I
107TH CONGRESS
1ST SESSION
H. R. 1660
To develop a demonstration program through the National Science Founda-
tion to encourage interest in the fields of mathematics, science, and
information technology.
IN THE HOUSE OF REPRESENTATIVES
MAY 1, 2001
Ms. EDDIE BERNICE JOHNSON of Texas (for herself, Mr. FROST, Mr.
MCGOVERN, Mrs. MEEK of Florida, Mr. SANDLIN, Mr. HASTINGS of
Florida, Mr. BOUCHER, Mr. RODRIGUEZ, Mr. MEEKS of New York, Mrs.
CHRISTENSEN, Mrs. JONES of Ohio, Ms. CARSON of Indiana, Ms. LEE,
Mr. RANGEL, Mr. BACA, Mr. ETHERIDGE, Mr. OWENS, Mr. CUMMINGS,
Ms. WOOLSEY, and Ms. KILPATRICK) introduced the following bill; which
was referred to the Committee on Science, and in addition to the Com-
mittee on Education and the Workforce, for a period to be subsequently
determined by the Speaker, in each case for consideration of such provi-
sions as fall within the jurisdiction of the committee concerned
A BILL
To develop a demonstration program through the National
Science Foundation to encourage interest in the fields
of mathematics, science, and information technology.
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 ‘‘Mathematics and
Science Proficiency Partnership Act of 2001’’.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) Mathematics and science education is a vital
link to connect today’s students with the information
age and to the workplace of the 21st century.
(2) Today’s United States economy depends
more than ever on the talents of skilled, high-tech
workers.
(3) To sustain America’s preeminence, we must
take drastic steps to change the way we develop our
workforce.
(4) 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.
(5) We must acknowledge that the effectiveness
of the United States in maintaining this economic
growth will be largely determined by the intellectual
capital of the United States.
(6) The education of America’s students is crit-
ical to developing this resource.
(7) American students consistently demonstrate
average and below average performance compared to
their international peers in their skills in mathe-
matics and science.
(8) According to the 1999 edition of the Na-
tional Assessment of Educational Progress, also
known as the Nation’s Report Card, the trends in
mathematics and science are characterized by de-
clines in the 1970’s, followed by increases during the
1980’s and early 1990’s. However, performance has
remained unchanged since the early 1990’s. Several
findings of the Report Card deserve mention, includ-
ing the following:
(A) In 1999, the average science score for
17-year-olds was lower than the average score
in 1969 for the same age group.
(B) In 1999, the average science score for
13-year-olds was similar to the average score in
1970 for the same age group.
(C) In 1999, white students had higher av-
erage mathematics scores than their black and
Hispanic peers. Although the gap between white
and black students narrowed since 1973, there
is evidence that the gap may be widening since
1990.
(D) In 1999, males outperformed females
in science at ages 13 and 17.
(E) A greater percentage of 13-year-olds in
1999 than in 1986 reported that the content of
their science class was general rather than fo-
cused on earth, physical, or life science.
(9) The National Commission on Mathematics
and Science Teaching for the 21st century also finds
that recent reports of the performance of our coun-
try’s students from both the Third International
Mathematics and Science Study (TIMSS) and the
National 
Assessment 
of 
Educational 
Progress
(NAEP) echo a dismal message of lackluster per-
formance, now 3 decades old. It is time the Nation
heeded it—before it is too late.
(10) In an age now driven by the relentless ne-
cessity of scientific and technological advancement,
the current preparation that students in the United
States receive in mathematics and science is, in a
word, unacceptable.
(11) Proficiency in mathematics, science, and
information technology is necessary to prepare
American students for participation in the 21st cen-
tury and to guarantee that the United States econ-
omy remains vibrant and competitive.
(12) Now is the time to set the stage for ad-
vancement in mathematics and science proficiency.
(13) The United States must expect more from
our educators and students.