IB
Union Calendar No. 526
106TH CONGRESS
2D SESSION
H. R. 4271
[Report No. 106–821, Part I]
To establish and expand programs relating to science, mathematics,
engineering, and technology education, and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
APRIL 13, 2000
Mr. EHLERS (for himself, Mrs. BIGGERT, Mr. BOEHLERT, Mr. BRADY of
Texas, Mr. COOK, Mr. GILCHREST, Mr. GILMAN, Mr. HOLT, Mr. JEN-
KINS, Ms. EDDIE BERNICE JOHNSON of Texas, Mr. KUYKENDALL, Mr.
PORTER, Mrs. ROUKEMA, Mr. SMITH of Michigan, Mr. SWEENEY, Mr.
UPTON, and Mrs. WILSON) introduced the following bill; which was re-
ferred to the Committee on 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
SEPTEMBER 6, 2000
Reported from the Committee on Science with an amendment
[Strike out all after the enacting clause and insert the part printed in italic]
SEPTEMBER 6, 2000
Referral to the Commitee on Education and the Workforce extended for a
period ending not later than September 21, 2000
SEPTEMBER 21, 2000
Additional sponsors: Mr. SPENCE, Mr. DAVIS of Virginia, Mr. ENGLISH, Mr.
BALLENGER, Mrs. KELLY, Mr. FROST, Mr. ISAKSON, Mr. COOKSEY, Mr.
PETRI, Ms. LEE, Mrs. JOHNSON of Connecticut, Mr. CALVERT, Mrs.
MORELLA, Mr. BACA, Mr. EWING, Mr. WOLF, Mr. DEAL of Georgia, Mr.
GREEN of Wisconsin, Mr. WALSH, Mr. LARSON, Mr. GUTKNECHT, Mr.
BARTON of Texas, Mr. SALMON, Ms. PRYCE of Ohio, Mr. KUCINICH, Mr.
BOEHNER, Mr. WEINER, Mr. NORWOOD, Ms. RIVERS, Mr. MCCRERY,
Mr. CAPUANO, Mr. BENTSEN, Mr. BARTLETT of Maryland, Mr. WELDON
of Pennsylvania, Mr. FRANK of Massachusetts, Mr. BEREUTER, Mr.
SHAYS, Mr. CAMP, Mr. ENGEL, Mr. OSE, Mr. LAMPSON, Mrs. BONO, Ms.
CARSON, Ms. SLAUGHTER, Ms. DUNN, Mr. FLETCHER, Ms. HOOLEY of
Oregon, Mr. PRICE of North Carolina, Mr. OLVER, Mr. GORDON, Mr.
STENHOLM, Mr. HOLDEN, Mr. ALLEN, Mr. HOBSON, Mr. COBURN, Mr.
HALL of Texas, Mr. MARTINEZ, Mr. FILNER, Mrs. MINK of Hawaii, Mr.
ETHERIDGE, Mr. LANTOS, Mr. RAMSTAD, Mr. PASTOR, Ms. NORTON,
Mr. COSTELLO, Mr. GIBBONS, Mr. BARCIA, Mr. WU, Mr. BLAGOJEVICH,
Ms. MILLENDER-MCDONALD, Mr. CRAMER, Mr. RAHALL, Mr. BILIRAKIS,
Mr. MICA, Ms. WOOLSEY, Mr. HOEFFEL, Mr. LUCAS of Oklahoma, Mr.
SENSENBRENNER, Mr. UDALL of Colorado, Mr. WELDON of Florida, Mr.
SANDLIN, Mr. DOOLEY of California, Mr. KLINK, Mr. KOLBE, Mr.
FALEOMAVAEGA, Mr. LATOURETTE, Mr. MOORE, Mr. WHITFIELD, Mrs.
NAPOLITANO, Mr. HORN, Mr. BASS, Mr. EVANS, Mr. GREENWOOD and
Mr. DEFAZIO
SEPTEMBER 21, 2000
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 April 13, 2000]
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’’, 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 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. 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, administration, or
personnel of any educational institution or school system.
SEC. 4. MASTER TEACHER GRANT PROGRAM.
(a) PROGRAM AUTHORIZED.—The Director of the Na-
tional Science Foundation shall conduct a grant program
to make grants to a State or local educational agency, a
private elementary or middle school, or a consortium of any
combination of those entities, for the purpose of hiring a
master teacher described in subsection (b).
(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 agency or school,
including certification requirements and job responsibilities
of the master teacher. Job responsibilities must include a
discussion of any responsibility 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 developing
or implementing professional development programs.
(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 Resources Ac-
tivities.
(2) AUTHORIZATION.—There are authorized to be
appropriated to the National Science Foundation to
carry out this section $50,000,000 for each of fiscal
years 2001 through 2003.
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED.
(a) GENERAL AUTHORITY.—
(1) IN GENERAL.—
(A) GRANT PROGRAM.—The Director of the
National Science Foundation shall, subject to ap-
propriations, carry out a demonstration project
under which the Director awards grants in ac-
cordance with this section to eligible local edu-
cational agencies.
(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 purchase
equipment necessary to establish such program,
and to provide professional development in such
fields.
(2) PROGRAM
REQUIREMENTS.—The program
described in paragraph (1) shall—
(A) provide professional development spe-
cifically in information technology, mathematics,
and science; and
(B) provide students with specialized train-
ing in mathematics, science, and information
technology.
(b) ELIGIBLE LOCAL EDUCATIONAL AGENCIES.—For
purposes of this section, a local educational agency or con-
sortium of local educational agencies is eligible to receive
a grant under this section if the agency or consortium—
(1) provides assurances that it has executed con-
ditional agreements with representatives of the pri-
vate sector to provide services and funds described in
subsection (c); and
(2) agrees to enter into an agreement with the
Director to comply with the requirements of this sec-
tion.
(c) PRIVATE SECTOR PARTICIPATION.—The condi-
tional agreements referred to in subsection (b)(1) shall de-
scribe participation by the private sector, including—
(1) the donation of computer hardware and soft-
ware;
(2) the establishment of internship and men-
toring opportunities for students who participate in
the information technology program; and
(3) the donation of higher education scholarship
funds for eligible students who have participated in
the information technology program.
(d) APPLICATION.—
(1) IN GENERAL.—To apply for a grant under
this section, each eligible local educational agency or
consortium of local educational agencies shall submit
an application to the Director in accordance 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 
subsection
(a)(1)(B) and (a)(2);
(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 Direc-
tor shall issue and publish such guidelines not
later than 6 months after the date of the enact-
ment of this Act.
(3) SELECTION.—The Director shall select a local
educational agency to receive an award under this
section in accordance with subsection (e) and on the
basis of merit to be determined after conducting a
comprehensive review.
(e) PRIORITY.—The Director shall give special priority
in awarding grants under this section to eligible local edu-
cational agencies that—
(1) demonstrate the greatest ability to obtain
commitments from representatives of the private sec-
tor to provide services and funds described under sub-
section (c); and
(2) demonstrate the greatest economic need.
(f) ASSESSMENT.—The Director shall assess the effec-
tiveness of activities carried out under this section.
(g) STUDY AND REPORT.—The Director—
(1) shall initiate an evaluative study of eligible
students selected for scholarships pursuant to this sec-
tion in order to measure the effectiveness of the dem-
onstration program; and
(2) shall report the findings of the study to Con-
gress not later than 4 years after the award of the
first scholarship. Such report shall include the num-
ber of students graduating 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.
(h) DEFINITION.—Except as otherwise provided, for
purposes of this section, the term ‘‘eligible student’’ means
a student enrolled in the 12th grade who—
(A) has participated in an information tech-
nology 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 3.0
on a 4.0 scale for the last 2 years of secondary school
(11th and 12th grades).
(i) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated to the National Science
Foundation to carry out this section, $3,000,000 for each
of fiscal years 2001 through 2003.
(j) MAXIMUM GRANT AWARD.—An award made to an
eligible local educational agency under this section may not
exceed $300,000.
SEC. 6. 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 2001 through 2003.
SEC. 7. 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 learning
and teaching outcome including standardized tests of stu-
dent achievement, and explore the feasibility of one or more
methodological frameworks to be used in evaluations of tech-
nologies 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, infor-
mation 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 tech-
nology.
(b) DEADLINE FOR COMPLETION.—The study evalua-
tion 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 sec-
tion 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 evalua-
tion required by subsection (a), $600,000.
SEC. 8. 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 in-
struction of teachers for grades kindergarten through the
12th grade on the use of information technology in the class-
room. 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 2001 through 2003.
SEC. 9. SCIENCE, MATHEMATICS, ENGINEERING, AND TECH-
NOLOGY 
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 businesses,
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, including
information on distribution, partners, cost assess-
ment, 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 Founda-
tion shall—
(1) transmit to the Committee on Science of the
House of Representatives and to the Committee on
Commerce, Science, and Transportation of the Senate
a report on the outcome and conclusions of the con-
ference, including an inventory of curricular activi-
ties, 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 2001; and
(2) $200,000 for each of fiscal years 2002 and
2003.
SEC. 10. 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 private
elementary, middle, or secondary school, under any grant
program administered by the Director using funds appro-
priated to the National Science Foundation for activities
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 2001 through 2003.
SEC. 11. 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, mathe-
matics, engineering, technology, and research techniques.
(b) REQUIREMENTS.—In order to be eligible to receive
a scholarship under this section, a teacher described in sub-
section (a) shall be required to develop, in conjunction with
the private entity or Government agency at which the teach-
er will be participating in a research program, a proposal
to be submitted to the President describing the types of re-
search 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 summers.
(d) USE OF FUNDS.—The Director may only use funds
for purposes of this section for salaries of scholarship recipi-
ents, administrative expenses (including information dis-
semination, direct mailing, advertising, and direct staff
costs for coordination and accounting services), expenses for
conducting an orientation program, relocation expenses,
and the expenses of conducting final selection 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 2001 through 2003.
SEC. 12. EDUCATIONAL TECHNOLOGY UTILIZATION EXTEN-
SION 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 undergraduate institu-
tions of higher education.
(b) FINDINGS.—The Congress finds the following:
(1) Extension services such as the Manufacturing
Extension Partnership and the Agricultural Exten-
sion Service have proven to be effective public/private
partnerships to integrate new technologies and to im-
prove 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 for the past 20 years been
integrating educational technologies into their cur-
ricula, and as such they can draw upon their own ex-
periences to advise elementary and secondary school
educators on ways to integrate a variety of edu-
cational technologies into the educational process.
(4) Many elementary and secondary school sys-
tems, particularly in rural and traditionally under-
served areas, lack general information on the most ef-
fective methods to integrate their existing technology
infrastructure, as well as new educational technology,
into the educational process and curriculum.
(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 re-
sult, 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 re-
main competitive in a global economy, it is impera-
tive 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 Education,
only one in five teachers felt they were well prepared
to work in a modern classroom.
(8) The most common form of professional devel-
opment for teachers continues to be workshops that
typically last no more than one day and have little
relevance to teachers’ work in the classroom.
(9) A 1998 national survey completed by the De-
partment of Education found that only 19 percent of
teachers had been formally mentored by another
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 of the
National Science Foundation, in cooperation with the
Secretary of Education and the Director of the Na-
tional Institute of Standards and Technology, is au-
thorized to provide assistance for the creation and
support of regional centers for the utilization of edu-
cational technologies (hereinafter in this section re-
ferred to as ‘‘ETU Centers’’).
(2) FUNCTIONS OF CENTERS.—
(A) ESTABLISHMENT.—ETU Centers may
be established at any institution of higher edu-
cation, but such centers may include the partici-
pation of nonprofit entities, organizations, or
groups thereof.
(B) OBJECTIVES OF CENTERS.—The objec-
tive of the 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 utility
of local schools’ existing educational tech-
nology 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, where appropriate, of
the expertise and capabilities that exist in
Federal laboratories and Federal agencies.
(C) ACTIVITIES OF CENTERS.—The activi-
ties of the ETU Centers shall include the fol-
lowing:
(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 representatives
and local school authorities.
(v) The advising of teachers, adminis-
trators, and school board members on cur-
rent skill set standards employed by private
industry.
(3) PROGRAM ADMINISTRATION.—
(A) PROPOSED RULES.—The Director of the
National Science Foundation, after consultation
with the Secretary of Education and the Director
of the National Institute of Standards and Tech-
nology, shall publish in the Federal Register,
within 90 days after the date of the enactment
of this section, proposed 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 of the Na-
tional Science Foundation shall publish final
rules for the program under this section after the
expiration of a 30-day comment period on such
proposed rules.
(4) ELIGIBILITY AND SELECTION.—
(A) APPLICATIONS REQUIRED.—Any under-
graduate institution of higher education, consor-
tium of such institutions, nonprofit organiza-
tions, or groups thereof may submit an applica-
tion for financial support under this section in
accordance with the procedures established under
this section. In order to receive assistance under
this section, an applicant shall provide adequate
assurances that the applicant will contribute 50
percent or more of the proposed Center’s capital
and annual operating and maintenance costs.
(B) SELECTION.—The Director of the Na-
tional Science Foundation, in conjunction with
the Secretary of Education and the Director of
the National Institute of Standards and Tech-
nology, shall subject each application to competi-
tive, merit review. In making a decision whether
to approve such application and provide finan-
cial 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 adaption of training and edu-
cational technologies to the needs of par-
ticular 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 which
receives financial assistance under this section
shall be evaluated during its third year of oper-
ation by an evaluation panel appointed by the
Director of the National Science Foundation.
Each evaluation panel shall measure the in-
volved Center’s performance against the objec-
tives specified in this section. Funding for an
ETU Center shall not be renewed unless the eval-
uation is positive.
SEC. 13. INTERAGENCY COORDINATION OF SCIENCE EDU-
CATION PROGRAMS.
(a) INTERAGENCY COORDINATION COMMITTEE.—
(1) ESTABLISHMENT.—The Director of the Office
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 com-
mittee shall consist of the heads, or designees, of the
National Science Foundation, the Department of En-
ergy, the National Aeronautics and Space Adminis-
tration, the Department of Education, and other Fed-
eral departments and agencies that have programs di-
rected 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 programs
designed to improve elementary and secondary
science or mathematics education, including for
each program a summary of its goals and the
kinds of activities supported, a summary of ac-
complishments (including evidence of effective-
ness in improving student learning), the funding
level, and, for grant programs, the eligibility re-
quirements and the selection process for awards;
(B) review the programs identified under
subparagraph (A) in order to—
(i) determine the relative funding levels
among support for—
(I) teacher professional develop-
ment;
(II) curricular materials;
(III) improved classroom teaching
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 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 the
categories of high, moderate, and low rel-
evance 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 assess-
ment procedures used by the departments
and agencies to determine whether the goals
and objectives of programs are being
achieved, and identify the best practices
identified from the evaluation for assess-
ment 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 Technology
Policy its findings and recommendations for
modifications to that plan.
(b) EXTERNAL REVIEW.—The Director of the National
Science Foundation shall enter into an agreement with the
National Research Council to conduct an independent re-
view of programs as described in subsection (a)(3)(B) and
to develop findings and recommendations. The findings and
recommendations from the National Research Council re-
view of programs shall be reported to the Director of the
Office of Science and Technology Policy and to the Con-
gress.
(c) EDUCATION PLAN.—
(1) PLAN CONTENTS.—On the basis of the find-
ings of the review carried out in accordance with sub-
section (a)(3)(B) and taking into consideration the
findings and recommendations of the National Re-
search Council in accordance with subsection (b), the
Director of the Office of Science and Technology Pol-
icy shall prepare a plan for Federal elementary and
secondary science and mathematics education pro-
grams 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 secondary
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 re-
source allocation among the major types of ac-
tivities 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 mathe-
matics education reform;
(E) recommendations to the departments
and agencies for actions needed to increase uni-
formity across the Federal Government for appli-
cation procedures and requirements for grant
awards for support of elementary and secondary
science and mathematics education; and
(F) dissemination procedures for replicating
results from effective programs, particularly best
practices for classroom instruction.
(2) CONSULTATION.—The Director shall consult
with academic, State, industry, and other appro-
priate entities engaged in efforts to reform science and
mathematics education as necessary and appropriate
for preparing the plan under paragraph (1).
(d) REPORTS.—
(1) INITIAL REPORT.—The Director of the Office
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 rep-
resented on the committee established under sub-
section (a)(1), appropriate levels 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 developed
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 education
programs.
(2) ANNUAL UPDATES.—The Director of the Of-
fice 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 com-
mittee, appropriate levels of Federal funding for the
fiscal year during which the report is submitted and
the levels proposed for the fiscal year with respect to
which the budget submission applies.
SEC. 14. SCIENCE, MATHEMATICS, AND ENGINEERING
SCHOLARSHIP PROGRAM.
(a) PROGRAM AUTHORIZED.—The Director of the Na-
tional Science Foundation is authorized to establish a schol-
arship program to assist graduates of baccalaureate degree
programs in science, mathematics or engineering, or indi-
viduals pursuing degrees in those fields, to fulfill the aca-
demic requirements necessary to become certified as elemen-
tary or secondary school teachers.
(b) SCHOLARSHIP AMOUNT
AND DURATION.—Each
scholarship provided under subsection (a) shall be in the
amount of $5,000 and shall cover a period of 1 year.
(c) REQUIREMENTS.—
(1) ELIGIBILITY.—Undergraduate students ma-
joring in science, mathematics, or engineering who
are within one academic year of completion of degree
requirements, and individuals who have received de-
grees in such fields, are eligible to receive scholarships
under the program established by subsection (a).
(2) GUIDELINES, PROCEDURES, AND CRITERIA.—
The Director shall establish and publish application
and selection guidelines, procedures, and criteria for
the scholarship program.
(3) REQUIREMENTS
FOR
APPLICATIONS.—Each
application for a scholarship shall include a plan
specifying the course of study that will allow the ap-
plicant to fulfill the academic requirements for ob-
taining a teaching certificate during the scholarship
period.
(4) WORK REQUIREMENT.—As a condition of ac-
ceptance of a scholarship under this section, a recipi-
ent shall agree to work as an elementary or secondary
school teacher for a minimum of two 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 $5,000,000 for each
of fiscal years 2001, 2002, and 2003.
SEC. 15. 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 mathematics, science, and technology oc-
cupations.
(2) Female students take fewer high-level mathe-
matics 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 mathematics, science,
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 non-
traditional fields.
(7) Stereotypes about appropriate careers for fe-
males, a lack of female role models, and a lack of
basic career information significantly deters girls’ in-
terest in mathematics, science, and technology careers.
(8) Females consistently rate themselves signifi-
cantly lower than males in computer ability.
(9) By the year 2000, 65 percent of all jobs will
require technological skills.
(10) Limited access is a hurdle faced by females
seeking jobs in mathematics, science, and technology.
(11) Common recruitment and hiring practices
make extensive use of traditional networks that often
overlook females.
(c) PROGRAM AUTHORITY.—
(1) IN GENERAL.—The Director of the National
Science Foundation is authorized to provide grants to
and enter into contracts or cooperative agreements
with with local educational agencies and institutions
of higher education to encourage the ongoing interest
of girls in science, mathematics, and technology and
to prepare girls to pursue undergraduate and grad-
uate degrees and careers in science, mathematics, or
technology.
(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 pro-
gram.
(ii) A description of how an eligible
entity will provide for collaboration between
elementary and secondary school programs
to fulfill goals of the grant program.
(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 PRO-
GRAM.—Under grants awarded pursuant to subsection (c),
funds may be used for the following:
(1) Encouraging girls in grades 4 and higher to
enjoy and pursue studies in science, mathematics, and
technology.
(2) Acquainting girls in grades 4 and higher
with careers in science, mathematics, and technology.
(3) Educating the parents of girls in grades 4
and higher about the difficulties faced by girls to
maintain an interest and desire to achieve in science,
mathematics, and technology and enlisting the help of
the parents in overcoming these difficulties.
(4) Tutoring in reading, science, mathematics,
and technology.
(5) Mentoring relationships, both in-person and
through the Internet.
(6) Paying the costs of attending events and aca-
demic programs in science, mathematics, and tech-
nology.
(7) After-school activities designed to encourage
the interest of girls in grades 4 and higher in science,
mathematics, and technology.
(8) Summer programs designed to encourage in-
terest in and develop skills in science, mathematics,
and technology.
maintain an interest and desire to achieve in science,
mathematics, and technology and enlist the help of the
parents in overcoming these difficulties.
(5) Tutoring in science, mathematics, and tech-
nology.
(6) Mentoring relationships, both in-person and
through the Internet.
(7) Paying the costs of attending events and aca-
demic programs in science, mathematics, and tech-
nology.
(8) Paying 50 percent of the cost of an intern-
ship in science, mathematics, or technology.
(9) After-school activities designed to encourage
the interest of girls in grades 9 and higher in science,
mathematics, and technology, including the cost of
that portion of a staff salary to supervise these activi-
ties.
(10) Summer programs designed to encourage
interest in and develop skills in science, mathematics,
and technology.
(11) Purchasing software designed for girls, or
designed to encourage girls’ interest in science, mathe-
matics, and technology.
(12) Field trips to locations that educate and en-
courage girls’ interest in science, mathematics, and
technology.
(13) Field trips to locations that acquaint girls
with careers in science, mathematics, and technology.
(14) Visits to institutions of higher education to
acquaint girls with college-level programs in science,
mathematics, or technology, and to meet with edu-
cators and female college students who will encourage
them to pursue degrees in science, mathematics, and
technology.
(f) DEFINITION.—In this section the term ‘‘local edu-
cational agency’’ has the same meaning given such term
in section 14101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 8801), except that in the case
of Hawaii, the District of Columbia, and the Common-
wealth of Puerto Rico, the term ‘‘local educational agency’’
shall be deemed to mean the State educational agency.
SEC. 16. GRANT FOR LEARNING COMMUNITY CONSORTIUM
FOR ADVANCEMENT OF WOMEN, MINORITIES,
AND 
PERSONS 
WITH 
DISABILITIES 
IN
SCIENCE, ENGINEERING, AND TECHNOLOGY.
The Director of the National Science Foundation may,
through a competitive, merit-based process, provide to a
consortium composed of community colleges a grant in an
amount not more than $11,000,000 for the purpose of car-
rying out a pilot project to provide support to encourage
women, minorities, and persons with disabilities to enter
and complete programs in science, engineering, and tech-
nology.
SEC. 17. USE OF FUNDS FOR PROVIDING RELEASE TIME
AND OTHER INCENTIVES.
A recipient of a grant under section 4 or 8 may use
funds received through such grant for expenses related to
leave from work (consistent with State law and contractual
obligations), and other incentives, to permit and encourage
full-time teachers to participate in—
(1) professional development activities relating to
the use of technology in education; and
(2) the development, demonstration, and evalua-
tion of applications of technology in elementary and
secondary education.
SEC. 18. SCIENCE TEACHER EDUCATION.
(a) PROGRAM AUTHORIZED.—The Director of the Na-
tional Science Foundation may establish a program to im-
prove the undergraduate education and in-service profes-
sional development of science and mathematics teachers in
elementary and secondary schools. Under the program, com-
petitive awards shall be made on the basis of merit to insti-
tutions of higher education that offer baccalaureate degrees
in education, science and mathematics.
(b) PURPOSE OF AWARDS.—Awards made under sub-
section (a) shall be for developing—
(1) courses and curricular materials for—
(A) the preparation of undergraduate stu-
dents pursuing education degrees who intend to
serve in elementary or secondary schools as
science or mathematics teachers; or
(B) the professional development of science
and mathematics teachers serving in elementary
and secondary schools; and
(2) educational materials and instructional tech-
niques incorporating innovative uses of information
technology.
(c) REQUIREMENTS.—The Director shall establish and
publish application and selection guidelines, procedures,
and criteria for the program established by subsection (a).
Proposals for awards under the program shall involve col-
laborations of education, mathematics, and science faculty
and include a plan for a continued collaboration beyond
the period of the award. In making awards under this sec-
tion, the Director shall consider—
(1) the degree to which courses and materials
proposed to be developed in accordance with sub-
section (b) combine content knowledge and peda-
gogical techniques that are consistent with hands-on,
inquiry-based teaching, are aligned with established
national science or mathematics standards, and are
based on validated education research findings; and
(2) evidence of a strong commitment by the ad-
ministrative heads of the schools and departments,
whose faculty are involved in preparing a proposal to
the program, to provide appropriate rewards and in-
centives to encourage continued faculty participation
in the collaborative activity.
(d) AUTHORIZATION OF APPROPRIATIONS.—There are
authorized to be appropriated to the National Science
Foundation to carry out this section $2,000,000 for each
of fiscal years 2001 through 2003.
SEC. 19. DEFINITIONS.
In this Act:
(1) The terms ‘‘local educational agency’’ and ‘‘State
educational agency’’ have the meanings given such terms
in section 14101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 8801).
(2) The term ‘‘institution of higher education’’ has the
meaning given that term by section 101 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1001).
Union Calendar No. 526
106TH CONGRESS
2D SESSION
H. R. 4271
[Report No. 106–821, Part I]
A BILL
To establish and expand programs relating to
science, mathematics, engineering, and tech-
nology education, and for other purposes.
SEPTEMBER 21, 2000
The Committee on Education and the Workforce dis-
charged; committed to the Committee on the Whole
House on the State of the Union and ordered to be
printed