year curricula, and focus only sec-
ondarily on pedagogy.
‘‘(ii) To provide teachers with travel
expense reimbursement, a stipend, or class-
room materials related to such an insti-
tute.
‘‘(iii) The establishment of a mecha-
nism to provide supplemental assistance
and follow up training during the school
year for summer institute graduates.
‘‘(B) REQUIREMENTS FOR CURRICULA.—
The curricula referred to in subparagraph
(A)(i) shall be object-centered, experiment-ori-
ented, content-based, and grounded in current
research.
‘‘(C) REQUIREMENTS FOR INSTITUTES.—
The summer institutes referred to in subpara-
graph (A)(i)—
‘‘(i) shall be conducted during a pe-
riod of a minimum of two weeks;
‘‘(ii) shall provide for direct inter-
action between students and faculty;
‘‘(iii) shall have a component that in-
cludes use of the Internet; and
‘‘(iv) shall provide for follow-up train-
ing in the classroom during the academic
year for a period of a minimum of three
days, which shall not be required to be
consecutive, except that—
‘‘(I) if the program at the sum-
mer institute is for a period of only
two weeks, the follow-up training shall
be for a period of more than 3 days;
and
‘‘(II) for teachers in rural school
districts, follow-up training through
the Internet may be used.
‘‘(4) REVIEW OF APPLICATIONS BY NATIONAL
SCIENCE FOUNDATION.—The Secretary shall provide
each application for a grant under this subsection to
the Director of the National Science Foundation in
order that such applications may undergo the peer-
review process described in paragraph (5)(B), and
shall implement the recommendations of the Direc-
tor in awarding grants under this subsection.
‘‘(5) REQUIREMENTS
ON
NATIONAL
SCIENCE
FOUNDATION.—
‘‘(A) IN GENERAL.—Each year, not later
than 6 months before the application deadline
for a subgrant, contract, or cooperative agree-
ment described in paragraph (2), the Director
of the National Science Foundation shall de-
velop a theme and structure for the summer in-
stitutes supported under this subsection. Such
applications shall address how funds will be
used in accordance with the theme and struc-
ture developed by the Director.
‘‘(B) APPLICATION
PEER-REVIEW
PROC-
ESS.—The Director—
‘‘(i) shall establish a peer-review proc-
ess for applications for grants received
under this subsection; and
‘‘(ii) shall forward the applications se-
lected by the Director through such proc-
ess to the Secretary.
‘‘(C) PRIORITY.—In making awards under
paragraph (2)(A), a grant recipient shall give
priority to applicants whose application includes
an assurance that the applicant will use a
curriculum—
‘‘(i) that is recognized by the working
group established under section 17 of the
National Science Foundation Act of 1950,
particularly if the local educational agency
(or agencies) described in paragraph
(2)(A), or the State educational agency (if
such agency is separate from the grant re-
cipient), has adopted such curriculum; or
‘‘(ii) that is three or four weeks in
length.
‘‘(6) OTHER REQUIREMENTS.—Paragraphs (2),
(3), and (4) of subsection (a), and subsection (c),
shall apply to recipients of funds under this sub-
section in the same manner as such provisions apply
to recipients of funds under subsection (a)(1).
‘‘(7) CREDIT FOR PARTICIPATION.—Participa-
tion in an institute supported under this subsection
shall earn credit toward—
‘‘(A) State continuing education require-
ments for teachers; or
‘‘(B) a post-baccalaureate degree program
at an institution of higher education.’’.
(b) FUNDING.—
(1) 
ALLOCATION
OF
APPROPRIATED
AMOUNTS.—Section 2003(b)(2) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C.
6603(b)(2)) is amended by striking ‘‘B;’’ and insert-
ing ‘‘B, of which $100,000,000, $150,000,000,
$200,000,000, and $200,000,000 shall be available
to carry out section 2211(d) for fiscal years 2001,
2002, 2003, and 2004, respectively;’’.
(2) RESERVATION OF FUNDS.—Section 2202(a)
of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6642(a)) is amended—
(A) in paragraph (1), by striking ‘‘and’’;
(B) in paragraph (2), by striking the pe-
riod at the end and inserting ‘‘; and’’; and
(C) by adding at the end the following:
‘‘(3) the amount made available under section
2003(b)(2) to carry out section 2211(d).’’.
SEC. 104. GRANTS FOR TEACHER TECHNOLOGY TRAINING
SOFTWARE AND INSTRUCTIONAL MATERIALS.
Section 3134 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6844) is amended—
(1) in paragraph (5), by striking ‘‘and’’ at the
end;
(2) in paragraph (6), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(7) providing technology training software and
instructional materials to teachers.’’.
SEC. 105. RESERVATION FOR AFTER-SCHOOL ACTIVITIES.
Section 10904(a) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 8244) is amended—
(1) by striking ‘‘and’’ after the semicolon in
paragraph (2);
(2) by striking the period at the end of para-
graph (3) and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(4) an assurance that if awarded a grant
under this part, the grant recipient shall use not less
than 5 percent of the amount received to provide
after-school day care services that focus on science
activities.’’.
SEC. 106. AFTER-SCHOOL SCIENCE DAY CARE AT COMMU-
NITY LEARNING CENTERS.
Section 10905(3) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 8245(3)) is amended
by striking ‘‘services.’’ and inserting ‘‘services, including
after-school day care services that focus on science activi-
ties for children in grades kindergarten through the sixth
grade.’’.
TITLE II—OTHER PROVISIONS
SEC. 201. WORK-STUDY AMENDMENTS.
(a) TECHNOLOGY TRAINING TREATED AS COMMU-
NITY SERVICE.—Section 441(c) of the Higher Education
Act of 1965 (20 U.S.C. 2751(c)) is amended—
(1) in paragraph (1), by inserting ‘‘technology
training,’’ after ‘‘literacy training,’’; and
(2) in paragraph (4)(A), by inserting before the
semicolon at the end the following: ‘‘, including tu-
toring teachers in the uses of classroom technology’’.
(b) ADDITIONAL
SPENDING
FOR
TECHNOLOGY
TRAINING.—Section 443(b)(2)(B) of such Act (20 U.S.C.
2753(b)(2)(B)) is amended—
(1) by striking ‘‘7 percent’’ and inserting ‘‘10
percent’’;
(2) by inserting ‘‘(i)’’ after ‘‘shall ensure that’’;
and
(3) by inserting after ‘‘requirement of this sub-
paragraph’’ the following: ‘‘, and (ii) at least 3 per-
cent of the total amount of funds granted to such
institution under this section for such fiscal year is
used to compensate students employed in technology
training or tutoring teachers in the uses of class-
room technology (or both),’’.
SEC. 202. STUDY.
The Secretary of Commerce, in consultation with
other Government agencies, appropriate organizations,
and private businesses and corporations, shall conduct a
study of—
(1) the feasibility and effectiveness of various
incentives, including tax credits, for corporations
and businesses to provide—
(A) personnel with regular compensation
for time spent as volunteers engaged in the
technological training of teachers; and
(B) facilities for the provision of such
training of teachers;
(2) alternative methods of providing financial
support, through income tax credits, loan forgive-
ness, or otherwise, to individuals seeking training or
retraining in mathematics, science, and technology
education;
(3) the effectiveness of colleges and universities
in training teachers who are able to use technology
and able to integrate technology into lesson plans
and curricula, including distance learning;
(4) methods to coordinate a working alliance at
various levels of government between the business
and academic community; and
(5) additional means of improving the efficiency
of the technological training of teachers.
SEC. 203. REPORT TO CONGRESS.
Not later than one year after the date of the enact-
ment of this Act, the Secretary of Commerce shall trans-
mit to the Congress a report outlining the results of the
study conducted under section 202. Such report shall in-
clude proposals for a comprehensive approach to providing
technologically competent teachers to our Nation’s schools.
With respect to any objectives described in paragraphs (1)
though (5) of section 202 that the Secretary determines
are feasible and effective, such report shall include a plan
for the accomplishing such objectives.
Æ