To authorize the National Science Foundation to undertake certain activities in support of research on learning.

SECTION 1. FINDINGS.

    The Congress finds that--
            (1) in virtually every sector of society--health, defense, 
        transportation, agriculture, etc.--research is used to guide 
        policy choices;
            (2) in education, however, research has not been 
        effectively utilized as a tool for informing policy and guiding 
        reform, with less than 0.03 percent of the $647,800,000,000 
        spent on elementary and secondary education invested in 
        research of what educational techniques actually work and on 
        ways to improve teaching;
            (3) the 1997 President's Committee of Advisors on Science 
        and Technology (PCAST) report entitled ``The Use of Technology 
        to Strengthen K-12 Education in the United States'' recommended 
        that our education research investment be increased to 0.5 
        percent and that educational hypotheses be subjected to 
        appropriately rigorous evaluation;
            (4) a significant body of research and knowledge on the 
        science of learning currently exists; however, educational 
        materials and practices are rarely aligned to this knowledge, 
        and new education theories are often incorporated in classrooms 
        on the basis of only tenuously supported data;
            (5) a cultural divide between education researchers and 
        education practitioners--such as teachers--currently exists;
            (6) an expert panel convened by the National Research 
        Council recommended in 1999 that more education research be 
        focused on issues of importance to education practitioners and 
        be conducted by teams of both traditional researchers and 
        teachers and other education practitioners;
            (7) the education research effort to date is typified by a 
        largely scattershot approach, with little coordination of the 
        research effort or focus on particularly compelling questions; 
        and
            (8) a 1999 report from the National Research Council 
        entitled ``Improving Student Learning'' recommended the 
        adoption of a national, strategic education research program 
        that would focus efforts on a limited number of the most 
        critically important research questions.

SEC. 2. RESEARCH ON LEARNING.

    (a) In General.--For the purpose of integrating scientific 
disciplines in relation to research on learning, and gaining a better 
understanding of how such research and educational practice can be 
reconciled, the National Science Foundation shall continue to support 
research on learning, focusing on the following 4 areas:
            (1) Brain research as a foundation for research on human 
        learning.
            (2) Behavioral, cognitive, affective, and social aspects of 
        human learning.
            (3) Science, mathematics, engineering, and technological 
        learning in formal and informal educational settings.
            (4) Learning in complex educational systems.
    (b) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation for carrying out this 
section $29,000,000 for fiscal year 2002, $33,000,000 for fiscal year 
2003, and $37,000,000 for fiscal year 2004.

SEC. 3. RESEARCH ON LEARNING CENTERS.

    (a) Development of Research Priorities.--The Director of the 
National Science Foundation (in this Act referred to as the 
``Director''), in consultation with the National Academy of Sciences, 
shall review past research on learning, assess current research 
efforts, and not later than 120 days after the date of the enactment of 
this Act develop a set of specific education research priorities to 
provide the strategic focus of the Centers established under subsection 
(b). The Director shall ensure that the development of such priorities 
is informed by the most pressing needs of the education system.
    (b) Establishment of Centers.--The Director shall make grants for 
the establishment of not more than 5 Centers of Research on Learning. 
The purpose of these Centers shall be to integrate the work of 
multidisciplinary teams of researchers, education practitioners, and 
policymakers to support the research priorities developed under 
subsection (a), and to facilitate the incorporation of the results of 
that research into educational practice. Grant awards under this 
subsection shall be made through an open, peer-reviewed competition.
    (c) Strategic Focus of Centers.--Each Center shall focus on 
addressing one of the specific education research priorities developed 
by the Director under subsection (a).
    (d) Activities of Centers.--The Centers shall promote active 
collaborations among physical, biological, and social science 
researchers, education practitioners, and policymakers. The Centers 
shall be responsible for--
            (1) evaluating existing research and designing, conducting, 
        or coordinating research that addresses the Center's strategic 
        focus;
            (2) stimulating research in relevant areas within the 
        larger research community and synthesizing the findings from 
        among this community;
            (3) planning future research;
            (4) facilitating the dissemination of research results to 
        education practitioners and the incorporation of those research 
        results into the education system; and
            (5) assessing the impact of the incorporation of research 
        results described in paragraph (4) on student performance.
    (e) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation for carrying out this 
section $3,000,000 for fiscal year 2002, $6,000,000 for fiscal year 
2003, and $6,000,000 for fiscal year 2004.

SEC. 4. EDUCATION RESEARCH TEACHER FELLOWSHIPS.

    (a) Establishment.--The Director shall establish a program to award 
grants to institutions of higher education or scientific research 
institutions (or consortia thereof) to provide fellowships to 
elementary and secondary teachers for participation in research 
programs at such institutions under the guidance of and in 
collaboration with researchers at the institutions. Such programs shall 
be aimed at giving fellowship recipients a better understanding of the 
behavioral, cognitive, affective, and social aspects of human learning. 
The purpose of fellowships under this section shall be to provide the 
fellowship recipients with an opportunity to gain knowledge in research 
on learning in order to better facilitate the transfer of the results 
of that research into the elementary and secondary education systems.
    (b) Program Components.--Grant recipients under this section--
            (1) shall recruit and select teachers and provide such 
        teachers with opportunities to conduct research in the fields 
        of--
                    (A) brain research as a foundation for research on 
                human learning;
                    (B) behavioral, cognitive, affective, and social 
                aspects of human learning;
                    (C) science and mathematics learning in formal and 
                informal educational settings; or
                    (D) learning in complex educational systems;
            (2) shall ensure that fellowship recipients have mentors 
        and other programming support to ensure that their research 
        experience will contribute to their understanding of the 
        science of learning;
            (3) shall provide programming, guidance, and support to 
        ensure that fellowship recipients disseminate information about 
        the current state of education research and its implications on 
        classroom practice to other elementary and secondary educators;
            (4) shall provide fellowship recipients with a scholarship 
        stipend; and
            (5) may provide room and board for residential programs.
    (c) Use of Funds.--Not more than 25 percent of the funds provided 
under a grant under this section may be used for programming support 
for fellowship recipients. The Director shall issue guidelines 
specifying the minimum or maximum amounts of stipends grant recipients 
may provide to teachers under this section.
    (d) Duration.--A teacher may participate in research under the 
program under this section for up to 1 calendar year or 2 sequential 
summers.
    (e) Application.--An institution of higher education or scientific 
research institution (or a consortium thereof) seeking funding under 
this section shall submit an application to the Director at such time, 
in such manner, and containing such information as the Director may 
require. The application shall include, at a minimum--
            (1) a description of the research opportunities that will 
        be made available to elementary and secondary school teachers 
        by the applicant;
            (2) a description of how the applicant will recruit 
        teachers to participate in the program, and the criteria that 
        will be used to select the participants;
            (3) a description of the number, types, and amounts of the 
        scholarships that the applicant intends to offer to 
        participating teachers; and
            (4) a description of the programming support that will be 
        provided to participating teachers to enhance their research 
        experience and to enable them to educate their peers about the 
        value, findings, and implications of education research.
    (f) Review of Applications.--In evaluating the applications 
submitted under subsection (e), the Director shall consider--
            (1) the ability of the applicant to effectively carry out 
        the proposed program;
            (2) the extent to which the applicant is committed to 
        making the program a central organizational focus; and
            (3) the likelihood that the research experiences and 
        programming to be offered by the applicant will improve 
        elementary and secondary education.
    (g) Authorization of Appropriations.--There are authorized to be 
appropriated to the National Science Foundation for carrying out this 
section $5,000,000 for each of fiscal years 2002 through 2004.

SEC. 5. INTERAGENCY EDUCATION RESEARCH INITIATIVE.

    There are authorized to be appropriated to the National Science 
Foundation for participation in the Interagency Education Research 
Initiative, $28,000,000 for fiscal year 2002, $31,000,000 for fiscal 
year 2003, and $33,000,000 for fiscal year 2004.

Summary: Requires the National Science Foundation (NSF), for the purpose of integrating scientific disciplines in relation to research on learning and gaining a better understanding of how such research and educational practice can be reconciled, to continue to support such research, focusing on: (1) brain research as a foundation for research on learning; (2) behavioral, cognitive, affective, and social aspects of learning; (3) science, mathematics, engineering, and technological learning in educational settings; and (4) learning in complex educational systems.Requires the Director of the NSF to review past research on learning, assess current research efforts, and develop a set of specific education research priorities to provide the strategic focus of the Centers of Research on Learning established by this Act. Requires the Director to make grants for the establishment of not more than five such Centers to integrate the work of multidisciplinary teams of researchers, education practitioners, and policymakers to support the research priorities developed, and to facilitate the incorporation of research results into educational practice.Requires the Director to establish a program to award grants to institutions of higher education or scientific research institutions (or consortia thereof) to provide fellowships to elementary and secondary teachers: (1) for participation in research programs at such institutions aimed at giving fellowship recipients a better understanding of the behavioral, cognitive, affective, and social aspects of human learning; and (2) to facilitate the transfer of the results of learning research into the elementary and secondary education systems.Authorizes appropriations for NSF participation in the Interagency Education Research Initiative.