I
107TH CONGRESS
1ST SESSION
H. R. 100
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
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 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, 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
dealing with the demands of a science-based, high-
technology workplace. Last, it needs scientifically lit-
erate voters and consumers to make intelligent deci-
sions 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, par-
ticularly when compared to other countries. We must
expect more from our Nation’s educators and stu-
dents if we are to build on the accomplishments of
previous generations. New methods of teaching
science, mathematics, engineering, and technology
are required, as well as better curricula and im-
proved 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 rea-
soning, understanding, and making connections in
order to solve problems. Engineering is more than
just designing and building. It is the process of mak-
ing compromises 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. Tech-
nology is the innovation, change, or modification of
the natural environment, based on scientific, mathe-
matical, and engineering 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 re-
flect the realities of real world design, and should in-
volve hands-on projects and require students to
make trade-offs based upon evidence. Students
should learn technology 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 particularly useful form of technology,
enabling students and teachers to acquire data,
model systems, visualize phenomena, communicate
and organize information, and collaborate with oth-
ers in powerful new ways. A background in the ba-
sics 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
between 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. 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.
SEC. 4. MASTER TEACHER GRANT PROGRAM.
(a) PROGRAM AUTHORIZED.—The Director of the
National Science Foundation shall conduct a grant pro-
gram to make grants to a State or local educational agen-
cy, a private elementary or middle school, or a consortium
of any combination of those entities, for the purpose of
hiring a master teacher.
(b) ELIGIBILITY.—In order to be eligible to receive
a grant under this subsection, a State or local educational
agency, private elementary or middle school, or consortium
described in subsection (a) shall submit to the Director
a description of the relationship the master teacher will
have vis-a-vis other administrative and managerial staff
and the State and local educational agency, the ratio of
master teachers to other teachers, and the requirements
for a master teacher of the State or local educational agen-
cy or school, including certification requirements and job
responsibilities of the master teacher. The description of
job responsibilities must include a discussion of any re-
sponsibility the master teacher will have for—
(1) development or implementation of science,
mathematics, engineering, or technology curricula;
(2) in-classroom assistance;
(3) authority over hands-on inquiry materials,
equipment, and supplies;
(4) mentoring other teachers or fulfilling any
leadership role; and
(5) professional development, including training
other master teachers or other teachers, or devel-
oping or implementing professional development pro-
grams.
(c) ASSESSMENT OF EFFECTIVENESS.—The Director
shall assess the effectiveness of activities carried out under
this section.
(d) FUNDS.—
(1) SOURCE.—Grants shall be made under this
section out of funds available for the National
Science Foundation for education and human re-
sources activities.
(2) AUTHORIZATION.—There are authorized to
be appropriated to the National Science Foundation
to carry out this section $50,000,000 for each of fis-
cal years 2002 through 2004.
SEC. 5. DISSEMINATION OF INFORMATION ON REQUIRED
COURSE 
OF 
STUDY 
FOR 
CAREERS 
IN
SCIENCE, MATHEMATICS, ENGINEERING, AND
TECHNOLOGY EDUCATION.
(a) IN GENERAL.—The Director of the National
Science Foundation shall, jointly with the Secretary of
Education, compile and disseminate information (includ-
ing through outreach, school counselor education, and vis-
iting speakers) regarding—
(1) typical standard prerequisites for middle
school and high school students who seek to enter a
course of study at an institution of higher education
in science, mathematics, engineering, or technology
education for purposes of teaching in an elementary
or secondary school; and
(2) the licensing requirements in each State for
science, mathematics, engineering, or technology ele-
mentary or secondary school teachers.
(b) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated for the National Science
Foundation to carry out this section $5,000,000 for each
of fiscal years 2002 through 2004.
SEC. 6. REQUIREMENT TO CONDUCT STUDY EVALUATION.
(a) STUDY REQUIRED.—The Director of the National
Science Foundation shall enter into an agreement with the
National Academies of Sciences and Engineering under
which the Academies shall review existing studies on the
effectiveness of technology in the classroom on learning
and student performance, using various measures of learn-
ing and teaching outcome including standardized tests of
student achievement, and explore the feasibility of one or
more methodological frameworks to be used in evaluations
of technologies that have different purposes and are used
by schools and school systems with diverse educational
goals. The study evaluation shall include, to the extent
available, information on the type of technology used in
each classroom, the reason that such technology works,
and the teacher training that is conducted in conjunction
with the technology.
(b) DEADLINE FOR COMPLETION.—The study eval-
uation required by subsection (a) shall be completed not
later than one year after the date of the enactment of this
Act.
(c) DEFINITION OF TECHNOLOGY.—In this section,
the term ‘‘technology’’ has the meaning given that term
in section 3113(11) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6813(11)).
(d) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated to the National Science
Foundation for the purpose of conducting the study eval-
uation required by subsection (a), $600,000.
SEC. 7. TEACHER TECHNOLOGY PROFESSIONAL DEVELOP-
MENT.
(a) IN GENERAL.—The Director of the National
Science Foundation shall establish a grant program under
which grants may be made to a State or local educational
agency, a private elementary or middle school, or a consor-
tium consisting of any combination of those entities for
instruction of teachers for grades kindergarten through
the 12th grade on the use of information technology in
the classroom. Grants awarded under this section shall be
used for training teachers to use—
(1) classroom technology, including hardware,
software, communications technologies, and labora-
tory equipment; or
(2) specific technology for science, mathematics,
engineering or technology instruction, including data
acquisition, modeling, visualization, simulation, and
numerical analysis.
(b) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated for the National Science
Foundation to carry out this section $10,000,000 for each
of fiscal years 2002 through 2004.
SEC. 8. 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 of the Na-
tional Science Foundation shall convene the first of an an-
nual 3- to 5-day conference for kindergarten through the
12th grade science, mathematics, engineering, and tech-
nology 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) REPORT AND PUBLICATION.—At the conclusion
of the conference the Director of the National Science
Foundation 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.
(d) 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. 9. GRANTS FOR DISTANCE LEARNING.
(a) IN GENERAL.—The Director of the National
Science Foundation may make competitive, merit-based
awards to develop partnerships for distance learning of
science, mathematics, engineering, and technology edu-
cation to a State or local educational agency or to a pri-
vate elementary, middle, or secondary school, under any
grant program administered by the Director using funds
appropriated to the National Science Foundation for ac-
tivities in which distance learning is integrated into the
education process in grades kindergarten through the 12th
grade.
(b) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated for the National Science
Foundation to carry out this section $5,000,000 for each
of fiscal years 2002 through 2004.
SEC. 10. SCHOLARSHIPS TO PARTICIPATE IN CERTAIN RE-
SEARCH ACTIVITIES.
(a) IN GENERAL.—The President, acting through the
National Science Foundation, shall provide scholarships to
teachers at public and private schools in grades kinder-
garten through the 12th grade in order that such teachers
may participate in research programs conducted at private
entities or Federal or State government agencies. The pur-
pose of such scholarships shall be to provide teachers with
an opportunity to expand their knowledge of science,
mathematics, engineering, technology, and research tech-
niques.
(b) REQUIREMENTS.—In order to be eligible to re-
ceive a scholarship under this section, a teacher described
in subsection (a) shall be required to develop, in conjunc-
tion with the private entity or government agency at which
the teacher will be participating in a research program,
a proposal to be submitted to the President describing the
types of research activities involved.
(c) PERIOD OF PROGRAM.—Participation in a re-
search program in accordance with this section may be
for a period of one academic year or two sequential sum-
mers.
(d) USE OF FUNDS.—The Director may only use
funds for purposes of this section for salaries of scholar-
ship recipients, administrative expenses (including infor-
mation dissemination, direct mailing, advertising, and di-
rect staff costs for coordination and accounting services),
expenses for conducting an orientation program, reloca-
tion expenses, and the expenses of conducting final selec-
tion interviews.
(e) AUTHORIZATION
OF APPROPRIATIONS.—There
are authorized to be appropriated for the National Science
Foundation to carry out this section $5,000,000 for each
of fiscal years 2002 through 2004.
SEC. 11. INTERAGENCY COORDINATION OF SCIENCE EDU-
CATION PROGRAMS.
(a) INTERAGENCY COORDINATION COMMITTEE.—
(1) ESTABLISHMENT.—The Director of the Of-
fice of Science and Technology Policy shall establish
an interagency committee to coordinate Federal pro-
grams in support of science and mathematics edu-
cation at the elementary and secondary level.
(2) MEMBERSHIP.—The membership of the
committee shall consist of the heads, or designees, of
the National Science Foundation, the Department of
Energy, the National Aeronautics and Space Admin-
istration, the Department of Education, and other
Federal departments and agencies that have pro-
grams directed toward support of elementary and
secondary science and mathematics education.
(3) FUNCTIONS.—The committee shall—
(A) prepare a catalog of Federal research,
development, demonstration and other pro-
grams designed to improve elementary and sec-
ondary science or mathematics education, in-
cluding for each program a summary of its
goals and the kinds of activities supported, a
summary of accomplishments (including evi-
dence of effectiveness in improving student
learning), the funding level, and, for grant pro-
grams, the eligibility requirements and the se-
lection process for awards;
(B) review the programs identified under
subparagraph (A) in order to—
(i) determine the relative funding lev-
els among support for—
(I) teacher professional develop-
ment;
(II) curricular materials;
(III) improved classroom teach-
ing practices;
(IV) applications of computers
and related information technologies;
and
(V) other major categories of ac-
tivities;
(ii) assess whether the balance among
kinds of activities as determined under
clause (i) is appropriate and whether un-
necessary duplication or overlap among
programs exists;
(iii) assess the degree to which the
programs assist the efforts of State and
local school systems to implement stand-
ards-based reform of science and mathe-
matics education, and group the programs
in the categories of high, moderate, and
low relevance for assisting standards-based
reform;
(iv) for grant programs, identify ways
to simplify the application procedures and
requirements and to achieve greater con-
formity among the procedures and require-
ments of the agencies; and
(v) evaluate the adequacy of the as-
sessment procedures used by the depart-
ments and agencies to determine whether
the goals and objectives of programs are
being achieved, and identify the best prac-
tices identified from the evaluation for as-
sessment of program effectiveness; and
(C) monitor the implementation of the plan
developed under subsection (c) and provide to
the Director of the Office of Science and Tech-
nology Policy its findings and recommendations
for modifications to that plan.
(b) EXTERNAL REVIEW.—The Director of the Na-
tional Science Foundation shall enter into an agreement
with the National Research Council to conduct an inde-
pendent review of programs as described in subsection
(a)(3)(B) and to develop findings and recommendations.
The findings and recommendations from the National Re-
search Council review of programs shall be reported to the
Director of the Office of Science and Technology Policy
and to the Congress.
(c) EDUCATION PLAN.—
(1) PLAN CONTENTS.—On the basis of the find-
ings of the review carried out in accordance with
subsection (a)(3)(B) and taking into consideration
the findings and recommendations of the National
Research Council in accordance with subsection (b),
the Director of the Office of Science and Technology
Policy shall prepare a plan for Federal elementary
and secondary science and mathematics education
programs which shall include—
(A) a strategy to increase the effectiveness
of Federal programs to assist the efforts of
State and local school systems to implement
standards-based reform of elementary and sec-
ondary science and mathematics education;
(B) a coordinated approach for identifying
best practices for the use of computers and re-
lated information technologies in classroom in-
struction;
(C) the recommended balance for Federal
resource allocation among the major types of
activities supported, including projected funding
allocations for each major activity broken out
by department and agency;
(D) identification of effective Federal pro-
grams that have made measurable contributions
to achieving standards-based science and math-
ematics education reform;
(E) recommendations to the departments
and agencies for actions needed to increase uni-
formity across the Federal Government for ap-
plication procedures and requirements for grant
awards for support of elementary and secondary
science and mathematics education; and
(F) dissemination procedures for repli-
cating results from effective programs, particu-
larly best practices for classroom instruction.
(2) CONSULTATION.—The Director shall con-
sult with academic, State, industry, and other appro-
priate entities engaged in efforts to reform science
and mathematics education as necessary and appro-
priate for preparing the plan under paragraph (1).
(d) REPORTS.—
(1) INITIAL REPORT.—The Director of the Of-
fice of Science and Technology Policy shall submit
to the Congress, not later than 1 year after the date
of the enactment of this Act, a report which—
(A) includes the plan described in sub-
section (c)(1);
(B) 
in 
accordance 
with 
subsection
(c)(1)(C), describes, for each department and
agency represented on the committee estab-
lished under subsection (a)(1), appropriate lev-
els of Federal funding;
(C) includes the catalog prepared under
subsection (a)(3)(A);
(D) includes the findings from the review
required under subsection (a)(3)(B)(iii);
(E) includes the findings and recommenda-
tions of the National Research Council devel-
oped under subsection (b); and
(F) describes the procedures used by each
department and agency represented on the com-
mittee to assess the effectiveness of its edu-
cation programs.
(2) ANNUAL
UPDATES.—The Director of the
Office of Science and Technology Policy shall submit
to the Congress an annual update, at the time of the
President’s annual budget request, of the report sub-
mitted under paragraph (1), which shall include, for
each department and agency represented on the
committee, appropriate levels of Federal funding for
the fiscal year during which the report is submitted
and the levels proposed for the fiscal year with re-
spect to which the budget submission applies.