I
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 infor-
mation technologies in education, increase participation in science, mathe-
matics, 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 re-
ferred to the Committee on Science, and in addition to the Committee
on Education and the Workforce, for a period to be subsequently deter-
mined 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 edu-
cation, 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 Representa-
tives 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, mathe-
matics, and engineering is the foundation of the Na-
tion’s future security and prosperity.
(2) The achievement of scientific and mathe-
matical literacy by all people in the United States is
an essential goal of all efforts to strengthen the Na-
tion’s competitiveness in the global marketplace.
(3) Elementary and secondary students in the
United States have demonstrated relatively poor per-
formance in science and mathematics in inter-
national 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 satisfac-
tory student achievement in science and mathe-
matics, but the National Center for Education Sta-
tistics reports that 34 percent of public school math-
ematics teachers and nearly 40 percent of science
teachers lack even an academic minor in their pri-
mary teaching fields.
(6) The Department of Education has esti-
mated that more than 240,000 new science and
mathematics elementary and secondary school teach-
ers will be needed during the next decade.
(7) Improved undergraduate education for new
teachers could be achieved through closer collabora-
tion among education faculty and science, mathe-
matics, and engineering faculty of institutions of
higher education to design and implement better
curricular materials and more effective courses of in-
struction.
(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 edu-
cational technologies in the classroom.
(10) Greater effort is needed to cultivate the in-
terest 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 engi-
neering.
(11) Federal science and mathematics edu-
cation programs should be closely coordinated to
have the maximum effectiveness in assisting State
and local school systems to improve student per-
formance in science and mathematics.
(b) NATIONAL OBJECTIVES.—Congress declares that
the following shall be national objectives:
(1) To improve the quality of science and math-
ematics education available to all people in the
United States.
(2) To encourage students in the United States
to pursue postsecondary studies in science, mathe-
matics, and engineering.
(3) To substantially increase the numbers of
women and minorities pursuing careers in mathe-
matics, 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 agen-
cy.
(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 DEVEL-
OPMENT 
FOR 
SCIENCE
TEACHERS
SEC. 101. SCIENCE TEACHER SCHOLARSHIPS FOR SCI-
ENTISTS AND ENGINEERS.
(a) PROGRAM AUTHORIZED.—The Director is au-
thorized to make awards to institutions of higher edu-
cation to provide scholarships to assist graduates of bacca-
laureate degree programs in science, mathematics, or engi-
neering, 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 edu-
cation offering baccalaureate degrees in science,
mathematics, and engineering and coursework to-
ward 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 ad-
vanced degree programs in science, mathe-
matics, or engineering.
(2) GUIDELINES, 
PROCEDURES, 
AND
CRI-
TERIA.—The Director shall establish and publish ap-
plication and selection guidelines, procedures, and
criteria for the program established by subsection
(a).
(3) REQUIREMENTS FOR SCHOLARSHIP APPLI-
CATIONS.—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 cer-
tificate during the scholarship period.
(4) WORK REQUIREMENT.—As a condition of
acceptance of a scholarship under this section, a re-
cipient 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 au-
thorized to establish a program to improve the under-
graduate education and in-service professional develop-
ment 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 sub-
section (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 develop-
ment of science teachers; and
(B) educational materials and instructional
techniques incorporating innovative uses of in-
formation technology.
(2) GUIDELINES, 
PROCEDURES, 
AND
CRI-
TERIA.—The Director shall establish and publish ap-
plication 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 edu-
cation, mathematics, and science faculty and
shall include a plan for maintaining the collabo-
ration 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
CRI-
TERIA.—In making awards under this section, the
Director shall consider—
(A) the degree to which courses and mate-
rials 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 vali-
dated education research findings; and
(B) evidence of a strong commitment by
the administrative heads of the schools and de-
partments of the institutions of higher edu-
cation 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 activ-
ity.
(c) INTERNET-BASED TEACHER PROFESSIONAL DE-
VELOPMENT.—Awards made under subsection (a) may in-
clude 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 com-
puter-based and networked teacher professional de-
velopment activities.
(d) COORDINATION.—The Director shall ensure that
coordination and exchange of information occur on a con-
tinuing basis between awardees under this section and the
(2) a plan for ongoing professional develop-
ment; and
(3) a description of job responsibilities of the
master teachers, including a discussion of the re-
sponsibilities master teachers will have for—
(A) development or implementation of
science, mathematics, engineering, or tech-
nology curriculums;
(B) in-classroom assistance;
(C) authority over hands-on inquiry mate-
rials, 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 profes-
sional development programs.
(c) USE OF FUNDS.—Funds provided by the program
established under subsection (a) shall be available—
(1) to support professional development activi-
ties 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 re-
search and reimbursement of expenses;
(3) to provide educational materials and equip-
ment; 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 commu-
nicate with scientists or other mentors at remote lo-
cations.
(d) PRIORITY.—The Director shall give special pri-
ority in making awards under this section to eligible enti-
ties having a low proportion of certified science teachers
among teachers assigned to science, mathematics, or tech-
nology 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 PROFES-
SIONAL DEVELOPMENT PROGRAMS.
(a) ASSESSMENT.—The Director shall review all pro-
grams 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 empha-
sis 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 compo-
nent of the future in-service teacher professional de-
velopment efforts of the National Science Founda-
tion; 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 sub-
ject 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 as-
sessment conducted under subsection (a);
(2) summarizes the major categories of in-serv-
ice teacher professional development activities sup-
ported 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 re-
quirements of subsection (b).
TITLE II—EDUCATIONAL
TECHNOLOGY
SEC. 201. RESEARCH ON EFFECTIVE EDUCATIONAL TECH-
NOLOGIES.
(a) PROGRAM AUTHORIZED.—
(1) IN GENERAL.—The Director and the Sec-
retary of Education are authorized to establish a re-
search program to determine the most effective edu-
cational uses of information technologies in elemen-
tary and secondary school classrooms. The program
shall be carried out through competitive, merit-based
awards to consortia of institutions of higher edu-
cation and elementary and secondary schools or
school systems.
(2) GUIDELINES, 
PROCEDURES, 
AND
CRI-
TERIA.—The Director and the Secretary shall estab-
lish and publish application and selection guidelines,
procedures, and criteria for the program established
by paragraph (1).
(b) IDENTIFICATION
OF TECHNOLOGY-BASED AP-
PROACHES.—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 in-
struction 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 tech-
niques with the current state of knowledge on
human cognition and learning;
(2) evidence of the approaches and techniques
having been developed through collaborations involv-
ing content specialists, experts in information tech-
nology, and educational practitioners; and
(3) evidence of the capability of the approaches
and techniques to be adapted to different edu-
cational settings.
(c) EXPERIMENTS.—
(1) EXPERIMENTS
REQUIRED.—The program
established under subsection (a) shall include the de-
sign and conduct of experiments in elementary and
secondary school classrooms to evaluate the effec-
tiveness of the approaches and techniques identified
under subsection (b). The experiments shall be de-
signed to determine—
(A) the educational effectiveness of the ap-
proaches and techniques studied in terms of
student performance as described under sub-
section (d);
(B) the key variables that influence edu-
cational effectiveness; and
(C) the conditions necessary to implement
successfully an approach or technique deter-
mined to be educationally effective for a par-
ticular educational setting.
(2) REQUIREMENTS FOR EXPERIMENTS.—The
experiments under paragraph (1) shall involve a sub-
stantial number of students and be conducted in a
wide range of educational settings to ensure vari-
ation 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 par-
ticipating teachers.
(3) MOST EFFECTIVE APPROACHES AND TECH-
NIQUES.—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 accord-
ance with subsection (e).
(d) EDUCATIONAL ASSESSMENTS.—The program es-
tablished under subsection (a) shall include development
of metrics and assessment procedures, including proce-
dures based on the application of information technology,
for determining the academic performance of students in-
volved in the experiments under subsection (c). The as-
sessment 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 RE-
SULTS.—
(1) IN GENERAL.—The results of the experi-
ments conducted in accordance with subsection (c)
shall be documented and widely disseminated, in-
cluding through publication in peer-reviewed schol-
arly journals.
(2) WORKSHOPS, CONFERENCES, AND
WEB
SITES.—The Director and the Secretary are author-
ized 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 infor-
mation and materials necessary for their implemen-
tation, as determined by the experiments under sub-
section (c), shall be deposited in the National
Science, Mathematics, Engineering, and Technology
Education Digital Library.
(f) SPECIAL CONSIDERATION REQUIRED FOR CER-
TAIN PROPOSALS.—In making awards under the program
established by subsection (a), the Director and the Sec-
retary shall give special consideration to proposals that are
judged to be likely to attract and adequately support grad-
uate 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 cog-
nition 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 EX-
TENSION ASSISTANCE.
(a) PURPOSE.—The purpose of this section is to im-
prove the utilization of educational technologies in elemen-
tary and secondary education by creating an educational
technology extension service based at intermediate school
districts, regional education service agencies, or under-
graduate institutions of higher education.
(b) FINDINGS.—Congress finds the following:
(1) Extension services such as the Manufac-
turing 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 edu-
cation 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 edu-
cation, 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 proc-
ess.
(4) Many elementary and secondary school sys-
tems, particularly in rural and traditionally under-
served areas, lack general information on the most
effective methods to integrate their existing tech-
nology infrastructure, as well as new educational
technology, into the educational process and cur-
riculum.
(5) Most Federal and State educational tech-
nology programs have focused on acquiring edu-
cational technologies with less emphasis on the utili-
zation 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 edu-
cational 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 Edu-
cation, only 1 in 5 teachers felt well prepared to
work in a modern classroom.
(8) The most common form of professional de-
velopment 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 per-
cent of teachers had been formally mentored by an-
other 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 co-
operation 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 dis-
trict, regional education service agency, institu-
tion of higher education, or consortium of such
entities, but such Centers may include the par-
ticipation of nonprofit entities.
(B) OBJECTIVES OF CENTERS.—The objec-
tive of ETU Centers is to enhance the utiliza-
tion 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 util-
ity 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 agen-
cies;
(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 Fed-
eral laboratories and Federal agencies.
(C) ACTIVITIES OF CENTERS.—The activi-
ties of ETU Centers shall include the following:
(i) The active transfer and dissemina-
tion of research findings and ETU Center
expertise to local school authorities, includ-
ing school administrators, school boards,
and teachers.
(ii) The training of teachers in the in-
tegration of local schools’ existing edu-
cational 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, ad-
ministrators, and school board members as
agreed upon by ETU Center representa-
tives and local school authorities.
(v) The advising of teachers, adminis-
trators, and school board members on cur-
rent skill set standards employed by pri-
vate industry.
(3) PROGRAM ADMINISTRATION.—
(A) PROPOSED
RULES.—The Director,
after consultation with the Secretary of Edu-
cation and the Director of the National Insti-
tute of Standards and Technology, shall publish
in the Federal Register, not later than 90 days
after the date of the enactment of this Act, pro-
posed 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 quali-
fied applicants; and
(iv) the criteria, including those listed
in this section, for choosing recipients of fi-
nancial 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 com-
ment period on such proposed rules.
(4) ELIGIBILITY AND SELECTION.—
(A) APPLICATIONS REQUIRED.—Any inter-
mediate school district, regional education serv-
ice agency, undergraduate institution of higher
education, or consortium of any of those enti-
ties 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 sec-
tion, an applicant shall provide adequate assur-
ances that the applicant will contribute 50 per-
cent or more of the proposed ETU Center’s
capital and annual operating and maintenance
costs.
(B) SELECTION.—The Director, in con-
junction with the Secretary of Education and
the Director of the National Institute of Stand-
ards and Technology, shall subject each applica-
tion to competitive, merit-based review. In mak-
ing a decision whether to approve such applica-
tion 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, par-
ticularly 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 pro-
vided;
(iii) the geographical diversity and ex-
tent of service area, with particular empha-
sis on rural and traditionally under-
developed 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 oper-
ation 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, ENGINEER-
ING, 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, Mathe-
matics, 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 activi-
ties focused on development of precollege education collec-
tions and support services for science teachers and school
administrators, and uses of the amounts may include—
(1) production of educational materials de-
signed to take maximum advantage of the Library’s
architecture and services;
(2) evaluation of materials to determine wheth-
er such materials are aligned with established na-
tionally recognized science and mathematics stand-
ards 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 con-
duct 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 rec-
ommendations 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 Insti-
tute 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 elemen-
tary 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 insti-
tutions to acquire high-speed, large bandwidth ca-
pacity 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 deter-
mine the uses and effectiveness of broadband connections
in science, mathematics, and technology education in ele-
mentary and secondary schools. The projects shall be car-
ried out in coordination with the experiments authorized
under section 201.
(b) 
ASSESSMENTS.—The 
agencies 
sponsoring
projects under subsection (a) shall identify metrics to as-
sess 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 PARTICI-
PATION 
BY 
UNDERREP-
RESENTED 
GROUPS 
IN
SCIENCE AND ENGINEERING
SEC. 301. MATHEMATICS AND SCIENCE PROFICIENCY
PARTNERSHIPS.
(a) FINDINGS.—Congress finds the following:
(1) Proficiency in mathematics, science, and in-
formation technology is necessary to prepare all stu-
dents 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 impor-
tant 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 tech-
nology.
(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 in-
crease their mathematics, science, and technology
proficiency and encourage and support their under-
graduate 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 agen-
cies.
(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 pur-
chase equipment necessary to establish such
program, and to provide professional develop-
ment to enhance teacher quality in those fields.
(2) PROGRAM REQUIREMENTS.—A program de-
scribed in paragraph (1) shall—
(A) provide teacher professional develop-
ment 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 de-
scribed in subsection (d); and
(2) agrees to enter into an agreement with the
Director to comply with the requirements of this sec-
tion.
(d) PRIVATE SECTOR PARTICIPATION.—The condi-
tional agreements referred to in subsection (c)(1) shall de-
scribe participation by the private sector, including—
(1) the donation of computer hardware, soft-
ware, and other technology tools;
(2) the establishment of internship and men-
toring opportunities for students who participate in
the mathematics, science, and information tech-
nology 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 ac-
cordance with guidelines established by the Director
pursuant to paragraph (2).
(2) GUIDELINES.—
(A) REQUIREMENTS.—The guidelines re-
ferred 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 pro-
gram 
requirements 
under 
paragraphs
(1)(B) and (2) of subsection (b);
(ii) a description of the higher edu-
cation scholarship program, including cri-
teria for selection, duration of scholarship,
number of scholarships to be awarded each
year, and funding levels for scholarships;
and
(iii) evidence of private sector partici-
pation and financial support to establish
an internship, mentoring, and scholarship
program.
(B) GUIDELINE
PUBLICATION.—The Di-
rector 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 pri-
ority 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 sec-
tor to provide services and funds described under
subsection (d); and
(2) demonstrate the greatest economic need.
(g) ASSESSMENT.—The Director shall assess the ef-
fectiveness of activities carried out under this section.
(h) STUDY AND REPORT.—The Director—
(1) shall initiate an evaluative study of the ef-
fectiveness of the activities carried out under this
section in improving student performance in mathe-
matics, 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 grad-
uating 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 pri-
vate 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 op-
portunities for students who participate in mathe-
matics, science, and information technology pro-
grams, and the donation of scholarship funds for use
at institutions of higher education by eligible stu-
dents who have participated in the mathematics,
science, and information technology programs.
(2) The term ‘‘eligible student’’ means a stu-
dent 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 underrep-
resented in science, mathematics, engineering, and
technology occupations.
(2) Female students take fewer high-level math-
ematics 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, mas-
ters, 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’ in-
terest in science, mathematics, engineering, and
technology careers.
(8) Females consistently rate themselves signifi-
cantly 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 co-
operative agreements with local educational agencies
and institutions of higher education to encourage the
ongoing interest of girls in science, mathematics, en-
gineering, and technology and to prepare girls to
pursue undergraduate and graduate degrees and ca-
reers in science, mathematics, engineering, or tech-
nology.
(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 infor-
mation as the Director may reasonably require.
(B) CONTENTS.—The application referred
to in subparagraph (A) shall contain, at a min-
imum, the following:
(i) A specific program description, in-
cluding 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 be-
tween elementary and secondary school
programs to fulfill goals of the grant pro-
gram.
(iii) An explanation regarding the re-
cruitment 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 sub-
section (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, engi-
neering, 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, mathe-
matics, 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, engineer-
ing and technology.
(12) Purchasing and disseminating information
to parents of such girls that will help parents to en-
courage their daughters’ interest in science, mathe-
matics, engineering, and technology.
(e) USES OF FUNDS FOR SECONDARY SCHOOL PRO-
GRAM.—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 tech-
nology.
(4) Educating the parents of such girls about
the difficulties faced by girls to maintain an interest
and desire to achieve in science, mathematics, engi-
neering, and technology, and enlisting the help of
the parents in overcoming these difficulties.
(5) Tutoring for such girls in science, mathe-
matics, 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, mathe-
matics, 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 ac-
tivities.
(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, engineer-
ing, 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 stu-
dents 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 COM-
MUNITY 
COLLEGES 
AND 
SECONDARY
SCHOOLS.
(a) OUTREACH GRANTS.—In making awards for out-
reach grants authorized under section 3(c)(2) of the Sci-
entific 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 
PRO-
GRAMS
SEC. 401. INTERAGENCY COORDINATION COMMITTEE.
(a) ESTABLISHMENT.—The Director of the Office of
Science and Technology Policy shall establish an inter-
agency committee to coordinate Federal programs in sup-
port of science and mathematics education at the elemen-
tary and secondary level.
(b) MEMBERSHIP.—The membership of the com-
mittee shall consist of the heads, or designees, of the Na-
tional Science Foundation, the Department of Energy, the
National Aeronautics and Space Administration, the De-
partment 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, de-
velopment, demonstration, and other programs de-
signed to improve elementary and secondary science
or mathematics education, including for each pro-
gram a summary of goals and the kinds of activities
supported, a summary of accomplishments (includ-
ing evidence of effectiveness in improving student
learning), the funding level, and, for grant pro-
grams, the eligibility requirements and the selection
process for awards;
(2) review the programs identified under para-
graph (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 re-
lated information technologies; and
(v) other major categories of activi-
ties;
(B) assess whether the balance among
funding of activities as determined under sub-
paragraph (A) is appropriate and whether un-
necessary duplication or overlap among pro-
grams exists;
(C) assess the degree to which the pro-
grams 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 stand-
ards-based reform;
(D) for grant programs, identify ways to
simplify application procedures and require-
ments and to achieve greater conformity among
the procedures and requirements of the applica-
ble agencies; and
(E) evaluate the adequacy of the assess-
ment procedures used by the agencies to deter-
mine whether the goals and objectives of pro-
grams are being achieved, and identify the best
practices identified from the evaluation for as-
sessment of program effectiveness; and
(3) monitor the implementation of the plan de-
veloped under section 403 and provide to the Direc-
tor 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 re-
view 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 Con-
gress.
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 ac-
cordance with section 402, the Director of the Office of
Science and Technology Policy shall prepare a plan for
(6) dissemination procedures for replicating re-
sults from effective programs, particularly best prac-
tices 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 edu-
cation as necessary and appropriate for preparing the plan
under subsection (a).
SEC. 404. SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY BUSINESS EDUCATION CON-
FERENCE.
(a) IN GENERAL.—Not later than 180 days after the
date of the enactment of this Act, the Director shall con-
vene the first of an annual 3- to 5-day conference for kin-
dergarten through the 12th grade science, mathematics,
engineering, and technology education stakeholders,
including—
(1) representatives from Federal, State, and
local governments, private industries, private busi-
nesses, and professional organizations;
(2) educators;
(3) science, mathematics, engineering, and tech-
nology educational resource providers;
(4) students; and
(5) any other stakeholders the Director deter-
mines would provide useful participation in the con-
ference.
(b) PURPOSES.—The purposes of the conference con-
vened under subsection (a) shall be to—
(1) identify and gather information on existing
science, mathematics, engineering, and technology
education programs and resource providers, includ-
ing information on distribution, partners, cost as-
sessment, and derivation;
(2) determine the extent of any existing coordi-
nation between providers of curricular activities, ini-
tiatives, 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 sub-
mit 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), de-
scribes, for each agency represented on the com-
mittee 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 re-
quired 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 agen-
cy represented on the committee to assess the effec-
tiveness 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 Fed-
eral 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 Sen-
ate a report on the outcome and conclusions of the
conference, including an inventory of curricular ac-
tivities, initiatives, and units, the content of the con-
ference, 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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