[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1693 Introduced in House (IH)]
107th CONGRESS
1st Session
H. R. 1693
To improve science, mathematics, and technology education in elementary
and secondary schools, advance knowledge on the effective uses of
information technologies in education, increase participation in
science, mathematics, and engineering careers by groups
underrepresented in those fields, provide for more effective
coordination of public and private sector efforts to improve science,
mathematics, and technology education, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 3, 2001
Mr. Hall of Texas (for himself, Ms. Eddie Bernice Johnson of Texas, Ms.
Woolsey, Mr. Barcia, Mr. Etheridge, Mr. Udall of Colorado, Mr. Larson
of Connecticut, Mr. Gordon, Mr. Costello, Ms. Rivers, Ms. Jackson-Lee
of Texas, Mr. Baca, Mr. Lampson, Mr. Matheson, Mr. Hoeffel, and Mr.
Israel) introduced the following bill; which was referred to the
Committee on Science, and in addition to the Committee on Education and
the Workforce, for a period to be subsequently determined by the
Speaker, in each case for consideration of such provisions as fall
within the jurisdiction of the committee concerned
_______________________________________________________________________
A BILL
To improve science, mathematics, and technology education in elementary
and secondary schools, advance knowledge on the effective uses of
information technologies in education, increase participation in
science, mathematics, and engineering careers by groups
underrepresented in those fields, provide for more effective
coordination of public and private sector efforts to improve science,
mathematics, and technology education, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Science Education for the 21st
Century Act''.
SEC. 2. FINDINGS AND OBJECTIVES.
(a) Findings.--Congress finds the following:
(1) The quality of education in science, mathematics, and
engineering is the foundation of the Nation's future security
and prosperity.
(2) The achievement of scientific and mathematical literacy
by all people in the United States is an essential goal of all
efforts to strengthen the Nation's competitiveness in the
global marketplace.
(3) Elementary and secondary students in the United States
have demonstrated relatively poor performance in science and
mathematics in international comparison studies.
(4) Women and minorities, who constitute a growing
percentage of the Nation's workforce, are significantly
underrepresented in many fields of science, mathematics, and
engineering.
(5) The presence of highly qualified teachers in the
classroom is a key factor in attaining satisfactory student
achievement in science and mathematics, but the National Center
for Education Statistics reports that 34 percent of public
school mathematics teachers and nearly 40 percent of science
teachers lack even an academic minor in their primary teaching
fields.
(6) The Department of Education has estimated that more
than 240,000 new science and mathematics elementary and
secondary school teachers will be needed during the next
decade.
(7) Improved undergraduate education for new teachers could
be achieved through closer collaboration among education
faculty and science, mathematics, and engineering faculty of
institutions of higher education to design and implement better
curricular materials and more effective courses of instruction.
(8) Rigorous professional development activities for in-
service teachers are needed to improve both content knowledge
and pedagogical skills for science, mathematics, and technology
teachers.
(9) Research and large-scale demonstration projects are
needed to identify and quantify best practices and the most
effective applications of educational technologies in the
classroom.
(10) Greater effort is needed to cultivate the interest of
women and minorities in studying science and mathematics and in
encouraging and adequately preparing individuals from
underrepresented groups to pursue careers in science,
mathematics, and engineering.
(11) Federal science and mathematics education programs
should be closely coordinated to have the maximum effectiveness
in assisting State and local school systems to improve student
performance in science and mathematics.
(b) National Objectives.--Congress declares that the following
shall be national objectives:
(1) To improve the quality of science and mathematics
education available to all people in the United States.
(2) To encourage students in the United States to pursue
postsecondary studies in science, mathematics, and engineering.
(3) To substantially increase the numbers of women and
minorities pursuing careers in mathematics, science, and
engineering.
SEC. 3. DEFINITIONS.
In this Act:
(1) The term ``science teacher'' means a science,
mathematics, or technology teacher at the elementary or
secondary school level.
(2) The term ``Director'' means the Director of the
National Science Foundation.
(3) The term ``institution of higher education'' has the
meaning given that term in section 101 of the Higher Education
Act of 1965 (20 U.S.C. 1001).
(4) The term ``local educational agency'' has the meaning
given that term in section 14101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 8801), except that
in the case of Hawaii, the District of Columbia, and the
Commonwealth of Puerto Rico, the term ``local educational
agency'' shall be deemed to mean the State educational agency.
(5) The term ``State educational agency'' has the meaning
given that term in section 14101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 8801).
TITLE I--PRESERVICE TRAINING AND PROFESSIONAL DEVELOPMENT FOR SCIENCE
TEACHERS
SEC. 101. SCIENCE TEACHER SCHOLARSHIPS FOR SCIENTISTS AND ENGINEERS.
(a) Program Authorized.--The Director is authorized to make awards
to institutions of higher education to provide scholarships to assist
graduates of baccalaureate degree programs in science, mathematics, or
engineering, or individuals pursuing degrees in those fields, to
fulfill the academic requirements necessary to become certified as
science teachers. Such awards shall be made through competitive, merit-
based procedures.
(b) Scholarship Amount and Duration.--Each scholarship provided
pursuant to subsection (a) shall be in the amount of $7,500 and shall
cover a period of 1 year.
(c) Requirements.--
(1) Eligibility.--Institutions of higher education offering
baccalaureate degrees in science, mathematics, and engineering
and coursework toward teacher certification are eligible to
apply for awards under the program established by subsection
(a). Such institutions may provide scholarships using such
awards to individuals who are--
(A) undergraduate students majoring in science,
mathematics, or engineering, who are within 1 academic
year of completion of degree requirements; or
(B) graduates of baccalaureate or advanced degree
programs in science, mathematics, or engineering.
(2) Guidelines, procedures, and criteria.--The Director
shall establish and publish application and selection
guidelines, procedures, and criteria for the program
established by subsection (a).
(3) Requirements for scholarship applications.--Each
application for a scholarship under this section shall include
a plan specifying the course of study that will allow the
applicant to fulfill the academic requirements for obtaining a
teaching certificate during the scholarship period.
(4) Work requirement.--As a condition of acceptance of a
scholarship under this section, a recipient shall agree to work
as a science teacher for a minimum of 2 years following
certification as such a teacher or to repay the amount of the
scholarship to the National Science Foundation.
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $20,000,000 for each of fiscal years 2002 through 2004.
SEC. 102. COLLABORATIONS FOR IMPROVING SCIENCE TEACHER EDUCATION.
(a) Program Authorized.--The Director is authorized to establish a
program to improve the undergraduate education and in-service
professional development of science teachers. Under the program,
competitive awards shall be made on the basis of merit to institutions
of higher education that offer baccalaureate degrees in education,
science, and mathematics.
(b) Program Requirements.--
(1) Uses of funds.--Awards made under subsection (a) shall
be used for developing--
(A) courses and curricular materials for--
(i) the preparation of undergraduate
students pursuing education degrees who intend
to serve as science teachers; or
(ii) the in-service professional
development of science teachers; and
(B) educational materials and instructional
techniques incorporating innovative uses of information
technology.
(2) Guidelines, procedures, and criteria.--The Director
shall establish and publish application and selection
guidelines, procedures, and criteria for the program
established by subsection (a).
(3) Proposal requirements.--Each proposal for an award
under the program shall--
(A) involve a collaboration among education,
mathematics, and science faculty and shall include a
plan for maintaining the collaboration beyond the
period of the award; and
(B) include a description of the in-service
professional development activities for science
teachers that will be offered by the awardee.
(4) Special proposal evaluation criteria.--In making awards
under this section, the Director shall consider--
(A) the degree to which courses and materials
proposed to be developed in accordance with paragraph
(1) combine content knowledge and pedagogical
techniques that are consistent with hands-on, inquiry-
based teaching, are aligned with established national
science or mathematics standards, and are based on
validated education research findings; and
(B) evidence of a strong commitment by the
administrative heads of the schools and departments of
the institutions of higher education whose faculty are
involved in preparing a proposal to the program to
provide appropriate rewards and incentives to encourage
continued faculty participation in the collaborative
activity.
(c) Internet-Based Teacher Professional Development.--Awards made
under subsection (a) may include support for the development of
courses, curricular materials, and other resources for in-service
professional development of science teachers that are--
(1) made available to science teachers through the
Internet; and
(2) developed in collaboration with schools or school
systems with demonstrated experience in computer-based and
networked teacher professional development activities.
(d) Coordination.--The Director shall ensure that coordination and
exchange of information occur on a continuing basis between awardees
under this section and the National Science Foundation's Centers for
Learning and Teaching.
(e) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $25,000,000 for each of fiscal years 2002 through 2004.
SEC. 103. MASTER SCIENCE TEACHERS.
(a) Program Authorized.--The Director is authorized to make
competitive, merit-based awards to State or local educational agencies
for the purposes of implementing a plan for the development and use of
master science teachers for kindergarten through grade 8, as described
in subsection (b).
(b) Plan.--In order to be eligible to receive a grant under this
section, a State or local educational agency shall submit to the
Director a plan providing for the development and use of such master
teachers. The plan shall include--
(1) a description of the relationship master teachers will
have to 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, including a description
of certification requirements;
(2) a plan for ongoing professional development; and
(3) a description of job responsibilities of the master
teachers, including a discussion of the responsibilities master
teachers will have for--
(A) development or implementation of science,
mathematics, engineering, or technology curriculums;
(B) in-classroom assistance;
(C) authority over hands-on inquiry materials,
equipment, and supplies;
(D) mentoring other teachers or fulfilling any
leadership role; and
(E) professional development, including training of
other master teachers or other teachers, or developing
or implementing professional development programs.
(c) Use of Funds.--Funds provided by the program established under
subsection (a) shall be available--
(1) to support professional development activities for
master teachers, including reimbursement for travel and
expenses and stipends for summer programs;
(2) to support participation of master teachers during the
summer in research programs conducted at private entities or
government facilities, including salaries for the period of
participation in the research and reimbursement of expenses;
(3) to provide educational materials and equipment; and
(4) to provide computer equipment and network connectivity
necessary to enable master teachers to collaborate with other
master teachers, to access educational materials available
online and to communicate with scientists or other mentors at
remote locations.
(d) Priority.--The Director shall give special priority in making
awards under this section to eligible entities having a low proportion
of certified science teachers among teachers assigned to science,
mathematics, or technology classroom instruction.
(e) Assessment of Effectiveness.--The Director shall put in place
mechanisms to assess the effectiveness of activities carried out under
this section, including the means to obtain quantitative evidence of
trends in student performance in mathematics and science at the schools
having master teachers.
(f) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $25,000,000 for each of fiscal years 2002 through 2004.
SEC. 104. ASSESSMENT OF IN-SERVICE TEACHER PROFESSIONAL DEVELOPMENT
PROGRAMS.
(a) Assessment.--The Director shall review all programs sponsored
by the National Science Foundation that support in-service teacher
professional development for science teachers to determine--
(1) the level of resources and degree of emphasis placed on
training teachers in the effective use of information
technology in the classroom; and
(2) the allocation of resources between summer activities
and follow-on reinforcement training and support to
participating teachers during the school year.
(b) Special Requirements.--On the basis of the assessment under
subsection (a), the Director shall take such action as necessary to--
(1) ensure that the type of activities described under
subsection (a)(1) constitute a major component of the future
in-service teacher professional development efforts of the
National Science Foundation; and
(2) provide adequate resources for school- and district-
level professional development activities that will provide
continuing opportunities during the school year for science teachers to
improve their subject knowledge and pedagogical skills.
(c) Report.--The Director shall submit to Congress, not later than
1 year after the date of the enactment of this Act, a report that--
(1) describes the results of the review and assessment
conducted under subsection (a);
(2) summarizes the major categories of in-service teacher
professional development activities supported at the time of
the review, and the funding levels for such activities; and
(3) describes any proposed changes, including new funding
allocations, to strengthen the in-service teacher professional
development programs of the National Science Foundation and to
address the requirements of subsection (b).
TITLE II--EDUCATIONAL TECHNOLOGY
SEC. 201. RESEARCH ON EFFECTIVE EDUCATIONAL TECHNOLOGIES.
(a) Program Authorized.--
(1) In general.--The Director and the Secretary of
Education are authorized to establish a research program to
determine the most effective educational uses of information
technologies in elementary and secondary school classrooms. The
program shall be carried out through competitive, merit-based
awards to consortia of institutions of higher education and
elementary and secondary schools or school systems.
(2) Guidelines, procedures, and criteria.--The Director and
the Secretary shall establish and publish application and
selection guidelines, procedures, and criteria for the program
established by paragraph (1).
(b) Identification of Technology-Based Approaches.--The program
established under subsection (a) shall identify educational approaches
and techniques that are based on the use of information technology and
that have the potential for being effective in classroom instruction in
elementary or secondary schools. Criteria for determining the potential
educational effectiveness of the approaches and techniques identified
shall include--
(1) the consistency of the approaches and techniques with
the current state of knowledge on human cognition and learning;
(2) evidence of the approaches and techniques having been
developed through collaborations involving content specialists,
experts in information technology, and educational
practitioners; and
(3) evidence of the capability of the approaches and
techniques to be adapted to different educational settings.
(c) Experiments.--
(1) Experiments required.--The program established under
subsection (a) shall include the design and conduct of
experiments in elementary and secondary school classrooms to
evaluate the effectiveness of the approaches and techniques
identified under subsection (b). The experiments shall be
designed to determine--
(A) the educational effectiveness of the approaches
and techniques studied in terms of student performance
as described under subsection (d);
(B) the key variables that influence educational
effectiveness; and
(C) the conditions necessary to implement
successfully an approach or technique determined to be
educationally effective for a particular educational
setting.
(2) Requirements for experiments.--The experiments under
paragraph (1) shall involve a substantial number of students
and be conducted in a wide range of educational settings to
ensure variation in--
(A) grade level;
(B) geographic location of the participating
schools;
(C) socioeconomic characteristics of the
communities in which participating schools are located;
(D) level of student ability; and
(E) qualifications and experience of participating
teachers.
(3) Most effective approaches and techniques.--Educational
approaches and techniques found to be most effective and to
have the most promise for being replicated successfully shall
be highlighted in the documentation required in accordance with
subsection (e).
(d) Educational Assessments.--The program established under
subsection (a) shall include development of metrics and assessment
procedures, including procedures based on the application of
information technology, for determining the academic performance of
students involved in the experiments under subsection (c). The
assessment procedures shall be incorporated in the design of the
experiments and shall be used to determine student performance over a
multiyear period.
(e) Documentation and Dissemination of Results.--
(1) In general.--The results of the experiments conducted
in accordance with subsection (c) shall be documented and
widely disseminated, including through publication in peer-
reviewed scholarly journals.
(2) Workshops, conferences, and web sites.--The Director
and the Secretary are authorized to sponsor and support
workshops, conferences, and dedicated web sites to disseminate
information about the program established under subsection (a)
and about results obtained by the program.
(3) Deposit in library.--Information about effective
approaches and techniques, including information and materials
necessary for their implementation, as determined by the
experiments under subsection (c), shall be deposited in the
National Science, Mathematics, Engineering, and Technology
Education Digital Library.
(f) Special Consideration Required for Certain Proposals.--In
making awards under the program established by subsection (a), the
Director and the Secretary shall give special consideration to
proposals that are judged to be likely to attract and adequately
support graduate students to pursue research on the use of information
technology in education and research at the intersection of educational
practice and basic research on human cognition and learning.
(g) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $50,000,000 for fiscal year
2002, $75,000,000 for fiscal year 2003, and $150,000,000 for fiscal
year 2004.
SEC. 202. EDUCATIONAL TECHNOLOGY UTILIZATION EXTENSION ASSISTANCE.
(a) Purpose.--The purpose of this section is to improve the
utilization of educational technologies in elementary and secondary
education by creating an educational technology extension service based
at intermediate school districts, regional education service agencies,
or undergraduate institutions of higher education.
(b) Findings.--Congress finds the following:
(1) Extension services such as the Manufacturing Extension
Partnership and the Agricultural Extension Service have proven
to be effective public-private partnerships to integrate new
technologies and to improve utilization of existing
technologies by small to medium sized manufacturers and the
United States agricultural community.
(2) Undergraduate institutions of higher education 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 education, often
with the assistance of the National Science Foundation, have
during the past 20 years been integrating educational
technologies into their curriculums, and as such can draw upon
their own experiences to advise elementary and secondary school
educators on ways to integrate a variety of educational
technologies into the educational process.
(4) Many elementary and secondary school systems,
particularly in rural and traditionally underserved areas, lack
general information on the most effective 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 technology programs
have focused on acquiring educational technologies with less
emphasis on the utilization of those technologies in the
classroom and the training and infrastructural requirements
needed to efficiently support those types of technologies. As a
result, in many instances, the full potential of educational
technology has not been realized.
(6) Our global economy is increasingly reliant on a
workforce not only comfortable with technology, but also able
to integrate rapid technological changes into the production
process. As such, in order to remain competitive in a global
economy, it is imperative that we maintain a work-ready labor
force.
(7) According to ``Teacher Quality: A Report on the
Preparation and Qualifications of Public School Teachers'',
prepared by the Department of Education, only 1 in 5 teachers
felt well prepared to work in a modern classroom.
(8) The most common form of professional development for
teachers continues to be workshops that typically last no more
than 1 day and have little relevance to teachers' work in the
classroom.
(9) A 1998 national survey completed by the Department of
Education found that only 19 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, in cooperation with
the Secretary of Education and the Director of the National
Institute of Standards and Technology, is authorized to provide
assistance for the creation and support of regional centers for
the utilization of educational technologies (hereinafter in
this section referred to as ``ETU Centers'').
(2) Functions of centers--
(A) Establishment.--ETU Centers may be established
at any intermediate school district, regional education
service agency, institution of higher education, or
consortium of such entities, but such Centers may
include the participation of nonprofit entities.
(B) Objectives of centers.--The objective of ETU
Centers is to enhance the utilization 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 technology assets and infrastructure;
(ii) participation of individuals from the
private sector, universities, State and local
governments, and other Federal agencies;
(iii) active dissemination of technical and
management information about the use of
educational technologies; and
(iv) utilization, if appropriate, of the
expertise and capabilities that exist in
Federal laboratories and Federal agencies.
(C) Activities of centers.--The activities of ETU
Centers shall include the following:
(i) The active transfer and dissemination
of research findings and ETU Center expertise
to local school authorities, including school
administrators, school boards, and teachers.
(ii) The training of teachers in the
integration of local schools' existing
educational 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,
administrators, and school board members as
agreed upon by ETU Center representatives and
local school authorities.
(v) The advising of teachers,
administrators, and school board members on
current skill set standards employed by private
industry.
(3) Program administration.--
(A) Proposed rules.--The Director, after
consultation with the Secretary of Education and the
Director of the National Institute of Standards and
Technology, shall publish in the Federal Register, not
later than 90 days after the date of the enactment of
this Act, 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
qualified applicants; and
(iv) the criteria, including those listed
in this section, for choosing recipients of
financial assistance under this section from
among qualified applicants.
(B) Final rules.--The Director shall publish final
rules for the program under this section after the
expiration of a 30-day comment period on such proposed
rules.
(4) Eligibility and selection.--
(A) Applications required.--Any intermediate school
district, regional education service agency,
undergraduate institution of higher education, or
consortium of any of those entities may submit an
application for financial support under this section in
accordance with the procedures established under this
section. In order to receive assistance under this
section, an applicant shall provide adequate assurances
that the applicant will contribute 50 percent or more
of the proposed ETU Center's capital and annual
operating and maintenance costs.
(B) Selection.--The Director, in conjunction with
the Secretary of Education and the Director of the
National Institute of Standards and Technology, shall
subject each application to competitive, merit-based
review. In making a decision whether to approve such
application and provide financial support under this
section, the Director of the National Science
Foundation shall consider, at a minimum--
(i) the merits of the application,
particularly those portions of the application
regarding the adaptation of training and
educational technologies to the needs of
particular regions;
(ii) the quality of service to be provided;
(iii) the geographical diversity and extent
of service area, with particular emphasis on
rural and traditionally underdeveloped areas;
and
(iv) the percentage of funding and amount
of in-kind commitment from other sources.
(C) Evaluation.--Each ETU Center that receives
financial assistance under this section shall be
evaluated during its third year of operation by an
evaluation panel appointed by the Director. Each
evaluation panel shall measure the involved ETU
Center's performance against the objectives specified
in this section. Funding for an ETU Center shall not be
renewed unless the evaluation is positive.
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $7,000,000 for fiscal year 2002, $8,500,000 for fiscal year
2003, and $9,500,000 for fiscal year 2004.
SEC. 203. NATIONAL SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY
EDUCATION DIGITAL LIBRARY.
In addition to any amounts otherwise authorized, there are
authorized to be appropriated to the National Science Foundation for
the National Science, Mathematics, Engineering, and Technology
Education Digital Library $10,000,000 for fiscal year 2002, $15,000,000
for fiscal year 2003, and $17,500,00 for fiscal year 2004. Such
additional amounts shall be used primarily for activities focused on
development of precollege education collections and support services
for science teachers and school administrators, and uses of the amounts
may include--
(1) production of educational materials designed to take
maximum advantage of the Library's architecture and services;
(2) evaluation of materials to determine whether such
materials are aligned with established nationally recognized
science and mathematics standards for knowledge of students at
different grade levels; and
(3) assistance to schools or school systems in the
selection of curricular materials.
SEC. 204. STUDY OF BROADBAND NETWORK ACCESS FOR SCHOOLS AND LIBRARIES.
(a) Report to Congress.--The Director shall conduct a study of the
issues described in subsection (c), and not later than 1 year after the
date of the enactment of this Act, transmit to Congress a report
including recommendations to address those issues. Such report shall be
updated annually for 6 additional years.
(b) Consultation.--In preparing the reports under subsection (a),
the Director shall consult with the National Aeronautics and Space
Administration, the National Institute of Standards and Technology, and
such other Federal agencies and educational entities as the Director
considers appropriate.
(c) Issues.--The reports shall--
(1) identify the current status of high-speed, large
bandwidth capacity access to all public elementary and
secondary schools and libraries in the United States;
(2) identify how the provision of high-speed, large
bandwidth capacity access to the Internet to such schools and
libraries can be effectively utilized within each school and
library;
(3) consider the effect that specific or regional
circumstances may have on the ability of such institutions to
acquire high-speed, large bandwidth capacity access to achieve
universal connectivity as an effective tool in the education
process; and
(4) include options and recommendations for the various
entities responsible for elementary and secondary education to
address the challenges and issues identified in the reports.
SEC. 205. BROADBAND DEMONSTRATION PROJECTS.
(a) Projects Authorized.--As part of the Next Generation Internet
activities authorized under section 103(a)(3) of the High-Performance
Computing Act of 1991 (15 U.S.C. 5513(a)(3)), the agencies
participating in the Next Generation Internet program are authorized to
provide such broadband Internet connections to schools as necessary to
conduct demonstration projects to determine the uses and effectiveness
of broadband connections in science, mathematics, and technology
education in elementary and secondary schools. The projects shall be
carried out in coordination with the experiments authorized under
section 201.
(b) Assessments.--The agencies sponsoring projects under subsection
(a) shall identify metrics to assess the educational effectiveness of
the projects, put in place procedures to make such an assessment for
each project supported, and document and disseminate the findings of
the assessments. Descriptions of the projects and the findings of the
assessments of projects shall be included in the reports required under
section 204(a).
(c) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $10,000,000 for each of fiscal
years 2002 through 2004.
TITLE III--INCREASING PARTICIPATION BY UNDERREPRESENTED GROUPS IN
SCIENCE AND ENGINEERING
SEC. 301. MATHEMATICS AND SCIENCE PROFICIENCY PARTNERSHIPS.
(a) Findings.--Congress finds the following:
(1) Proficiency in mathematics, science, and information
technology is necessary to prepare all students in the United
States for participation in the 21st Century and to guarantee
that the United States economy remains vibrant and competitive.
(2) In order to achieve such results, it is important that
the Federal Government shows interest in economically
disadvantaged students who have not been provided with
opportunities that will improve their knowledge of mathematics,
science, and technology.
(3) Many economically disadvantaged students in urban and
rural America share a common need to receive a quality
education, but often the schools of such students lack the
needed resources to lift those students into the information
age.
(4) The schools and businesses serving urban and rural
communities are strategically positioned to form a unique
partnership with students that will increase their mathematics,
science, and technology proficiency and encourage and support
their undergraduate study in those fields for the benefit of
the Nation.
(b) Authority.--
(1) In general.--
(A) Grant program.--The Director shall establish a
demonstration project under which the Director awards
grants in accordance with this section to eligible
local educational 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
to enhance teacher quality in those fields.
(2) Program requirements.--A program described in paragraph
(1) shall--
(A) provide teacher professional development
specifically in information technology, mathematics,
and science; and
(B) provide students with a rich standards-based
course of study in mathematics, science, and
information technology.
(c) Eligible Local Educational Agencies.--For purposes of this
section, a local educational agency is eligible to receive a grant
under this section if the agency--
(1) provides assurances that it has executed conditional
agreements with representatives of the private sector to
provide services and funds described in subsection (d); and
(2) agrees to enter into an agreement with the Director to
comply with the requirements of this section.
(d) Private Sector Participation.--The conditional agreements
referred to in subsection (c)(1) shall describe participation by the
private sector, including--
(1) the donation of computer hardware, software, and other
technology tools;
(2) the establishment of internship and mentoring
opportunities for students who participate in the mathematics,
science, and information technology program; and
(3) the donation of higher education scholarship funds for
eligible students to continue their study of mathematics,
science, and information technology.
(e) Application.--
(1) In general.--To apply for a grant under this section,
each eligible local educational agency shall submit an
application to the Director in accordance with guidelines
established by the Director pursuant to paragraph (2).
(2) Guidelines.--
(A) Requirements.--The guidelines referred 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 program
requirements under paragraphs (1)(B) and (2) of
subsection (b);
(ii) a description of the higher education
scholarship program, including criteria for
selection, duration of scholarship, number of
scholarships to be awarded each year, and
funding levels for scholarships; and
(iii) evidence of private sector
participation and financial support to
establish an internship, mentoring, and
scholarship program.
(B) Guideline publication.--The Director shall
issue and publish such guidelines not later than 6
months after the date of the enactment of this Act.
(3) Selection.--The Director shall select a local
educational agency to receive an award under this section on
the basis of merit to be determined after conducting a
comprehensive review.
(f) Priority.--The Director shall give special priority in awarding
grants under this section to eligible local educational agencies that--
(1) demonstrate the greatest ability to obtain commitments
from representatives of the private sector to provide services
and funds described under subsection (d); and
(2) demonstrate the greatest economic need.
(g) Assessment.--The Director shall assess the effectiveness of
activities carried out under this section.
(h) Study and Report.--The Director--
(1) shall initiate an evaluative study of the effectiveness
of the activities carried out under this section in improving
student performance in mathematics, science, and information
technology at the precollege level and in stimulating student
interest in pursuing undergraduate studies in those fields; and
(2) shall report the findings of the study to Congress not
later than 4 years after the award of the first scholarship.
Such report shall include the number of students 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.
(i) Definitions.--In this section:
(1) The term ``conditional agreement'' means an arrangement
between representatives of the private sector and local
educational agencies to provide certain services and funds,
such as, but not limited to, the donation of computer hardware
and software, the establishment of internship and mentoring
opportunities for students who participate in mathematics,
science, and information technology programs, and the donation
of scholarship funds for use at institutions of higher
education by eligible students who have participated in the
mathematics, science, and information technology programs.
(2) The term ``eligible student'' means a student enrolled
in the 12th grade who--
(A) has participated in a mathematics, science, and
an information technology program established pursuant
to this section;
(B) has demonstrated a commitment to pursue a
career in information technology, mathematics, science,
or engineering; and
(C) has attained high academic standing and
maintains a grade point average of not less than 2.7 on
a 4.0 scale for the period from the beginning of the
10th grade through the time of application for a
scholarship.
(j) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2002 through 2004.
(k) Maximum Grant Award.--An award made to an eligible local
educational agency under this section may not exceed $300,000.
SEC. 302. GO GIRL GRANTS.
(a) Short Title.--This section may be cited as the ``Getting Our
Girls Ready for the 21st Century Act (Go Girl Act)''.
(b) Findings.--Congress finds the following:
(1) Women have historically been underrepresented in
science, mathematics, engineering, and technology occupations.
(2) Female students take fewer high-level mathematics 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, masters, and
doctoral degrees in science, mathematics, engineering, and
technology than male students.
(5) Early career exploration is key to choosing a career.
(6) Teachers' attitudes, methods of teaching, and classroom
atmosphere affect females' interest in nontraditional fields.
(7) Stereotypes about appropriate careers for females, a
lack of female role models, and a lack of basic career
information significantly deter girls' interest in science,
mathematics, engineering, and technology careers.
(8) Females consistently rate themselves significantly
lower than males in computer ability.
(9) Limited access is a hurdle faced by females seeking
jobs in science, mathematics, engineering, and technology.
(10) Common recruitment and hiring practices make extensive
use of traditional networks that often overlook females.
(c) Program Authority.--
(1) In general.--The Director is authorized to provide
grants to and enter into contracts or cooperative agreements
with local educational agencies and institutions of higher
education to encourage the ongoing interest of girls in
science, mathematics, engineering, and technology and to
prepare girls to pursue undergraduate and graduate degrees and
careers in science, mathematics, engineering, 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 information as the Director may
reasonably require.
(B) Contents.--The application referred to in
subparagraph (A) shall contain, at a minimum, the
following:
(i) A specific program description,
including the content of the program and the
research and models used to design the program.
(ii) A description of how an eligible
entity will provide for collaboration between
elementary and secondary school programs to
fulfill goals of the grant program.
(iii) An explanation regarding the
recruitment and selection of participants.
(iv) A description of the instructional and
motivational activities planned to be used.
(v) An evaluation plan.
(d) Uses of Funds for Elementary School Program.--Under grants
awarded pursuant to subsection (c), funds may be used for the
following:
(1) Encouraging girls in grades 4 through 8 to enjoy and
pursue studies in science, mathematics, engineering, and
technology.
(2) Acquainting such girls with careers in science,
mathematics, engineering, and technology.
(3) Educating the parents of such girls about the
difficulties faced by girls to maintain an interest and desire
to achieve in science, mathematics, engineering, and
technology, and enlisting the help of the parents in overcoming
these difficulties.
(4) Tutoring of such girls in reading, science,
mathematics, engineering, and technology.
(5) Mentoring relationships for such girls, both in person
and through the Internet.
(6) Paying the costs for such girls of attending events and
academic programs in science, mathematics, engineering, and
technology.
(7) After-school activities designed to encourage the
interest of such girls in science, mathematics, engineering,
and technology.
(8) Summer programs for such girls designed to encourage
interest in, and develop skills in, science, mathematics,
engineering, and technology.
(9) Purchasing software designed for such girls, or
designed to encourage such girls' interest in science,
mathematics, engineering, and technology.
(10) Field trips for such girls to locations that educate
and encourage such girls' interest in science, mathematics,
engineering, and technology.
(11) Field trips to locations that acquaint such girls with
careers in science, mathematics, engineering and technology.
(12) Purchasing and disseminating information to parents of
such girls that will help parents to encourage their daughters'
interest in science, mathematics, engineering, and technology.
(e) Uses of Funds for Secondary School Program.--Under grants
awarded pursuant to subsection (c), funds may be used for the
following:
(1) Encouraging girls in grades 9 and higher to major in
science, mathematics, engineering, and technology in a
postsecondary institution.
(2) Providing academic advice and assistance in high school
course selection for such girls.
(3) Encouraging such girls to plan for careers in science,
mathematics, engineering, and technology.
(4) Educating the parents of such girls about the
difficulties faced by girls to maintain an interest and desire
to achieve in science, mathematics, engineering, and
technology, and enlisting the help of the parents in overcoming
these difficulties.
(5) Tutoring for such girls in science, mathematics,
engineering, and technology.
(6) Mentoring relationships for such girls, both in person
and through the Internet.
(7) Paying the costs for such girls of attending events and
academic programs in science, mathematics, engineering, and
technology.
(8) Paying 50 percent of the cost of internships for such
girls in science, mathematics, engineering, or technology.
(9) After-school activities designed to encourage the
interest of such girls in science, mathematics, engineering,
and technology, including the cost of that portion of a staff salary to
supervise these activities.
(10) Summer programs for such girls designed to encourage
interest in and develop skills in science, mathematics,
engineering, and technology.
(11) Purchasing software designed for such girls, or
designed to encourage such girls' interest in science,
mathematics, engineering, and technology.
(12) Field trips for such girls to locations that educate
and encourage such girls' interest in science, mathematics,
engineering, and technology.
(13) Field trips to locations that acquaint such girls with
careers in science, mathematics, engineering, and technology.
(14) Visits to institutions of higher education to acquaint
such girls with college-level programs in science, mathematics,
engineering, or technology, and to meet with educators and
female college students who will encourage them to pursue
degrees in science, mathematics, engineering, and technology.
(f) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $10,000,000 for each of fiscal years 2002 through 2004.
SEC. 303. ARTICULATION PARTNERSHIPS BETWEEN COMMUNITY COLLEGES AND
SECONDARY SCHOOLS.
(a) Outreach Grants.--In making awards for outreach grants
authorized under section 3(c)(2) of the Scientific and Advanced-
Technology Act of 1992 (42 U.S.C. 1862i(c)(2)), the Director shall give
priority to proposals that involve secondary schools with a majority of
students from groups that are underrepresented in the science,
mathematics and engineering workforce. Awards in such cases shall not
be subject to the requirement under section 3(f)(3) of such Act for a
matching contribution.
(b) Authorization of Appropriations.--There are authorized to be
appropriated to the National Science Foundation to carry out this
section $5,000,000 for each of fiscal years 2002 through 2004.
TITLE IV--COORDINATION OF SCIENCE EDUCATION PROGRAMS
SEC. 401. INTERAGENCY COORDINATION COMMITTEE.
(a) Establishment.--The Director of the Office of Science and
Technology Policy shall establish an interagency committee to
coordinate Federal programs in support of science and mathematics
education at the elementary and secondary level.
(b) 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
Administration, the Department of Education, and other Federal agencies
that have programs directed toward support of elementary and secondary
science and mathematics education.
(c) Functions.--The committee shall--
(1) prepare a catalog of Federal research, development,
demonstration, and other programs designed to improve
elementary and secondary science or mathematics education,
including for each program a summary of goals and the kinds of
activities supported, a summary of accomplishments (including
evidence of effectiveness in improving student learning), the
funding level, and, for grant programs, the eligibility
requirements and the selection process for awards;
(2) review the programs identified under paragraph (1) in
order to--
(A) determine the relative funding levels for--
(i) teacher professional development;
(ii) curricular materials;
(iii) improved classroom teaching
practices;
(iv) applications of computers and related
information technologies; and
(v) other major categories of activities;
(B) assess whether the balance among funding of
activities as determined under subparagraph (A) is
appropriate and whether unnecessary duplication or
overlap among programs exists;
(C) assess the degree to which the programs assist
the efforts of State and local school systems to
implement standards-based reform of science and
mathematics education, and group the programs in
categories of high, moderate, and low relevance for
assisting standards-based reform;
(D) for grant programs, identify ways to simplify
application procedures and requirements and to achieve
greater conformity among the procedures and
requirements of the applicable agencies; and
(E) evaluate the adequacy of the assessment
procedures used by the agencies to determine whether
the goals and objectives of programs are being
achieved, and identify the best practices identified
from the evaluation for assessment of program
effectiveness; and
(3) monitor the implementation of the plan developed under
section 403 and provide to the Director of the Office of
Science and Technology Policy its findings and recommendations
for modifications to that plan.
SEC. 402. EXTERNAL REVIEW.
The Director shall enter into an agreement with the National
Research Council to conduct an independent review of programs as
described in section 401(c)(2) and to develop findings and
recommendations. The findings and recommendations from the National
Research Council review of programs shall be reported to the Director
of the Office of Science and Technology Policy and to Congress.
SEC. 403. EDUCATION PLAN.
(a) Plan Contents.--On the basis of the findings of the review
carried out in accordance with section 401(c)(2) and taking into
consideration the findings and recommendations of the National Research
Council in accordance with section 402, 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--
(1) 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;
(2) a coordinated approach for identifying best practices
for the use of computers and related information technologies
in classroom instruction;
(3) 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;
(4) identification of effective Federal programs that have
made measurable contributions to achieving standards-based
science and mathematics education reform;
(5) recommendations to departments and agencies for actions
needed to increase uniformity across the Federal Government for
application procedures and requirements for grant awards for
support of elementary and secondary science and mathematics
education; and
(6) dissemination procedures for replicating results from
effective programs, particularly best practices for classroom
instruction.
(b) Consultation.--The Director shall consult with academic, State,
industry, and other appropriate entities engaged in efforts to reform
science and mathematics education as necessary and appropriate for
preparing the plan under subsection (a).
SEC. 404. 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 shall convene the first of an
annual 3- to 5-day conference for kindergarten through the 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) Authorization of Appropriations.--There are authorized to be
appropriated for the National Science Foundation to carry out this
section--
(1) $300,000 for fiscal year 2002; and
(2) $200,000 for each of fiscal years 2003 and 2004.
SEC. 405. REPORTS.
(a) Initial Coordination Report.--The Director of the Office of
Science and Technology Policy shall submit to Congress, not later than
1 year after the date of the enactment of this Act, a report which--
(1) includes the plan described in section 403(a);
(2) in accordance with section 403(a)(3), describes, for
each agency represented on the committee established under
section 401(a), appropriate levels of Federal funding;
(3) includes the catalog prepared under section 401(c)(1);
(4) includes the findings from the review required under
section 401(c)(2);
(5) includes the findings and recommendations of the
National Research Council developed under section 402; and
(6) describes the procedures used by each agency
represented on the committee to assess the effectiveness of its
education programs.
(b) Annual Updates.--The Director of the Office of Science and
Technology Policy shall submit to Congress an annual update, at the
time of the submission of the President's annual budget request, of the
report submitted under subsection (a), which shall include, for each
agency represented on the committee, appropriate levels of Federal
funding for the fiscal year during which the report is submitted and
the levels proposed for the fiscal year for which the budget submission
applies.
(c) Conference Report and Publication.--At the conclusion of the
conference required under section 404, the Director shall--
(1) transmit to the Committee on Science of the House of
Representatives and to the Committee on Commerce, Science, and
Transportation of the 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.
<all>