[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H.R. 100 Referred in Senate (RFS)]
107th CONGRESS
1st Session
H. R. 100
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
July 31, 2001
Received; read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
AN ACT
To establish and expand programs relating to science, mathematics,
engineering, and technology education, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``National Science Education 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'', 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 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 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 determined by the
intellectual capital of the United States. Education is
critical to developing this resource.
(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 development that are central to the economic
growth of the United States. Second, it needs technologically
proficient workers who are comfortable and capable dealing with
the demands of a science-based, high-technology 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 highlights the shortcomings of
current K-12 science and mathematics education in the United
States, particularly when compared to other countries. We must
expect more from our Nation's educators and students 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
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 designing and
building. It is the process of making 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. Technology is the
innovation, change, or modification of the natural environment,
based on scientific, mathematical, 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 systems have intrinsic properties
that can represent objects 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 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 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 inquisitive. 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 recruited by presenting to
them a career that is respected by their peers, is financially
and intellectually rewarding, contains sufficient opportunities
for advancement, and has continuing access to professional
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 research in teaching and learning, and of techniques
that can be used to connect that information to their students
in their classroom.
SEC. 3. DUPLICATION OF PROGRAMS.
(a) In General.--The Director of the National Science Foundation
shall review the education programs of the National Science Foundation
that are in operation as of the date of enactment of this Act to
determine whether any of such programs duplicate the programs
authorized in this Act.
(b) Implementation.--(1) As programs authorized in this Act are
implemented, the Director shall terminate any existing duplicative
program or merge the duplicative program into a program authorized in
this Act.
(2) The Director shall not establish any new program that
duplicates a program that has been implemented pursuant to this Act.
(c) Report.--(1) The Director of the Office of Science and
Technology Policy shall review the education programs of the National
Science Foundation to ensure compliance with the provisions of this
section.
(2) Not later than one year after the date of the enactment of this
Act, the Director of the Office of Science and Technology Policy shall
complete a report on the review carried out under this subsection and
shall submit the report to the Committee on Science, the Committee on
Education and the Workforce, and the Committee on Appropriations of the
House of Representatives.
(3) Beginning one year after the date of enactment of this Act, the
Director of the Office of Science and Technology Policy, shall, as part
of the annual budget submission to Congress, submit an updated version
of the report required by paragraph (2).
SEC. 4. MASTER TEACHER GRANT PROGRAM.
(a) Definitions.--In this section--
(1) The term ``sponsoring school'' means an elementary or
secondary school that employs a teacher who is participating in
a program funded in accordance with this section.
(2) The term ``nonclassroom time'' means time during
regular school hours that is not utilized by a master teacher
for instructing elementary or secondary school children in the
classroom.
(3) The term ``master teacher'' means a mathematics or
science teacher who works to improve the instruction of
mathematics or science in kindergarten through 9th grade
through--
(A) participating in the development or revision of
science, mathematics, engineering, or technology
curricula;
(B) serving as a mentor to mathematics or science
teachers at the sponsoring school or other schools;
(C) coordinating and assisting teachers in the use
of hands-on inquiry materials, equipment, and supplies,
and when appropriate, supervising acquisition and
repair of such materials;
(D) providing in-classroom teaching assistance to
mathematics or science teachers; and
(E) providing professional development, including
for the purposes of training other master teachers, to
mathematics and science teachers.
(4) The term ``mathematics or science teacher'' means a
teacher of mathematics, science, engineering, or technology in
an elementary or secondary school.
(b) Program Authorized.--(1) The Director of the National Science
Foundation shall establish a program to award competitive, merit-
reviewed grants to institutions of higher education (or consortia
thereof) to train master teachers and assist elementary and secondary
schools to design and implement master teacher programs.
(2) Institutions of higher education receiving grants under this
section shall offer programs to train master teachers. As part of such
programs, a grantee shall--
(A) recruit and select teachers to receive training;
(B) ensure that training covers both content and pedagogy;
(C) ensure that participating teachers have mentors; and
(D) assist participating teachers with the development and
implementation of master teacher programs at their sponsoring
schools.
(3) Grants awarded under this section may be used to--
(A) develop and implement professional development programs
to train elementary or secondary school teachers to become
master teachers and to train existing master teachers;
(B) provide stipends and reimbursement for travel to allow
teachers to participate in professional development programs in
the summer and throughout the year;
(C) provide guidance to sponsoring schools to enable them
to develop and implement a plan for the use of master teachers;
(D) support participating teachers during the summer in
research programs conducted at institutions of higher
education, private entities, or government facilities;
(E) provide educational materials and equipment to master
teachers;
(F) 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 communicate with scientists or other mentors at
remote locations; and
(G) fund any other activities the Director determines will
accomplish the goals of this section.
(c) Selection Process.--(1) An institution of higher education
seeking funding under this section shall submit an application at such
time, in such manner, and containing such information as the Director
may require. The application shall include, at a minimum--
(A) a description of which classroom subjects and grade
levels the training will address;
(B) a description of the activities to be carried out,
including--
(i) how such activities will be aligned with State
and local standards and with other activities that
promote student achievement in mathematics and science;
and
(ii) how such activities will be based on a review
of relevant research and why such activities are
expected to strengthen the quality of mathematics and
science instruction;
(C) a description of how the applicant will ensure the
active participation of its mathematics, science, or
engineering departments in the development and implementation
of the program;
(D) an explanation of how the program will ensure that
teachers are given instruction in both content and pedagogy;
(E) 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;
(F) a description of the type and amount of any financial
assistance that will be provided to teachers to enable them to
participate; and
(G) a description of how the applicant will work with
schools to ensure the success of the participating teachers.
(2) In evaluating the applications submitted under this subsection,
the Director shall consider, at a minimum--
(A) the ability of the applicant to effectively carry out
the proposed program;
(B) the experience the applicant has in developing and
implementing high-quality professional development programs for
mathematics or science teachers; and
(C) the extent to which the applicant is committed to
making the program a central organizational focus.
(3) In evaluating the applications submitted under this subsection,
the Director shall give priority to those applications that demonstrate
the greatest participation of mathematics, science, or engineering
departments.
(d) Teacher Eligibility.--(1) To be eligible to participate in a
program funded under this section, a mathematics or science teacher
shall submit to the Director, at such time and in such manner as the
Director may require, an assurance executed by the sponsoring school,
that, after completing the program funded by this section, the
participating teacher will be provided sufficient non-classroom time to
serve as a master teacher. A copy of this assurance must be submitted
to the institution of higher education as part of the teacher's
application to participate in the master teacher program.
(2) No funds authorized by this section may be used to train any
teacher who has not complied with paragraph (1).
(e) Accountability and Dissemination.--(1) The Director shall
evaluate the activities carried out under this section. At a minimum
such evaluations shall use a common set of benchmarks and assessment
tools to identify best practices and materials developed and
demonstrated with funds provided under this section.
(2) The results of the evaluations required under this subsection
shall be made available to the public, including through the National
Science, Mathematics, Engineering, and Technology Education Digital
Library, and shall be provided to the Committee on Science of the House
of Representatives and the Committee on Health, Education, Labor, and
Pensions of the Senate.
(3) Materials developed under the program established under this
section that are demonstrated to be effective shall be made available
through the National Science, Mathematics, Engineering, and Technology
Education Digital Library.
(f) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $50,000,000 for each of fiscal 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 (including through outreach, school counselor education,
and visiting 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 elementary or secondary
school teachers.
(b) Local Control.--Nothing in this section shall be construed to
authorize an officer or employee of the Federal Government to direct,
review, or control the instructional content, curriculum, or related
activities of a State or local educational agency or a school.
(c) 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.
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 learning
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 evaluation 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 evaluation required by subsection (a), $600,000.
SEC. 7. SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY BUSINESS
EDUCATION CONFERENCE.
(a) In General.--Not later than 180 days after the date of the
enactment of this Act, the Director of the National Science Foundation
shall convene the first of an annual 3- to 5-day conference for
kindergarten through 12th grade science, mathematics, engineering, and
technology 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 technology
educational resource providers;
(4) students; and
(5) any other stakeholders the Director determines would
provide useful participation in the conference.
(b) Purposes.--The purposes of the conference convened 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 assessment, and derivation;
(2) determine the extent of any existing coordination
between providers of curricular activities, initiatives, 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 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 conference, including an inventory of
curricular activities, initiatives, and units, the content of
the conference, 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 to 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. 8. DISTANCE LEARNING GRANTS.
(a) In General.--The Director of the National Science Foundation
shall establish a program to award competitive, merit-based grants to
institutions of higher education to provide distance learning
opportunities in mathematics or science to elementary or secondary
school students.
(b) Use of Funds.--Grants awarded under this section shall be used
by institutions of higher education to establish programs under which
elementary or secondary school students can participate in research
activities in mathematics or science occurring at the grantees'
institution via the Internet.
(c) Selection Process.--(1) An institution of higher education
seeking funding under this section shall submit an application at such
time, in such manner, and containing such information as the Director
may require. The application shall include, at a minimum--
(A) a description of the research opportunities that will
be offered;
(B) a description of how the applicant will publicize these
research opportunities to schools and teachers;
(C) a description of how the applicant will involve
teachers of participating students in the program;
(D) a description of how students will be selected to
participate;
(E) a description of how the institution of higher
education will ensure that the research is enhancing the
participants' education and will make it more likely that the
participants will continue their studies in mathematics or
science; and
(F) a description of how the funds will be spent.
(2) In evaluating the applications submitted under this subsection,
the Director shall consider--
(A) the ability of the applicant to effectively carry out
the proposed program;
(B) the extent to which the proposed program will enhance
the participants' education and encourage them to continue the
study of mathematics or science; and
(C) the extent to which the proposed program will provide
opportunities that would not otherwise be available to
students.
(3) The Director shall ensure, to the extent practicable, that the
program established under this section serves students in a wide range
of geographic areas and in rural, suburban, and urban schools.
(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 the fiscal years 2002 through 2004.
SEC. 9. COORDINATION.
In carrying out the activities authorized by this Act, the Director
of the National Science Foundation shall consult and coordinate with
the Secretary of Education to ensure close cooperation with programs
authorized under the Elementary and Secondary Education Act of 1965
(Public Law 89-10).
SEC. 10. DEFINITIONS.
In this Act:
(1) The term ``elementary school'' has the meaning given
that term by section 14101(14) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 8801(14)).
(2) The term ``secondary school'' has the meaning given
that term by section 14101(26) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 8801(26)).
(3) The term ``institution of higher education'' has the
meaning given that term by section 101 of the Higher Education
Act of 1965 (20 U.S.C. 1001).
Passed the House of Representatives July 30, 2001.
Attest:
JEFF TRANDAHL,
Clerk.