Text: H.Con.Res.57 — 101st Congress (1989-1990)All Information (Except Text)

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HCON 57 IH
101st CONGRESS
1st Session
H. CON. RES. 57
To express the sense of the Congress that science, mathematics, and technology
education should be a national priority.
IN THE HOUSE OF REPRESENTATIVES
February 23, 1989
Mr. SAWYER submitted the following concurrent resolution; which was referred
to the Committee on Education and Labor
CONCURRENT RESOLUTION
To express the sense of the Congress that science, mathematics, and technology
education should be a national priority.
Whereas there is a strong correlation between the quality of education and
the economic competitiveness of the Nation;
Whereas the need for improvement in education is acute in the areas of science,
mathematics, and technology;
Whereas a national science education policy must be sensitive to the goals of
(1) ensuring that all young persons achieve a level of technological literacy
adequate to prepare them for the demands of a scientific and technologically
oriented society; and (2) fulfilling the need for a deep pool of talented
American leaders in science and technological research and development;
Whereas numerous research reports indicate the Nation is not achieving
these goals;
Whereas the most recent assessment of educational progress in the United
States reveals that a majority of 17-year-olds are poorly equipped for
informed citizenship and productive performance in the workplace; and
Whereas women and minorities, who will comprise 85 percent of the entering
workforce by the year 2000, continue to be underserved by science and
mathematics: Now, therefore, be it
  Resolved by the House of Representatives (the Senate concurring), That it
  is the sense of the Congress that--
  (1) this Nation should dedicate its resources to the development of a broad
  pool of citizens who are functionally literate in science, mathematics,
  and technology;
  (2) a national science education policy in the coming decade should address
  the crucial need areas of--
  (A) serving students who traditionally have been underserved and underexposed
  to the disciplines of science, mathematics, and technology, including
  students from remote geographical areas and students from inner city areas;
  (B) curriculum development with strong emphasis on reinforcing science
  and mathematics concepts at each grade level; and
  (C) preparing teachers adequately for these disciplines; and
  (3) this national challenge can be met through the Nation's schools with
  strong leadership from Federal, State, and local governments and with
  long-term commitments from the civic, business, and engineering communities.