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 subse-
quently 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. GRANG-
ER, Mr. UPTON, Mr. ALLEN, Mr. BILIRAKIS, Mrs. JOHNSON of Con-
necticut, Mr. GUTKNECHT, Mr. FROST, Ms. MILLENDER-MCDONALD,
Mr. STENHOLM, Mr. HOBSON, Mr. ENGEL, Mr. WELDON of Pennsyl-
vania, 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
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, mathe-
matics, engineering, and technology education, 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.
This Act may be cited as the ‘‘National Science Edu-
cation Act’’.
SEC. 2. FINDINGS.
Congress finds the following:
(1) As concluded in the report of the Committee
on 
Science 
of 
the 
House 
of 
Representatives,
‘‘Unlocking Our Future Toward a New National
Science Policy’’, the United States must maintain
and improve its preeminent position in science and
technology in order to advance human understanding
of the universe and all it contains, and to improve the
lives, health, and freedoms of all people.
(2) It is estimated that more than half of the eco-
nomic growth of the United States today results di-
rectly from research and development in science and
technology. The most fundamental research is respon-
sible for investigating our perceived universe, to ex-
tend 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. Ap-
plied research continues the process by applying the
answers from basic science to the problems faced by
individuals, organizations, and governments in the
everyday activities that make our lives more livable.
The scientific-technological sector of our economy,
which has driven our recent economic boom and led
the United States to the longest period of prosperity
in history, is fueled by the work and discoveries of the
scientific community.
(3) The effectiveness of the United States in
maintaining this economic growth will be largely 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, mathematicians,
and engineers to continue the research and develop-
ment that are central to the economic growth of the
United States. Second, it needs technologically pro-
ficient workers who are comfortable and capable deal-
ing with the demands of a science-based, high-tech-
nology workplace. Last, it needs scientifically literate
voters and consumers to make intelligent decisions
about public policy.
(5) Student performance on the recent Third
International Mathematics and Science Study high-
lights the shortcomings of current K–12 science and
mathematics education in the United States, particu-
larly when compared to other countries. We must ex-
pect more from our Nation’s educators and students
if we are to build on the accomplishments of previous
generations. New methods of teaching science, mathe-
matics, engineering, and technology are required, as
well as better curricula and improved training of
teachers.
(6) Science is more than a collection of facts,
theories, and results. It is a process of inquiry built
upon observations and data that leads to a way of
knowing and explaining in logically derived concepts
and theories. Mathematics is more than procedures to
be memorized. It is a field that requires reasoning,
understanding, and making connections in order to
solve problems. Engineering is more than just design-
ing and building. It is the process of making com-
promises to optimize design and assessing risks so
that designs and products best solve a given problem.
Technology is more than using computer applications,
the Internet, and programming. Technology is the in-
novation, change, or modification of the natural envi-
ronment, based on scientific, mathematical, and engi-
neering principles.
(7) Students should learn science primarily by
doing science. Science education ought to reflect the
scientific process and be object-oriented, experiment-
centered, and concept-based. Students should learn
mathematics with understanding that numeric sys-
tems have intrinsic properties that can represent ob-
jects and systems in real life, and can be applied in
solving problems. Engineering education should reflect
the realities of real world design, and should involve
hands-on projects and require students to make trade-
offs based upon evidence. Students should learn tech-
nology as both a tool to solve other problems and as
a process by which people adapt the natural world to
suit their own purposes. Computers represent a par-
ticularly useful form of technology, enabling students
and teachers to acquire data, model systems, visualize
phenomena, communicate and organize information,
and collaborate with others in powerful new ways. A
background in the basics of information technology is
essential for success in the modern workplace and the
modern world.
(8) Children are naturally curious and inquisi-
tive. To successfully tap into these innate qualities,
education in science, mathematics, engineering, and
technology must begin at an early age and continue
throughout the entire school experience.
(9) Teachers provide the essential connection be-
tween students and the content they are learning.
Prospective teachers need to be identified and re-
cruited by presenting to them a career that is re-
spected by their peers, is financially and intellectu-
ally rewarding, contains sufficient opportunities for
advancement, and has continuing access to profes-
sional development.
(10) Teachers need to have incentives to remain
in the classroom and improve their practice, and
training of teachers is essential if the results are to
be good. Teachers need to be knowledgeable of their
content area, of their curriculum, of up-to-date 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. MASTER TEACHER GRANT PROGRAM.
(a) DEFINITIONS.—In this section—
(1) The term ‘‘sponsoring school’’ means an ele-
mentary or secondary school that employs a teacher
who is participating in a program funded in accord-
ance with this section.
(2) The term ‘‘nonclassroom time’’ means time
during regular school hours that is not utilized by a
master teacher for instructing elementary or sec-
ondary school children in the classroom.
(3) The term ‘‘master teacher’’ means a mathe-
matics or science teacher who works to improve the
instruction of mathematics or science in kindergarten
through 9th grade through—
(A) participating in the development or re-
vision of science, mathematics, engineering, or
technology curricula;
(B) serving as a mentor to mathematics or
science teachers at the sponsoring school or other
schools;
(C) coordinating and assisting teachers in
the use of hands-on inquiry materials, equip-
ment, and supplies, and when appropriate, su-
pervising acquisition and repair of such mate-
rials;
(D) providing in-classroom teaching assist-
ance to mathematics or science teachers; and
(E) providing professional development, in-
cluding for the purposes of training other master
teachers, to mathematics and science teachers.
(4) The term ‘‘mathematics or science teacher’’
means a teacher of mathematics, science, engineering,
or technology in an elementary or secondary school.
(b) PROGRAM AUTHORIZED.—(1) The Director of the
National Science Foundation shall establish a program to
award competitive, merit-reviewed grants to institutions of
higher education (or consortia thereof) to train master
teachers and assist elementary and secondary schools to de-
sign and implement master teacher programs.
(2) Institutions of higher education receiving grants
under this section shall offer programs to train master
teachers. As part of such programs, a grantee shall—
(A) recruit and select teachers to receive train-
ing;
(B) ensure that training covers both content and
pedagogy;
(C) ensure that participating teachers have men-
tors; and
(D) assist participating teachers with the devel-
opment and implementation of master teacher pro-
grams at their sponsoring schools.
(3) Grants awarded under this section may be used
to—
(A) develop and implement professional develop-
ment programs to train elementary or secondary
school teachers to become master teachers and to train
existing master teachers;
(B) provide stipends and reimbursement for
travel to allow teachers to participate in professional
development programs in the summer and throughout
the year;
(C) provide guidance to sponsoring schools to en-
able them to develop and implement a plan for the
use of master teachers;
(D) support participating teachers during the
summer in research programs conducted at institu-
tions of higher education, private entities, or govern-
ment facilities;
(E) provide educational materials and equip-
ment to master teachers;
(F) provide computer equipment and network
connectivity necessary to enable master teachers to
collaborate with other master teachers, to access edu-
cational materials available online, and to commu-
nicate with scientists or other mentors at remote loca-
tions; and
(G) fund any other activities the Director deter-
mines will accomplish the goals of this section.
(c) SELECTION PROCESS.—(1) An institution of high-
er education seeking funding under this section shall submit
an application at such time, in such manner, and con-
taining such information as the Director may require. The
application shall include, at a minimum—
(A) a description of which classroom subjects and
grade levels the training will address;
(B) a description of the activities to be carried
out, including—
(i) how such activities will be aligned with
State and local standards and with other activi-
ties that promote student achievement in mathe-
matics and science; and
(ii) how such activities will be based on a
review of relevant research and why such activi-
ties are expected to strengthen the quality of
mathematics and science instruction;
(C) a description of how the applicant will en-
sure the active participation of its mathematics,