diff --git "a/data/CHRG-110/CHRG-110hhrg33801.txt" "b/data/CHRG-110/CHRG-110hhrg33801.txt"
new file mode 100644--- /dev/null
+++ "b/data/CHRG-110/CHRG-110hhrg33801.txt"
@@ -0,0 +1,7700 @@
+
+ - SCIENCE AND TECHNOLOGY LEADERSHIP IN A 21ST CENTURY GLOBAL ECONOMY
+
+[House Hearing, 110 Congress]
+[From the U.S. Government Publishing Office]
+
+
+
+
+ SCIENCE AND TECHNOLOGY LEADERSHIP
+ IN A 21ST CENTURY GLOBAL ECONOMY
+
+=======================================================================
+
+ HEARING
+
+ BEFORE THE
+
+ COMMITTEE ON SCIENCE AND TECHNOLOGY
+ HOUSE OF REPRESENTATIVES
+
+ ONE HUNDRED TENTH CONGRESS
+
+ FIRST SESSION
+
+ __________
+
+ MARCH 13, 2007
+
+ __________
+
+ Serial No. 110-10
+
+ __________
+
+ Printed for the use of the Committee on Science and Technology
+
+
+ Available via the World Wide Web: http://www.house.gov/science
+
+ ______
+
+
+
+ U.S. GOVERNMENT PRINTING OFFICE
+
+33-801 PDF WASHINGTON DC: 2007
+---------------------------------------------------------------------
+For sale by the Superintendent of Documents, U.S. Government Printing
+Office Internet: bookstore.gpo.gov Phone: toll free (866)512-1800
+DC area (202)512-1800 Fax: (202) 512-2250 Mail Stop SSOP,
+Washington, DC 20402-0001
+
+
+ COMMITTEE ON SCIENCE AND TECHNOLOGY
+
+ HON. BART GORDON, Tennessee, Chairman
+JERRY F. COSTELLO, Illinois RALPH M. HALL, Texas
+EDDIE BERNICE JOHNSON, Texas F. JAMES SENSENBRENNER JR.,
+LYNN C. WOOLSEY, California Wisconsin
+MARK UDALL, Colorado LAMAR S. SMITH, Texas
+DAVID WU, Oregon DANA ROHRABACHER, California
+BRIAN BAIRD, Washington KEN CALVERT, California
+BRAD MILLER, North Carolina ROSCOE G. BARTLETT, Maryland
+DANIEL LIPINSKI, Illinois VERNON J. EHLERS, Michigan
+NICK LAMPSON, Texas FRANK D. LUCAS, Oklahoma
+GABRIELLE GIFFORDS, Arizona JUDY BIGGERT, Illinois
+JERRY MCNERNEY, California W. TODD AKIN, Missouri
+PAUL KANJORSKI, Pennsylvania JO BONNER, Alabama
+DARLENE HOOLEY, Oregon TOM FEENEY, Florida
+STEVEN R. ROTHMAN, New Jersey RANDY NEUGEBAUER, Texas
+MICHAEL M. HONDA, California BOB INGLIS, South Carolina
+JIM MATHESON, Utah MICHAEL T. MCCAUL, Texas
+MIKE ROSS, Arkansas MARIO DIAZ-BALART, Florida
+BEN CHANDLER, Kentucky PHIL GINGREY, Georgia
+RUSS CARNAHAN, Missouri BRIAN P. BILBRAY, California
+CHARLIE MELANCON, Louisiana ADRIAN SMITH, Nebraska
+BARON P. HILL, Indiana VACANCY
+HARRY E. MITCHELL, Arizona
+CHARLES A. WILSON, Ohio
+ C O N T E N T S
+
+ March 13, 2007
+
+ Page
+Witness List..................................................... 2
+
+Hearing Charter.................................................. 3
+
+ Opening Statements
+
+Statement by Representative Bart Gordon, Chairman, Committee on
+ Science and Technology, U.S. House of Representatives.......... 18
+ Written Statement............................................ 19
+
+Statement by Representative Ralph M. Hall, Minority Ranking
+ Member, Committee on Science and Technology, U.S. House of
+ Representatives................................................ 20
+ Written Statement............................................ 22
+
+Prepared Statement by Representative Eddie Bernice Johnson,
+ Member, Committee on Science and Technology, U.S. House of
+ Representatives................................................ 23
+
+Prepared Statement by Representative Russ Carnahan, Member,
+ Committee on Science and Technology, U.S. House of
+ Representatives................................................ 23
+
+Prepared Statement by Representative Harry E. Mitchell, Member,
+ Committee on Science and Technology, U.S. House of
+ Representatives................................................ 25
+
+Prepared Statement by Representative Vernon J. Ehlers, Member,
+ Committee on Science and Technology, U.S. House of
+ Representatives................................................ 26
+
+ Witnesses:
+
+Mr. Norman R. Augustine, Chair, Committee on Prospering in the
+ Global Economy of the 21st Century, Committee on Science,
+ Engineering, and Public Policy, Division on Policy and Global
+ Affairs, the National Academies; Former Chairman and CEO,
+ Lockheed Martin Corporation
+ Oral Statement............................................... 26
+ Written Statement............................................ 28
+ Biography.................................................... 32
+
+Mr. Harold McGraw III, Chairman and CEO, The McGraw-Hill
+ Companies; Chairman, Business Roundtable
+ Oral Statement............................................... 33
+ Written Statement............................................ 35
+ Biography.................................................... 40
+
+Dr. Robert C. Dynes, Professor of Physics and Material Science;
+ President, University of California
+ Oral Statement............................................... 40
+ Written Statement............................................ 43
+ Biography.................................................... 56
+
+Dr. Craig R. Barrett, Chairman of the Board, Intel Corporation
+ Oral Statement............................................... 57
+ Written Statement............................................ 59
+
+Dr. Neal Lane, Malcolm Gillis University Professor, and Senior
+ Fellow of the James A. Baker III Institute for Public Policy,
+ Rice University
+ Oral Statement............................................... 61
+ Written Statement............................................ 63
+ Biography.................................................... 67
+
+Ms. Deborah L. Wince-Smith, President, Council on Competitiveness
+ Oral Statement............................................... 68
+ Written Statement............................................ 70
+ Biography.................................................... 78
+
+Discussion....................................................... 79
+
+ Appendix 1: Answers to Post-Hearing Questions
+
+Mr. Norman R. Augustine, Chair, Committee on Prospering in the
+ Global Economy of the 21st Century, Committee on Science,
+ Engineering, and Public Policy, Division on Policy and Global
+ Affairs, the National Academies; Former Chairman and CEO,
+ Lockheed Martin Corporation.................................... 106
+
+Mr. Harold McGraw III, Chairman and CEO, The McGraw-Hill
+ Companies; Chairman, Business Roundtable....................... 110
+
+Dr. Robert C. Dynes, Professor of Physics and Material Science;
+ President, University of California............................ 113
+
+Dr. Craig R. Barrett, Chairman of the Board, Intel Corporation... 115
+
+Dr. Neal Lane, Malcolm Gillis University Professor, and Senior
+ Fellow of the James A. Baker III Institute for Public Policy,
+ Rice University................................................ 117
+
+Ms. Deborah L. Wince-Smith, President, Council on Competitiveness 119
+
+ Appendix 2: Additional Material for the Record
+
+Section-by-Section Summary of H.R. 362........................... 122
+
+Section-by-Section Summary of H.R. 363........................... 124
+
+
+ SCIENCE AND TECHNOLOGY LEADERSHIP IN A 21ST CENTURY GLOBAL ECONOMY
+
+ ----------
+
+
+ TUESDAY, MARCH 13, 2007
+
+ House of Representatives,
+ Committee on Science and Technology,
+ Washington, DC.
+
+ The Committee met, pursuant to call, at 1:05 p.m., in Room
+2318 of the Rayburn House Office Building, Hon. Bart Gordon
+[Chairman of the Committee] presiding.
+
+
+ hearing charter
+
+ COMMITTEE ON SCIENCE AND TECHNOLOGY
+
+ U.S. HOUSE OF REPRESENTATIVES
+
+ Science and Technology Leadership
+
+ in a 21st Century Global Economy
+
+ tuesday, march 13, 2007
+ 1:00 p.m.-3:30 p.m.
+ 2318 rayburn house office building
+
+1. Purpose
+
+ On Tuesday, March 13, 2007, the House Committee on Science and
+Technology will hold a hearing to receive testimony on the critical
+importance of science and technology to our nation's prosperity. The
+focus is on the provisions of the National Academy of Sciences report
+entitled Rising Above the Gathering Storm: Energizing and Employing
+America for a Brighter Economic Future. Witnesses have been asked to
+address the reasoning behind the education and research recommendations
+enunciated in that report.
+
+2. Witnesses
+
+Mr. Norman R. Augustine, Retired Chairman and CEO of the Lockheed
+Martin Corporation. Mr. Augustine chaired the National Academy of
+Sciences (NAS) committee that wrote the Gathering Storm report.
+
+Mr. Harold McGraw III, Chairman, President, and CEO of the McGraw Hill
+Companies. Mr. McGraw is the Chairman of the Business Roundtable.
+
+Dr. Robert Dynes, President of the University of California. Dr. Dynes
+is Professor of Physics and Materials Science and a member of the
+National Academy of Sciences.
+
+Dr. Craig Barrett, Chairman and CEO of Intel Corporation. Dr. Barrett
+served on the NAS committee that wrote the Gathering Storm report.
+
+Dr. Neal Lane, Malcolm Gillis University Professor at Rice University
+and Senior Fellow at the James Baker III Institute for Public Policy.
+Dr. Lane was the Director of the National Science Foundation from 1993
+to 1998 and Director of the White House Office of Science and
+Technology Policy from 1998 to 2001.
+
+Ms. Deborah Wince-Smith, President of the Council on Competitiveness.
+Ms. Wince-Smith has held numerous positions in government as an expert
+on innovation policy.
+
+3. Overarching Questions
+
+ Why is the promotion of science and technology so
+ critical to America's prosperity? Where do we stand today, and
+ where do we need to be in the future?
+
+ What should be the federal government's role in
+ advancing the science and technology agenda? What should be the
+ top priorities in science education and research? Do H.R. 362
+ and H.R. 363 address the most critical needs?
+
+4. Brief Overview
+
+ Henry Luce, publisher of Time Magazine, coined the term ``the
+American century'' in 1941 to describe his vision of the 20th century.
+Indeed, after World War II, the U.S. economy grew substantially, and
+economists estimate that about half of U.S. economic growth was the
+result of technological innovation. Indeed, during the 20th century,
+the United States became a world leader in science and technology
+education and research and in innovation, and economic indicators
+demonstrated that the United States offered a high standard of living
+to its citizens.
+ In the 1990's however, during a period in which the United States
+was known as the world's lone ``superpower,'' a number of indicators
+suggested that U.S. prosperity was diminishing. The United States trade
+surplus in high-technology products that was $54 billion in 1990 turned
+into a trade deficit of $50 billion in 2004. A number of iconic
+American companies moved assets, jobs, and ownership overseas. And
+American students performed poorly in several international assessments
+of math and science achievement.
+ In May of 2005, Senators Lamar Alexander and Jeff Bingaman asked
+the National Academy of Sciences (NAS) to conduct a study of ``the most
+urgent challenges the United States faces in maintaining leadership in
+key areas of science and technology.'' In June, Congressmen Sherwood
+Boehlert and Bart Gordon wrote to the NAS to endorse the Senate request
+for a study and to suggest some additional specific questions. The
+National Academy assembled a Committee on Prospering in the Global
+Economy of the 21st Century, and on October 12, 2005, that committee
+issued a report entitled Rising Above the Gathering Storm: Energizing
+and Employing America for a Brighter Economic Future.
+ That report, whose title we abbreviate to Gathering Storm, offered
+four recommendations:
+
+ Recommendation A: Increase America's talent pool by
+ vastly improving K-12 science and mathematics education.
+
+ Recommendation B: Sustain and strengthen the Nation's
+ traditional commitment to long-term basic research that has the
+ potential to be transformational to maintain the flow of new
+ ideas that fuel the economy, provide security, and enhance the
+ quality of life.
+
+ Recommendation C: Make the United States the most
+ attractive setting in which to study and perform research so
+ that we can develop, recruit, and retain the best and brightest
+ students, scientists, and engineers from within the United
+ States and throughout the world.
+
+ Recommendation D: Ensure that the United States is
+ the premier place in the world to innovate; invest in
+ downstream activities such as manufacturing and marketing; and
+ create high-paying jobs based on innovation by such actions as
+ modernizing the patent system, realigning tax policies to
+ encourage innovation, and ensuring affordable broadband access.
+
+ Along with each recommendation, the report spelled out several
+specific action items to pursue in order to implement the
+recommendation.
+ On October 20, 2005, the Committee on Science of the 109th Congress
+held a hearing, entitled ``Science, Technology, and Global Economic
+Competitiveness.'' The witnesses at that hearing were Norm Augustine,
+retired Chairman and CEO of Lockheed Martin Corporation and Chair of
+the NAS committee that wrote the Gathering Storm report; Roy Vagelos,
+retired Chairman and CEO of Merck & Co. and member of the NAS committee
+that wrote the report; and William Wulf, President of the National
+Academy of Engineering. In their testimony, these witnesses promoted
+the recommendations of the report and argued that the action items were
+critical and urgent.
+ The Gathering Storm report quickly became influential in promoting
+a national agenda on innovation and competitiveness. In the 109th
+Congress, the House Committee on Science reported two pieces of
+legislation implementing a number of the Gathering Storm action items.
+The first of these bills was H.R. 5356, the Research for
+Competitiveness Act. The second was H.R. 5358, the Science and
+Mathematics Education for Competitiveness Act. Together, these bills
+addressed many of the action items related to Recommendations A and B.
+The bills were never brought to the Floor of the House.
+ In the 110th Congress, Chairman Bart Gordon introduced three
+competitiveness bills, again attempting to implement the Gathering
+Storm recommendations that address science and technology. The first of
+these, H.R. 362, entitled ``10,000 Teachers, 10,000,000 Minds Science
+and Math Scholarship Act,'' parallels in large part H.R. 5358 from the
+109th Congress. The second of these, H.R. 363, entitled ``Sowing the
+Seeds Through Science and Engineering Research Act,'' parallels in
+large part H.R. 4346 from the 109th Congress. (The third bill, H.R.
+364, is to provide for an Advanced Research Projects Agency for Energy
+and is not the focus of the present hearing.)
+ On February 28, 2007, the Committee on Science and Technology
+marked up H.R. 363 and passed an amended version of the introduced
+bill. A summary of that bill, along with a summary of H.R. 362, appears
+below.
+
+5. Specific Questions for the Witnesses
+
+ Each witness received a letter of invitation to testify at the
+hearing. In that letter, the witnesses were asked to address the
+overarching questions related to the hearing. In addition, each witness
+was asked to address an aspect of the hearing focus that relates to
+their realm of expertise.
+ Mr. Augustine was asked to describe the reasoning behind the
+priorities that resulted in the recommendations in Gathering Storm
+report. Dr. Barrett was asked the same question, and in addition was
+asked about his thoughts on what changes are needed in STEM education
+in order for the Nation to meet the future workforce needs of industry.
+ Mr. McGraw and Ms. Wince-Smith were asked what changes are needed
+in STEM education in order to meet the future workforce needs of
+business and industry. The Business Roundtable and the Council on
+Competitiveness both represent broad coalitions of business interests.
+ Dr. Dynes was asked to describe the California Teach program: how
+the Cal Teach model came into being; what the challenges are to putting
+it in place; what we are learning from the program about recruiting and
+preparing science, math, and engineering college majors to become STEM
+teachers; and what factors are important for emulating similar programs
+on a national scale.
+ Dr. Lane was asked to comment on the appropriateness of the
+proposed role of NSF in administering the STEM education programs
+contained in H.R. 362. In particular, Dr. Lane was asked to address how
+these NSF programs interact with STEM education activities at the
+Department of Education.
+
+6. The Provisions of the Bills
+
+H.R. 362--The ``10,000 Teachers, 10 Million Minds'' Science and Math
+ Scholarships Act
+ The bill implements most of the K-12 science education
+recommendations of the Gathering Storm report. It establishes a teacher
+education program at the National Science Foundation (NSF) to encourage
+math, science and engineering faculty to work with education faculty to
+improve the education of science and math teachers and to provide
+scholarships to science, math and engineering students who commit to
+become science or math teachers at elementary and secondary schools;
+authorizes summer teacher training institutes at NSF and DOE to improve
+the content knowledge and pedagogical skills of in-service science and
+math teachers, including preparing them to teach Advanced Placement and
+International Baccalaureate courses in science and math; requires that
+NSF include support for Master's degree programs for in-service science
+and mathematics teachers within the NSF Math and Science Partnerships;
+and authorizes funding for the NSF STEM Talent Expansion program and
+expands the program to include centers for improving undergraduate STEM
+education.
+
+Sectional Summary of Bill
+
+Section 1 is the Table of Contents.
+
+Section 2 reports findings on the role of NSF in K-12 and undergraduate
+STEM education.
+
+Section 3 spells out definitions used in the bill.
+
+Title I--Science Scholarships
+
+Section 101 is the short title of the bill.
+
+Section 102 reports findings relating the bill to the NAS report
+recommendations.
+
+Section 103 describes the policy objective of the bill--to increase by
+10,000 annually the number of capable K-12 science and math teachers.
+
+Section 104 amends the NSF Noyce Scholarship program, established by
+the NSF Authorization Act of 2002, to create incentives for colleges
+and universities to improve the training of STEM teachers and increases
+the size and duration of the scholarships provided for science, math,
+and engineering majors who pursue teaching credentials:
+
+ Provides competitive awards to institutions of higher
+ education (or consortia of such institutions) that (1)
+ establish cross-department faculty teams (science, math and
+ engineering faculty along with education faculty) to develop
+ courses of instruction leading to baccalaureate degrees in
+ fields of science, math and/or engineering and also preparing
+ graduates to become certified or licensed to teach in a K-12
+ classroom, and (2) administer scholarships for students during
+ their sophomore through senior years and summer internships
+ during their freshman years.
+
+ Requires early field teaching experiences for student
+ teachers in the program under the supervision of highly
+ experienced and effective teachers.
+
+ Requires awardees to provide professional development
+ and mentoring support to scholarship recipients, after
+ matriculation.
+
+ Sets scholarship amounts at the cost of attendance at
+ particular institutions, not to exceed $10,000 per year, and
+ provides up to three years of scholarship support for any
+ individual.
+
+ Requires scholarship recipients to commit to teaching
+ for up to six years following graduation (the period of
+ teaching commitment is based on the number of years of
+ scholarship support), reduces the commitment by one year for
+ individuals who teach at high-need schools, and converts the
+ scholarships to loans if the teaching commitment is not met.
+
+ Authorizes the NSF to accept donations from the
+ private sector to help support scholarships and internships.
+
+ Authorizes $70 million for NSF for FY 2008, $101
+ million for FY 2009, $133 million for FY 2010, $164 million for
+ FY 2011, and $196 million for FY 2012.
+
+Title II--Mathematics and Science Education Improvement
+
+Section 201 amends the NSF Math and Science Education Partnerships
+program established by the NSF Authorization Act of 2002:
+
+ Specifies that priority for awards under the program
+ be given to applications that include teacher training
+ activities as a main focus.
+
+ Authorizes teacher training activities to prepare
+ teachers to teach Advanced Placement and International
+ Baccalaureate science or math courses and provides for
+ mentoring by professional scientists, mathematicians and
+ engineers.
+
+ Authorizes the development of master's degree
+ programs for in-service science and math teachers.
+
+Section 202 addresses teacher institute programs at NSF and DOE:
+
+ NSF is directed to establish a grant program to
+ support summer or academic year teacher institutes and
+ authorizes summer teacher institutes as a component of the NSF
+ 21st Century program. Such summer institutes are required to
+ include teacher training activities to prepare teachers to
+ teach Advanced Placement and International Baccalaureate
+ science or math courses.
+
+ Authorizes $32 million for NSF for FY 2008, $35.2
+ million for FY 2009, and $38.7 million for FY 2010, $42.6
+ million for FY 2011, and $46.8 million for FY 2012.
+
+ The following amounts are authorized for the existing
+ Laboratory Science Teacher Professional Development program at
+ DOE: $3 million for FY 2008, $8 million for FY 2009, and $10
+ million for each year FY 2010 through FY 2012.
+
+Section 203 requires NSF to ensure that, under the Math and Science
+Partnership program, Master's degree programs are developed and
+implemented for in-service math and science teachers, who attend on a
+part-time basis and who will be able to complete the degree
+requirements within two years. The programs have the following
+features:
+
+ Provide stipends to defray the cost of attendance for
+ teachers in the program.
+
+ Allow for support for the development of the courses
+ of instruction and related educational materials and equipment
+ (offering of online learning is an option).
+
+ Require the distribution of awards among institutions
+ of different sizes and geographic locations.
+
+ Authorizes for this program $46 million for NSF for FY 2008, $50.6
+million for FY 2009, $55.7 million for FY 2010, $61.2 million for FY
+2011, and $67.3 million for FY 2012.
+
+Section 204 establishes a national panel of experts to identify and
+collect K-12 science and mathematics teaching materials that have been
+demonstrated to be effective and to recommend the development of new
+materials in areas where effective materials do not exist; and directs
+NSF and the Department of Education to develop ways to disseminate
+effective materials and support efforts to develop new materials, in
+accordance with the recommendations of the national panel.
+
+Section 205 amends the NSF STEM Talent Expansion program established
+under the NSF Authorization Act of 2002 to create centers for
+improvement of undergraduate education in STEM fields, including:
+
+ Development of undergraduate curriculum and teaching
+ methods and training for faculty and teaching assistants in
+ effective pedagogical practices.
+
+ Assessment of the effectiveness of the centers and
+ dissemination of information about materials and methods
+ developed.
+
+ Authorizes $44 million for NSF for the STEM Talent Expansion
+program for FY 2008, of which $4 million is available for centers; $55
+million for FY 2009, of which $10 million is available for centers; and
+$60 million for each year of FY 2010 through FY 2012, of which $10
+million is available in each year for centers.
+
+H.R. 363--Sowing the Seeds through Science and Engineering Research Act
+
+ The bill implements recommendations related to strengthening long-
+term basic research contained in the Gathering Storm report. It
+supports outstanding researchers in the early stages of their careers
+through grants at the National Science Foundation (NSF) and the
+Department of Energy (DOE) of $80,000 per year for five years;
+establishes a floor of 1.5 percent of research funding appropriated for
+NSF for an existing program supporting graduate students in multi-
+disciplinary fields of national importance; establishes a presidential
+innovation award to stimulate scientific and engineering advances in
+the national interest; establishes a national coordination office to
+identify and prioritize research infrastructure needs at universities
+and national laboratories and to help guide the investments of new
+infrastructure funds authorized for NSF and DOE; authorizes NSF to
+support research on innovation; directs the National Institute of
+Standards and Technology (NIST) and DOE to report on efforts to recruit
+and retain early-career scientists and engineers; and expresses the
+sense of Congress that a balanced science program at the National
+Aeronautics and Space Administration (NASA) contributes significantly
+to innovation and competitiveness.
+
+Sectional Summary of Bill
+
+Section 1 is the short title of the bill.
+
+Section 2 authorizes NSF to carry out a grant program for awards to
+scientists and engineers at the early stage of their careers in
+academia or in nonprofit research organizations. The NSF's existing
+Faculty Early Career Development (CAREER) program may be designated as
+the mechanism for awarding these grants. The awards will go to
+outstanding researchers at the beginning of their careers and are
+intended for individuals from a variety of types of institutions,
+including minority serving institutions. The grants provide five years
+of research funding support at a minimum of $80,000 per year per award.
+ NSF is required to designate at least 3.5 percent of funds
+appropriated for Research and Related Activities to the grant program
+for each of FY 2008 through FY 2012.
+
+Section 3 authorizes DOE to carry out a grant program for awards to
+scientists and engineers at the early stage of their careers in
+academia or in nonprofit research organizations to conduct research in
+fields relevant to the mission of DOE. The awards will go to
+outstanding researchers at the beginning of their careers and are
+intended for individuals from a variety of types of institutions,
+including minority serving institutions. The grants provide five years
+of research funding support at a minimum of $80,000 per year per award,
+and priority shall go to proposals involving collaborations with
+researchers at DOE national laboratories. The bill authorizes to DOE
+$25 million for each year for FY 2008 through FY 2012.
+
+Section 4 directs NSF to allocate at least 1.5 percent of the amounts
+appropriated for Research and Related Activities to the Integrative
+Graduate Education and Research Traineeship (IGERT) program, which
+provides support for graduate students in fields relevant to national
+needs. It requires NSF to coordinate with other agencies to expand the
+interdisciplinary nature of the IGERT program and authorizes NSF to
+accept funds from other agencies to carry out the program.
+
+Section 5 establishes the Presidential Innovation Award presented
+periodically, on the basis of recommendations from the Director of the
+Office of Science and Technology Policy, to citizens or permanent
+residents of the U.S. who develop unique scientific or engineering
+ideas judged to stimulate scientific and engineering advances in the
+national interest, to illustrate the linkage between science and
+engineering and national needs, and to provide an example to excite the
+interest of students in science or engineering professions.
+
+Section 6 establishes a National Coordination Office for Research
+Infrastructure under the Office of Science and Technology Policy to
+identify and prioritize deficiencies in research facilities and
+instrumentation in academic institutions and national laboratories and
+to make recommendations for use of funding authorized. The Office is
+directed to report to Congress annually at the time of the
+administration's budget proposal.
+
+Section 7 authorizes NSF, in carrying out its research programs on
+science policy and the science of learning, to support research on the
+process of innovation and the teaching of inventiveness.
+
+Section 8 directs NIST to transmit to the House Committee on Science
+and Technology and the Senate Committee on Commerce, Science, and
+Transportation, not later than three months following enactment of the
+bill, a report on efforts to recruit and retain early-career scientists
+and engineers at NIST.
+
+Section 9 expresses the sense of Congress that a balanced and robust
+program in science, aeronautics, exploration, and human space flight at
+NASA contributes significantly to national innovation and
+competitiveness. It also directs the NASA administrator to participate
+fully in interagency efforts to promote innovation and economic
+competitiveness through scientific research and development.
+
+Appendix A:
+
+Executive Summary of National Academy of Sciences Report, Rising Above
+ the Gathering Storm: Energizing and Employing America for a Brighter
+ Economic Future
+
+ The United States takes deserved pride in the vitality of its
+economy, which forms the foundation of our high quality of life, our
+national security, and our hope that our children and grandchildren
+will inherit ever-greater opportunities. That vitality is derived in
+large part from the productivity of well-trained people and the steady
+stream of scientific and technical innovations they produce. Without
+high-quality, knowledge-intensive jobs and the innovative enterprises
+that lead to discovery and new technology, our economy will suffer and
+our people will face a lower standard of living. Economic studies
+conducted before the information-technology revolution have shown that
+even then as much as 85 percent of measured growth in U.S. income per
+capita is due to technological change.\1\
+---------------------------------------------------------------------------
+ \1\ For example, work by Robert Solow and Moses Abramovitz
+published in the middle 1950s demonstrated that as much as 85 percent
+of measured growth in U.S. income per capita during the 1890-1950
+period could not be explained by increases in the capital stock or
+other measurable inputs. The big unexplained portion, referred to
+alternatively as the ``residual'' or ``the measure of ignorance,'' has
+been widely attributed to the effects of technological change.
+---------------------------------------------------------------------------
+ Today, Americans are feeling the gradual and subtle effects of
+globalization that challenge the economic and strategic leadership that
+the United States has enjoyed since World War II. A substantial portion
+of our workforce finds itself in direct competition for jobs with
+lower-wage workers around the globe, and leading-edge scientific and
+engineering work is being accomplished in many parts of the world.
+Thanks to globalization, driven by modern communications and other
+advances, workers in virtually every sector must now face competitors
+who live just a mouse-click away in Ireland, Finland, China, India, or
+dozens of other nations whose economies are growing.
+
+CHARGE TO THE COMMITTEE
+
+ The National Academies was asked by Senator Lamar Alexander and
+Senator Jeff Bingaman of the Committee on Energy and Natural Resources,
+with endorsement by Representatives Sherwood Boehlert and Bart Gordon
+of the House Committee on Science, to respond to the following
+questions:
+
+ What are the top 10 actions, in priority order, that federal
+ policy-makers could take to enhance the science and technology
+ enterprise so that the United States can successfully compete,
+ prosper, and be secure in the global community of the 21st
+ Century? What strategy, with several concrete steps, could be
+ used to implement each of those actions?
+
+ The National Academies created the Committee on Prospering in the
+Global Economy of the 21st Century to respond to this request. The
+charge constitutes a challenge both daunting and exhilarating: to
+recommend to the Nation specific steps that can best strengthen the
+quality of life in America--our prosperity, our health, and our
+security. The committee has been cautious in its analysis of
+information. However, the available information is only partly adequate
+for the committee's needs. In addition, the time allotted to develop
+the report (10 weeks from the time of the committee's meeting to report
+release) limited the ability of the committee to conduct a thorough
+analysis. Even if unlimited time were available, definitive analyses on
+many issues are not possible given the uncertainties involved.
+ This report reflects the consensus views and judgment of the
+committee members. Although the committee includes leaders in academe,
+industry, and government--several current and former industry chief
+executive officers, university presidents, researchers (including three
+Nobel prize winners), and former presidential appointees--the array of
+topics and policies covered is so broad that it was not possible to
+assemble a committee of 20 members with direct expertise in each
+relevant area. Because of those limitations, the committee has relied
+heavily on the judgment of many experts in the study's focus groups,
+additional consultations via e-mail and telephone with other experts,
+and an unusually large panel of reviewers. Although other solutions are
+undoubtedly possible, the committee believes that its recommendations,
+if implemented, will help the United States achieve prosperity in the
+21st century.
+
+FINDINGS
+
+ Having reviewed trends in the United States and abroad, the
+committee is deeply concerned that the scientific and technical
+building blocks of our economic leadership are eroding at a time when
+many other nations are gathering strength. We strongly believe that a
+worldwide strengthening will benefit the world's economy--particularly
+in the creation of jobs in countries that are far less well-off than
+the United States. But we are worried about the future prosperity of
+the United States. Although many people assume that United States will
+always be a world leader in science and technology, this may not
+continue to be the case inasmuch as great minds and ideas exist
+throughout the world. We fear the abruptness with which a lead in
+science and technology can be lost--and the difficulty of recovering a
+lead once lost, if indeed it can be regained at all.
+ This nation must prepare with great urgency to preserve its
+strategic and economic security. Because other nations have, and
+probably will continue to have, the competitive advantage of a low-wage
+structure, the United States must compete by optimizing its knowledge-
+based resources, particularly in science and technology, and by
+sustaining the most fertile environment for new and revitalized
+industries and the well-paying jobs they bring. We have already seen
+that capital, factories, and laboratories readily move wherever they
+are thought to have the greatest promise of return to investors.
+
+RECOMMENDATIONS
+
+ The committee reviewed hundreds of detailed suggestions--including
+various calls for novel and untested mechanisms--from other committees,
+from its focus groups, and from its own members. The challenge is
+immense, and the actions needed to respond are immense as well.
+ The committee identified two key challenges that are tightly
+coupled to scientific and engineering prowess: creating high-quality
+jobs for Americans and responding to the Nation's need for clean,
+affordable, and reliable energy. To address those challenges, the
+committee structured its ideas according to four basic recommendations
+that focus on the human, financial, and knowledge capital necessary for
+U.S. prosperity.
+ The four recommendations focus on actions in K-12 education (10,000
+Teachers, 10 Million Minds), research (Sowing the Seeds), higher
+education (Best and Brightest), and economic policy (Incentives for
+Innovation) that are set forth in the following sections. Also provided
+are a total of 20 implementation steps for reaching the goals set forth
+in the recommendations.
+ Some actions involve changes in the law. Others require financial
+support that would come from reallocation of existing funds or, if
+necessary, from new funds. Overall, the committee believes that the
+investments are modest relative to the magnitude of the return the
+Nation can expect in the creation of new high-quality jobs and in
+responding to its energy needs.
+
+10,000 TEACHERS, 10 MILLION MINDS
+
+IN K-12 SCIENCE AND MATHEMATICS EDUCATION
+
+Recommendation A: Increase America's talent pool by vastly improving K-
+ 12 science and mathematics education.
+
+Implementation Actions
+
+ The highest priority should be assigned to the following actions
+and programs. All should be subjected to continuing evaluation and
+refinement as they are implemented:
+
+ Action A-1: Annually recruit 10,000 science and mathematics
+teachers by awarding four-year scholarships and thereby educating 10
+million minds. Attract 10,000 of America's brightest students to the
+teaching profession every year, each of whom can have an impact on
+1,000 students over the life of their careers. The program would award
+competitive four-year scholarships for students to obtain Bachelor's
+degrees in the physical or life sciences, engineering, or mathematics
+with concurrent certification as K-12 science and mathematics teachers.
+The merit-based scholarships would provide up to $20,000 a year for
+four years for qualified educational expenses, including tuition and
+fees, and require a commitment to five years of service in public K-12
+schools. A $10,000 annual bonus would go to participating teachers in
+under-served schools in inner cities and rural areas. To provide the
+highest-quality education for undergraduates who want to become
+teachers, it would be important to award matching grants, perhaps $1
+million a year for up to five years, to as many as 100 universities and
+colleges to encourage them to establish integrated four-year
+undergraduate programs leading to Bachelor's degrees in science,
+engineering, or mathematics with teacher certification.
+
+ Action A-2: Strengthen the skills of 250,000 teachers through
+training and education programs at summer institutes, in Master's
+programs, and Advanced Placement and International Baccalaureate (AP
+and IB) training programs and thus inspires students every day. Use
+proven models to strengthen the skills (and compensation, which is
+based on education and skill level) of 250,000 current K-12 teachers:
+
+ Summer institutes: Provide matching grants to state
+ and regional one- to two-week summer institutes to upgrade as
+ many as 50,000 practicing teachers each summer. The material
+ covered would allow teachers to keep current with recent
+ developments in science, mathematics, and technology and allow
+ for the exchange of best teaching practices. The Merck
+ Institute for Science Education is a model for this
+ recommendation.
+
+ Science and mathematics Master's programs: Provide
+ grants to universities to offer 50,000 current middle-school
+ and high-school science, mathematics, and technology teachers
+ (with or without undergraduate science, mathematics, or
+ engineering degrees) two-year, part-time Master's degree
+ programs that focus on rigorous science and mathematics content
+ and pedagogy. The model for this recommendation is the
+ University of Pennsylvania Science Teachers Institute.
+
+ AP, IB, and pre-AP or pre-IB training: Train an
+ additional 70,000 AP or IB and 80,000 pre-AP or pre-IB
+ instructors to teach advanced courses in mathematics and
+ science. Assuming satisfactory performance, teachers may
+ receive incentive payments of up to $2,000 per year, as well as
+ $100 for each student who passes an AP or IB exam in
+ mathematics or science. There are two models for this program:
+ the Advanced Placement Incentive Program and Laying the
+ Foundation, a pre-AP program.
+
+ K-12 curriculum materials modeled on world-class
+ standards. Foster high-quality teaching with world-class
+ curricula, standards, and assessments of student learning.
+ Convene a national panel to collect, evaluate, and develop
+ rigorous K-12 materials that would be available free of charge
+ as a voluntary national curriculum. The model for this
+ recommendation is the Project Lead the Way pre-engineering
+ courseware.
+
+ Action A-3: Enlarge the pipeline by increasing the number of
+students who take AP and IB science and mathematics courses. Create
+opportunities and incentives for middle school and high school students
+to pursue advanced work in science and mathematics. By 2010, increase
+the number of students in AP and IB mathematics and science courses
+from 1.2 million to 4.5 million, and set a goal of tripling the number
+who pass those tests, to 700,000, by 2010. Student incentives for
+success would include 50 percent examination fee rebates and $100 mini-
+scholarships for each passing score on an AP or IB mathematics and
+science examination.
+
+ The committee proposes expansion of two additional approaches to
+improving K-12 science and mathematics education that are already in
+use:
+
+ Statewide specialty high schools. Specialty secondary
+ education can foster leaders in science, technology, and
+ mathematics. Specialty schools immerse students in high-quality
+ science, technology, and mathematics education; serve as a
+ mechanism to test teaching materials; provide a training ground
+ for K-12 teachers; and provide the resources and staff for
+ summer programs that introduce students to science and
+ mathematics.
+
+ Inquiry-based learning. Summer internships and
+ research opportunities provide especially valuable laboratory
+ experience for both middle school and high school students.
+
+SOWING THE SEEDS
+
+THROUGH SCIENCE AND ENGINEERING RESEARCH
+
+Recommendation B: Sustain and strengthen the Nation's traditional
+ commitment to long-term basic research that has the potential
+ to be transformational to maintain the flow of new ideas that
+ fuel the economy, provide security, and enhance the quality of
+ life.
+
+Implementation Actions
+
+ Action B-1: Increase the federal investment in long-term basic
+research by 10 percent a year over the next seven years, through
+reallocation of existing funds\2\ or if necessary through the
+investment of new funds. Special attention should go to the physical
+sciences, engineering, mathematics, and information sciences and to
+Department of Defense (DOD) basic research funding. This special
+attention does not mean that there should be a disinvestment in such
+important fields as the life sciences (which have seen growth in recent
+years) or the social sciences. A balanced research portfolio in all
+fields of science and engineering research is critical to U.S.
+prosperity. This investment should be evaluated regularly to realign
+the research portfolio--unsuccessful projects and venues of research
+should be replaced with emerging research projects and venues that have
+greater promise.
+---------------------------------------------------------------------------
+ \2\ The funds may come from anywhere in an agency, not just other
+research funds.
+
+ Action B-2: Provide new research grants of $500,000 each annually,
+payable over five years, to 200 of our most outstanding early-career
+researchers. The grants would be made through existing federal research
+agencies--the National Institutes of Health (NIH), the National Science
+Foundation (NSF), the Department of Energy (DOE), DOD, and the National
+Aeronautics and Space Administration--to underwrite new research
+---------------------------------------------------------------------------
+opportunities at universities and government laboratories.
+
+ Action B-3: Institute a National Coordination Office for Research
+Infrastructure to manage a centralized research-infrastructure fund of
+$500 million per year over the next five years--through reallocation of
+existing funds or if necessary through the investment of new funds--to
+ensure that universities and government laboratories create and
+maintain the facilities and equipment needed for leading-edge
+scientific discovery and technological development. Universities and
+national laboratories would compete annually for these funds.
+
+ Action B-4: Allocate at least eight percent of the budgets of
+federal research agencies to discretionary funding that would be
+managed by technical program managers in the agencies and be focused on
+catalyzing high-risk, high-payoff research.
+
+ Action B-5: Create in the Department of Energy (DOE) an
+organization like the Defense Advanced Research Projects Agency (DARPA)
+called the Advanced Research Projects Agency-Energy (ARPA-E).\3\ The
+Director of ARPA-E would report to the Under Secretary for Science and
+would be charged with sponsoring specific research and development
+programs to meet the Nation's long-term energy challenges. The new
+agency would support creative ``out-of-the-box'' transformational
+generic energy research that industry by itself cannot or will not
+support and in which risk may be high but success would provide
+dramatic benefits for the Nation. This would accelerate the process by
+which knowledge obtained through research is transformed to create jobs
+and address environmental, energy, and security issues. ARPA-E would be
+based on the historically successful DARPA model and would be designed
+as a lean and agile organization with a great deal of independence that
+can start and stop targeted programs on the basis of performance. The
+agency would itself perform no research or transitional effort but
+would fund such work conducted by universities, startups, established
+firms, and others. Its staff would turn over about every four years.
+Although the agency would be focused on specific energy issues, it is
+expected that its work (like that of DARPA or NIH) will have important
+spin-off benefits, including aiding in the education of the next
+generation of researchers. Funding for ARPA-E would start at $300
+million the first year and increase to $1 billion per year over five to
+six years, at which point the program's effectiveness would be
+evaluated.
+---------------------------------------------------------------------------
+ \3\ One committee member, Lee Raymond, does not support this action
+item. He does not believe that ARPA-E is necessary as energy research
+is already well funded by the Federal Government, along with formidable
+funding of energy research by the private sector. Also, ARPA-E would
+put the Federal Government in the business of picking ``winning energy
+technologies''--a role best left to the private sector.
+
+ Action B-6: Institute a Presidential Innovation Award to stimulate
+scientific and engineering advances in the national interest. Existing
+presidential awards address lifetime achievements or promising young
+scholars, but the proposed new awards would identify and recognize
+persons who develop unique scientific and engineering innovations in
+the national interest at the time they occur.
+
+BEST AND BRIGHTEST IN SCIENCE
+
+AND ENGINEERING HIGHER EDUCATION
+
+Recommendation C: Make the United States the most attractive setting in
+which to study and perform research so that we can develop, recruit,
+and retain the best and brightest students, scientists, and engineers
+from within the United States and throughout the world.
+
+Implementation Actions
+
+ Action C-1: Increase the number and proportion of U.S. citizens who
+earn physical-sciences, life sciences, engineering, and mathematics
+Bachelor's degrees by providing 25,000 new four-year competitive
+undergraduate scholarships each year to U.S. citizens attending U.S.
+institutions. The Undergraduate Scholar Awards in Science, Technology,
+Engineering, and Mathematics (USA-STEM) would be distributed to states
+on the basis of the size of their congressional delegations and awarded
+on the basis of national examinations. An award would provide up to
+$20,000 annually for tuition and fees.
+
+ Action C-2: Increase the number of U.S. citizens pursuing graduate
+study in ``areas of national need'' by funding 5,000 new graduate
+fellowships each year. NSF should administer the program and draw on
+the advice of other federal research agencies to define national needs.
+The focus on national needs is important both to ensure an adequate
+supply of doctoral scientists and engineers and to ensure that there
+are appropriate employment opportunities for students once they receive
+their degrees. Portable fellowships would provide funds of up to
+$20,000 annually directly to students, who would choose where to pursue
+graduate studies instead of being required to follow faculty research
+grants.
+
+ Action C-3: Provide a federal tax credit to encourage employers to
+make continuing education available (either internally or though
+colleges and universities) to practicing scientists and engineers.
+These incentives would promote career-long learning to keep the
+workforce current in the face of rapidly evolving scientific and
+engineering discoveries and technological advances and would allow for
+retraining to meet new demands of the job market.
+
+ Action C-4: Continue to improve visa processing for international
+students and scholars to provide less complex procedures and continue
+to make improvements on such issues as visa categories and duration,
+travel for scientific meetings, the technology-alert list, reciprocity
+agreements, and changes in status.
+
+ Action C-5: Provide a one-year automatic visa extension to
+international students who receive doctorates or the equivalent in
+science, technology, engineering, mathematics, or other fields of
+national need at qualified U.S. institutions to remain in the United
+States to seek employment. If these students are offered jobs by United
+States-based employers and pass a security screening test, they should
+be provided automatic work permits and expedited residence status. If
+students are unable to obtain employment within one year, their visas
+would expire.
+
+ Action C-6: Institute a new skills-based, preferential immigration
+option. Doctoral-level education and science and engineering skills
+would substantially raise an applicant's chances and priority in
+obtaining U.S. citizenship. In the interim, the number of H-1B\4\ visas
+should be increased by 10,000, and the additional visas should be
+available for industry to hire science and engineering applicants with
+doctorates from U.S. universities.
+---------------------------------------------------------------------------
+ \4\ The H-1B is a non-immigrant classification used by an alien who
+will be employed temporarily in a specialty occupation of distinguished
+merit and ability. A specialty occupation requires theoretical and
+practical application of a body of specialized knowledge and at least a
+Bachelor's degree or its equivalent. For example, architecture,
+engineering, mathematics, physical sciences, social sciences, medicine
+and health, education, business specialties, accounting, law, theology,
+and the arts are specialty occupations. See http://uscis.gov/graphics/
+howdoi/h1b.htm
+
+ Action C-7: Reform the current system of ``deemed exports.'' \5\
+The new system should provide international students and researchers
+engaged in fundamental research in the United States with access to
+information and research equipment in U.S. industrial, academic, and
+national laboratories comparable with the access provided to U.S.
+citizens and permanent residents in a similar status. It would, of
+course, exclude information and facilities restricted under national-
+security regulations. In addition, the effect of deemed-exports
+regulations on the education and fundamental research work of
+international students and scholars should be limited by removing all
+technology items (information and equipment) from the deemed-exports
+technology list that are available for purchase on the overseas open
+market from foreign or U.S. companies or that have manuals that are
+available in the public domain, in libraries, over the Internet, or
+from manufacturers.
+---------------------------------------------------------------------------
+ \5\ The controls governed by the Export Administration Act and its
+implementing regulations extend to the transfer of technology.
+Technology includes ``specific information necessary for the
+`development,' `production,' or `use' of a product'' [emphasis added].
+Providing information that is subject to export controls--for example,
+about some kinds of computer hardware--to a foreign national within the
+United States may be ``deemed'' an export, and that transfer requires
+an export license. The primary responsibility for administering
+controls on deemed exports lies with the Department of Commerce, but
+other agencies have regulatory authority as well.
+---------------------------------------------------------------------------
+
+INCENTIVES FOR INNOVATION
+
+AND THE INVESTMENT ENVIRONMENT
+
+Recommendation D: Ensure that the United States is the premier place in
+the world to innovate; invest in downstream activities such as
+manufacturing and marketing; and create high-paying jobs that are based
+on innovation by modernizing the patent system, realigning tax policies
+to encourage innovation, and ensuring affordable broadband access.
+
+Implementation Actions
+
+ Action D-1: Enhance intellectual-property protection for the 21st
+century global economy to ensure that systems for protecting patents
+and other forms of intellectual property underlie the emerging
+knowledge economy but allow research to enhance innovation. The patent
+system requires reform of four specific kinds:
+
+ Provide the Patent and Trademark Office sufficient
+ resources to make intellectual-property protection more timely,
+ predictable, and effective.
+
+ Reconfigure the U.S. patent system by switching to a
+ ``first-inventor-to-file'' system and by instituting
+ administrative review after a patent is granted. Those reforms
+ would bring the U.S. system into alignment with patent systems
+ in Europe and Japan.
+
+ Shield research uses of patented inventions from
+ infringement liability. One recent court decision could
+ jeopardize the long-assumed ability of academic researchers to
+ use patented inventions for research.
+
+ Change intellectual-property laws that act as
+ barriers to innovation in specific industries, such as those
+ related to data exclusivity (in pharmaceuticals) and those
+ which increase the volume and unpredictability of litigation
+ (especially in information-technology industries).
+
+ Action D-2: Enact a stronger research and development tax credit to
+encourage private investment in innovation. The current Research and
+Experimentation Tax Credit goes to companies that increase their
+research and development spending above a base amount calculated from
+their spending in prior years. Congress and the Administration should
+make the credit permanent,\6\ and it should be increased from 20
+percent to 40 percent of the qualifying increase so that the U.S. tax
+credit is competitive with that of other countries. The credit should
+be extended to companies that have consistently spent large amounts on
+research and development so that they will not be subject to the
+current de facto penalties for previously investing in research and
+development.
+---------------------------------------------------------------------------
+ \6\ The current R&D tax credit expires in December 2005.
+
+ Action D-3: Provide tax incentives for United States-based
+innovation. Many policies and programs affect innovation and the
+Nation's ability to profit from it. It was not possible for the
+committee to conduct an exhaustive examination, but alternatives to
+current economic policies should be examined and, if deemed beneficial
+to the United States, pursued. These alternatives could include changes
+in overall corporate tax rates, provision of incentives for the
+purchase of high-technology research and manufacturing equipment,
+treatment of capital gains, and incentives for long-term investments in
+innovation. The Council of Economic Advisers and the Congressional
+Budget Office should conduct a comprehensive analysis to examine how
+the United States compares with other nations as a location for
+innovation and related activities with a view to ensuring that the
+United States is one of the most attractive places in the world for
+long-term innovation-related investment. From a tax standpoint, that is
+---------------------------------------------------------------------------
+not now the case.
+
+ Action D-4: Ensure ubiquitous broadband Internet access. Several
+nations are well ahead of the United States in providing broadband
+access for home, school, and business. That capability will do as much
+to drive innovation, the economy, and job creation in the 21st century
+as did access to the telephone, interstate highways, and air travel in
+the 20th century. Congress and the Administration should take action--
+mainly in the regulatory arena and in spectrum management--to ensure
+widespread affordable broadband access in the near future.
+
+CONCLUSION
+
+ The committee believes that its recommendations and the actions
+proposed to implement them merit serious consideration if we are to
+ensure that our nation continues to enjoy the jobs, security, and high
+standard of living that this and previous generations worked so hard to
+create. Although the committee was asked only to recommend actions that
+can be taken by the Federal Government, it is clear that related
+actions at the State and local levels are equally important for U.S.
+prosperity, as are actions taken by each American family. The United
+States faces an enormous challenge because of the disadvantage it faces
+in labor cost. Science and technology provide the opportunity to
+overcome that disadvantage by creating scientists and engineers with
+the ability to create entire new industries--much as has been done in
+the past.
+ It is easy to be complacent about U.S. competitiveness and pre-
+eminence in science and technology. We have led the world for decades,
+and we continue to do so in many research fields today. But the world
+is changing rapidly, and our advantages are no longer unique. Without a
+renewed effort to bolster the foundations of our competitiveness, we
+can expect to lose our privileged position. For the first time in
+generations, the Nation's children could face poorer prospects than
+their parents and grandparents did. We owe our current prosperity,
+security, and good health to the investments of past generations, and
+we are obliged to renew those commitments in education, research, and
+innovation policies to ensure that the American people continue to
+benefit from the remarkable opportunities provided by the rapid
+development of the global economy and its not inconsiderable
+underpinning in science and technology.
+
+SOME WORRISOME INDICATORS
+
+ When asked in spring 2005 what is the most attractive
+ place in the world in which to ``lead a good life,'' \1\
+ respondents in only one of the 16 countries polled (India)
+ indicated the United States.
+---------------------------------------------------------------------------
+ \1\ Interview asked nearly 17,000 people the question: ``Supposed a
+young person who wanted to leave this country asked you to recommend
+where to go to lead a good life--what country would you recommend ?''
+Except for respondents in India, Poland, and Canada, no more than one-
+tenth of the people in the other nations said they would recommend the
+United States. Canada and Australia won the popularity contest. Pew
+Global Attitudes Project, July 23, 2005.
+
+ For the cost of one chemist or one engineer in the
+ United States, a company can hire about five chemists in China
+ or 11 engineers in India.\2\
+---------------------------------------------------------------------------
+ \2\ The Web site http://www.payscale.com/about.asp tracks and
+compares pay scales in many countries. Ron Hira, of Rochester Institute
+of Technology, calculates average salaries for engineers in the United
+States and India as $70,000 and $13,580, respectively.
+
+ For the first time, the most capable high-energy
+ particle accelerator on Earth will, beginning in 2007, reside
+ outside the United States.\3\
+---------------------------------------------------------------------------
+ \3\ CERN, http://public.web.cern.ch/Public/Welcome.html.
+
+ The United States is today a net importer of high-
+ technology products. Its share of global high-technology
+ exports has fallen in the last two decades from 30 percent to
+ 17 percent, and its trade balance in high-technology
+ manufactured goods shifted from plus $33 billion in 1990 to a
+ negative $24 billion in 2004.\4\
+---------------------------------------------------------------------------
+ \4\ For 2004, the dollar value of high-technology imports was $560
+billion; the value of high-technology exports was $511 billion. See
+Appendix Table 6-01 of National Science Board's Science and Engineering
+Indicators 2004.
+
+ Chemical companies closed 70 facilities in the United
+ States in 2004 and have tagged 40 more for shutdown. Of 120
+ chemical plants being built around the world with price tags of
+ $1 billion or more, one is in the United States and 50 in
+ China.\5\
+---------------------------------------------------------------------------
+ \5\ ``No Longer The Lab Of The World: U.S. chemical plants are
+closing in droves as production heads abroad,'' BusinessWeek (May 2,
+2005).
+
+ Fewer than one-third of U.S. 4th grade and 8th grade
+ students performed at or above a level called ``proficient'' in
+ mathematics; ``proficiency'' was considered the ability to
+ exhibit competence with challenging subject matter. Alarmingly,
+ about one-third of the 4th graders and one-fifth of the 8th
+ graders lacked the competence to perform basic mathematical
+ computations.\6\
+---------------------------------------------------------------------------
+ \6\ National Center for Education Statistics, Trends in
+International Mathematics and Science Study, 2003, http://nces.ed.gov/
+timss.
+
+ U.S. 12th graders recently performed below the
+ international average for 21 countries on a test of general
+ knowledge in mathematics and science. In addition, an advanced
+ mathematics assessment was administered to U.S. students who
+ were taking or had taken precalculus, calculus, or Advanced
+ Placement calculus and to students in 15 other countries who
+ were taking or had taken advanced mathematics courses. Eleven
+ nations outperformed the United States, and four countries had
+ scores similar to the U.S. scores. No nation scored
+ significantly below the United States.\7\
+---------------------------------------------------------------------------
+ \7\ Data are from National Science Board. 2004. Science and
+Engineering Indicators 2004 (NSB 04-01). Arlington, VA: National
+Science Foundation. Chapter 1.
+
+ In 1999, only 41 percent of U.S. 8th grade students
+ received instruction from a mathematics teacher who specialized
+ in mathematics, considerably lower than the international
+ average of 71 percent.\8\
+---------------------------------------------------------------------------
+ \8\ Data are from National Science Board. 2004. Science and
+Engineering Indicators 2004 (NSB 04-01). Arlington, VA: National
+Science Foundation. Chapter 1.
+
+ In one recent period, low-wage employers, such as
+ Wal-Mart (now the Nation's largest employer) and McDonald's,
+ created 44 percent of the new jobs, while high-wage employers
+ created only 29 percent of the new jobs.\9\
+---------------------------------------------------------------------------
+ \9\ Roach, Steve. More Jobs, Worse Work. New York Times. July 22,
+2004.
+
+ In 2003, only three American companies ranked among
+ the top 10 recipients of patents granted by the United States
+ Patent and Trademark Office.\10\
+---------------------------------------------------------------------------
+ \10\ U.S. Patent and Trademark Office, Preliminary list of top
+patenting organizations. 2003, http://www.uspto.gov/web/offices/ac/ido/
+oeip/taf/top03cos.htm.
+
+ In Germany, 36 percent of undergraduates receive
+ their degrees in science and engineering. In China, the figure
+ is 59 percent, and in Japan 66 percent. In the United States,
+ the corresponding figure is 32 percent.\11\
+---------------------------------------------------------------------------
+ \11\ Data are from National Science Board. 2004. Science and
+Engineering Indicators 2004 (NSB 04-01). Arlington, VA: National
+Science Foundation, Appendix Table 2-33.
+
+ The United States is said to have 10.5 million
+ illegal immigrants, but under the law the number of visas set
+ aside for ``highly qualified foreign workers'' dropped to 65,
+ 000 a year from its 195,000 peak.\12\
+---------------------------------------------------------------------------
+ \12\ Colvin, Geoffrey. 2005. ``America isn't ready.'' Fortune
+Magazine, July 25. H-1B visas allow employers to have access to highly
+educated foreign professionals who have experience in specialized
+fields and who have at least a bachelor's degree or the equivalent. The
+cap does not apply to educational institutions. In November 2004,
+Congress created an exemption for 20,000 foreign nationals earning
+advanced degrees from U.S. universities. See Immigration and
+Nationality Act Section 101(a)(15)(h)(1)(b).
+
+ In 2004, China graduated over 600,000 engineers,
+ India 350,000, and America about 70,000.\13\
+---------------------------------------------------------------------------
+ \13\ Geoffrey Colvin. 2005. ``America isn't ready.'' Fortune
+Magazine, July 25.
+
+ In 2001 (the most recent year for which data are
+ available), U.S. industry spent more on tort litigation than on
+ R&D.\14\
+---------------------------------------------------------------------------
+ \14\ U.S. research and development spending in 2001 was $273.6
+billion, of which industry performed $194 billion, and funded about
+$184 billion. (National Science Board Science and Engineering
+Indicators 2004). One estimate of tort litigation costs in the United
+States was $205 billion in 2001. (Leonard, Jeremy A. 2003. How
+Structural Costs Imposed on U.S. Manufacturers Harm Workers and
+Threaten Competitiveness. Prepared for the Manufacturing Institute of
+the National Association of Manufacturers.) http://www.nam.org/
+s-nam/bin.asp?CID=216&DID= 227525&DOC=FILE.PDF.
+---------------------------------------------------------------------------
+ Chairman Gordon. Welcome to a hearing of the Science and
+Technology Committee on the critical importance of science and
+technology in the 21st century global economy, and I want to
+especially welcome our very distinguished panelists today.
+ I saw that you all had a chance to meet Mr. Hall. I hope
+you checked your billfold to make sure that as he passed
+through you, things are still all right.
+ Let me also say that we are being televised today, and I
+know that folks will be watching us from the office. The
+Democrats have an important caucus going on right now, so some
+of our folks are trying to break loose. I know that Vern Ehlers
+and others are in a variety of meetings, so folks will be
+coming in, but we are well represented by all their staff today
+also.
+ In 2005, I joined Senators Bingaman and Alexander and
+Congressman Sherry Boehlert in asking the National Academies of
+Science to study the urgent challenges facing the U.S. in
+maintaining global leadership in science and technology.
+ In response, the Academies formed an all-star committee and
+issued their report, entitled ``Rising Above the Gathering
+Storm: Energizing and Employing America for a Brighter Economic
+Future.'' I, for a long time, have had on my desk the
+preliminary copy. I am pleased today, and maybe your appearance
+here helped the printer get going, but we now have the final
+version that is out.
+ It is a very inspiring term, the title of the report, but
+it is also a very inspiring report, and we thank you for that.
+That committee was chaired by Mr. Augustine, and included Mr.
+Barrett, both of whom are here and witnesses today. It has
+become an enormously influential report, not only owing to the
+grave dangers it predicts if we are complacent, but also owing
+to 20 constructive action items it spells out that will lead to
+continued American leadership and prosperity.
+ I am an enthusiastic advocate of the report, and after
+studying its recommendation, I drafted legislation in the 109th
+Congress to implement each and every action item that fell
+within the Science Committee's jurisdiction. Sadly, little of
+the competitiveness agenda made it into law, but in the 110th
+Congress, that will change. There is a bipartisan consensus
+that investing in education and research along the lines of the
+Gathering Storm report is necessary.
+ That is why I am reintroducing H.R. 362 and H.R. 363 in the
+first days of this Congress. And I am pleased that Speaker
+Pelosi has made these two bills a major part of her
+competitiveness agenda. H.R. 362 is ``10,000 Teachers, 10
+Million Minds'' Science and Math Scholarship Act. This bill
+addresses the critical shortage of certified science and math
+teachers in the U.S. It will produce a new corps of outstanding
+science and math teachers who are dedicated to and well
+prepared for teaching. And this is not an experiment. We know
+that the model works, and President Dynes, who is on our panel
+today, can discuss about the success of CalTeach Program which
+uses the same technique.
+ H.R. 362 also addresses the needs of the current science
+and math teachers through summer institutes and Master's degree
+programs, focused on content knowledge, that are targeted just
+for them. And we are not talking about the old-fashioned
+professional development programs, we are talking about
+sustained programs focusing on disciplinary knowledge of
+teachers that will create a network of 50,000 teacher leaders
+across this country. H.R. 362 places these education programs
+at the National Science Foundation, and Dr. Lane on our panel
+today can explain why the National Science Foundation is the
+right agency for this job.
+ Leaders of the business community, such as Mr. McGraw, Ms.
+Wince-Smith, and Mr. Barrett, are on the panel today, will
+explain to us why the full breadth of the corporate sector
+takes an interest in pre-college math and science education.
+ In order to produce the most innovative scientists and
+engineers in the world, our children must be the highest
+achieving science and math students in the world, but the
+pathway that leads to innovation in the global economy doesn't
+end at the twelfth grade or with a college education. We also
+need to support the research and development enterprise in
+science and technology to maintain our world leadership in
+these areas.
+ That brings me to the second bill, H.R. 363, which the--
+which this committee reported unanimously, and should be before
+the full House next month. H.R. 363 is Sowing the Seeds Through
+Science and Engineering Research Act. Mr. Augustine, you might
+remember that term. I completely plagiarized your work, which I
+hope that you will find as a compliment. It was done so that it
+wouldn't be a Democratic or a Republican bill, but rather, a
+recommendation of this very well knowledged group.
+ This bill will strengthen long-term basic research in the
+physical sciences, mathematical sciences, and engineering. It
+directs funding toward graduate students and early career
+researchers in these areas. It also establishes a Presidential
+Innovation Award to stimulate scientific and engineering
+advances in the national interest.
+ Investing in science education and research along these
+lines is necessary if the U.S. is to maintain its position as a
+global leader in technology and innovation. Now, I don't claim
+these bills do everything. There are a variety of good ideas
+out there that address issues of national competitiveness, and
+this committee is going to be the committee of good ideas. So,
+even though these bills don't address every recommendation of
+the Gathering Storm report, they do address what seems to me to
+be the highest priorities concerning that, and that have
+bipartisan support, and you can be assured we will be building
+that bipartisan support for additional measures very soon.
+ Today, we have asked our distinguished panelists to address
+the reasons why the promotion of science and technology is so
+critical to America's prosperity, where we stand today, and
+where we need to be in the future. I look forward to hearing
+their expert testimony.
+ At this time, I recognize our distinguished Ranking Member,
+Mr. Hall, for his opening statement.
+ [The prepared statement of Chairman Gordon follows:]
+ Prepared Statement of Chairman Bart Gordon
+ It is my pleasure to welcome everyone this morning to this hearing
+of the Committee on Science and Technology on the critical importance
+of science and technology in the 21st century global economy. I want
+especially to welcome and to thank our distinguished panelists for
+taking the time to appear before us today.
+ In 2005, I joined Senators Bingaman and Alexander and Congressman
+Boehlert in asking the National Academy of Science to study the urgent
+challenges facing the United States in maintaining global leadership in
+science and technology.
+ In response, the Academy formed an all-star committee and issued
+their report entitled ``Rising Above the Gathering Storm: Energizing
+and Employing America for a Brighter Economic Future.'' That committee
+was chaired by Mr. Augustine and included Mr. Barrett, both of whom are
+here as witnesses today.
+ It has become an enormously influential report, not only owing to
+the grave dangers it predicts if we are complacent but also owing to 20
+constructive action items it spells out that will lead to continued
+American leadership and prosperity.
+ I am an enthusiastic advocate of the report and, after studying its
+recommendations, I drafted legislation in the 109th Congress to
+implement each and every action item that fell within the Science
+Committee's jurisdiction.
+ Sadly, little of that competitiveness agenda made its way into law.
+ But in the 110th Congress that will change. There is a bipartisan
+consensus that investing in education and research along the lines of
+the Gathering Storm report is necessary. That is why I re-introduced
+H.R. 362 and H.R. 363 in the first days of this new Congress.
+ H.R. 362 is the ``10,000 Teachers, 10,000,000 Minds'' Science and
+Math Scholarship Act. This bill addresses the critical shortage of
+certified science and math teachers in the U.S. It will produce a new
+corps of outstanding science and math teachers who are dedicated to and
+well prepared for teaching.
+ This is not an experiment. We know the model works. President Dynes
+on our panel today can tell us about the successful ``CalTeach''
+program, which uses the same approach.
+ H.R. 362 also addresses the needs of current science and math
+teachers, through summer institutes and Master's degree programs
+focusing on content knowledge that are targeted just for them. We're
+not talking about old-fashioned professional development programs. We
+are talking about sustained programs focusing on disciplinary knowledge
+of teachers that will create a network of 50,000 teacher leaders across
+the country.
+ H.R. 362 places these education programs at the National Science
+Foundation. Dr. Lane on our panel today can explain why the National
+Science Foundation is the right agency for this job.
+ Leaders of the business community, such as Mr. McGraw and Ms.
+Wince-Smith on today's panel, can explain to us why the full breadth of
+the corporate sector takes an interest in pre-college math and science
+education.
+ In order to produce the most innovative scientists and engineers in
+the world, our children must be the highest achieving science and math
+students in the world. But the pathway that leads to innovation in the
+global economy doesn't end at the 12th grade or with college
+graduation. We also need to support the research and development
+enterprise in science and technology to maintain our world leadership
+in these areas.
+ That brings me to the second bill, H.R. 363, which this committee
+reported unanimously and should be before the full House next month.
+ H.R. 363 is the Sowing the Seeds Through Science and Engineering
+Research Act. This bill will strengthen long-term basic research in
+physical sciences, mathematical sciences, and engineering.
+ It directs funding toward graduate students and early-career
+researchers in these critical areas. It also establishes a presidential
+innovation award to stimulate scientific and engineering advances in
+the national interest. Investing in scientific education and research
+along these lines is necessary if the United States is to maintain its
+position as a global leader in technology and innovation.
+ Now I don't claim that these bills do everything. There are all
+kinds of good ideas out there addressing issues of national
+competitiveness, and this committee is going to be the ``committee of
+good ideas.''
+ Even though these bills don't address every recommendation in the
+Gathering Storm report, they do address what seems to me to be the
+highest priority concerns that have bipartisan support.
+ Today, we've asked our distinguished panelists to address the
+reasons why the promotion of science and technology is so critical to
+America's prosperity; where we stand today; and where we need to be in
+the future. I look forward to hearing their expert testimony.
+
+ Mr. Hall. Thank you, Mr. Chairman, and I understand that
+you had a well attended press conference, and I am sorry I
+missed it. I always enjoy hearing what our leader says, and Mr.
+Augustine, and Norm, nice to have you here again. You have been
+here many times, and I have quoted your statement that we can't
+be 911 to the whole world a lot of times. I always got good
+response on it.
+ And I say to Dr. Neal Lane that I might be your President
+if I had answered the letter correctly I received, that I was
+in the top ten in consideration to be President of Rice
+University. And I simply sent them back a copy of my
+transcript, and a press release that said that I had made four
+Fs and a D one time, and my dad punished me for spending too
+much time on one subject. So, I have got both those letters in
+my office up there. I have not heard back from them. So----
+ But I always--I am on the positive side. All of you who
+were there will be spared listening to my being repetitive. My
+message for this hearing is the same. If America is going to
+remain on top of the evolving world economy, we have to be
+dedicated to improving our workforce. We don't have time to
+stop for a breather, because countries like China and India are
+breathing down our necks, pumping out doctors and pumping out
+engineers, through great difference in numbers, probably not
+quality, but in numbers alone.
+ Today, we are--today's workers increasingly require a solid
+academic foundation in science and math, as well as technical
+know-how, in order to succeed in today's high-tech workplace.
+Despite these growing demands nationally, only one out of every
+fifty high school graduates will ever obtain an engineering or
+technical degree. Further, most American high school graduates
+are either not sufficiently prepared or not sufficiently
+motivated to pursue advanced study in science, math,
+engineering, or technology fields, and this is a real problem.
+ While there are no quick fixes, we can take steps now to
+reexamine and improve how teachers teach, and how students
+learn math and science, and I am pleased to see the Science
+Committee doing just that. Mr. Chairman, I salute you for that,
+and I thank you for that.
+ As a part of the H.R. 362, which I believe is on the agenda
+for today, I am particularly pleased to see that we are using
+University of Texas, UTeach, not UT, that would be University
+of Texas, or some say University of Tennessee, but UTeach is a
+program that they use as a basis for scholarship programs for
+the STEM students, who commit to teaching K-12 science and math
+classes after graduation. This program has been replicated and
+expanded to University of California, and I look forward to
+hearing more about it from Dr. Dynes.
+ Along with improving education, Congress should also work
+to promote competitiveness by increasing Federal R&D funding,
+while simultaneously stimulating private sector R&D. The
+Administration's American Competitiveness Initiative is working
+to do just that on the federal level, but there is still some
+room for creativity on how to increase private sector basic
+research. The government's role for the latter should be to
+create a system of incentives.
+ As the President said, and I quote, ``The role of
+government is not to create wealth. The role of our government
+is to create an environment in which the entrepreneur can
+flourish, in which minds can expand, and in which technologies
+can reach new frontiers.'' Encouraging private sector
+innovation through tax credits and other such programs will
+improve the American economy, make us more competitive
+globally, and also bring new products to the American people.
+ I have seen firsthand America's innovative capabilities,
+and I know we can do better. America's preeminence in the
+global economy depends on what all of us do today, each of us,
+all levels of government, industry, academia, parents and
+students, has an important role to play in keeping America
+competitive and ahead of the innovative curve.
+ I look forward to working closely with you, Mr. Chairman,
+on these competitiveness issues, and to hearing what our
+esteemed witnesses have to say on the subject.
+ And with that, I yield back my time, and I thank you, sir.
+ [The prepared statement of Mr. Hall follows:]
+ Prepared Statement of Representative Ralph M. Hall
+ Thank you Mr. Chairman, and good afternoon. We just wrapped up a
+press conference to highlight the importance of innovation and the role
+that Congress and others can play in promoting American
+competitiveness. I have not changed my mind in the last few minutes, so
+I think I will stick with the same message. It's pretty simple.
+ If America is going to remain on top in the evolving world economy,
+we must be dedicated to improving our workforce. We don't have time to
+stop for a breather because countries like China and India are
+breathing down our necks, pumping out doctors and engineers.
+ Today's workers increasingly require a solid academic foundation in
+science and math, as well as technical know-how, in order to succeed in
+today's high-tech workplace. Despite these growing demands nationally,
+only one out of every 50 high school graduates will ever obtain an
+engineering or technical degree. Further, most American high school
+graduates are either not sufficiently prepared or not sufficiently
+motivated to pursue advanced study in science, math, engineering or
+technology fields.
+ This is a problem.
+ While there are no quick fixes, we can take steps now to re-examine
+and improve how teachers teach and students learn math and science, and
+I am pleased to see the Science Committee doing just that.
+ As a part of H.R. 362, which I believe is on the agenda for today,
+I am particularly pleased to see that we are using the University of
+Texas UTeach program as a basis for a scholarship program for STEM
+students who commit to teaching K-12 science and math classes after
+graduation. This program has been replicated and expanded at the
+University of California, and I look forward to hearing more about it
+from Dr. Dynes.
+ Along with improving education, Congress should also work to
+promote competitiveness by increasing Federal R&D funding, while
+simultaneously stimulating private sector R&D. The Administration's
+American Competitiveness Initiative is working to do just that on the
+federal level, but there is still room for creativity on how to
+increase private sector basic research. The government's role for the
+latter should be to create a system of incentives.
+ As the President said, ``The role of government is not to create
+wealth; the role of our government is to create an environment in which
+the entrepreneur can flourish, in which minds can expand, in which
+technologies can reach new frontiers.'' \1\ Encouraging private sector
+innovation through tax credits and other such programs will improve the
+American economy, make us more competitive globally, and also bring new
+products to the American people.
+---------------------------------------------------------------------------
+ \1\ President George W. Bush, May 2001.
+---------------------------------------------------------------------------
+ I have seen first-hand America's innovative capabilities, and I
+know we can do better. American preeminence in the global economy
+depends on what all of us do today. Each of us. . .all levels of
+government, industry, academia, parents and students. . .has an
+important role to play in keeping America competitive and ahead of the
+innovation curve.
+ I look forward to working closely with you, Mr. Chairman, on these
+competitiveness issues and to hearing what our esteemed witnesses have
+to say on the subject.
+
+ Chairman Gordon. Thank you, Mr. Hall. I ask unanimous
+consent that all additional opening statements submitted by the
+Committee Members be included in the record. Without objection,
+so ordered.
+ [The prepared statement of Ms. Johnson follows:]
+ Prepared Statement of Representative Eddie Bernice Johnson
+ Thank you, Mr. Chairman.
+ Multiple indicators tell us our nation is falling behind, when it
+comes to world competitiveness in science, technology, engineering and
+math.
+ I have seen a few examples in which a concerted effort by industry,
+or by a university, or even a scholarship program really makes a
+difference in student achievement.
+ Townview High School in Dallas comes to mind. Or the UTeach program
+at the University of Texas.
+ However, I have also seen many more schools struggle, with teachers
+feeling constrained with rigorous curricula but few resources to bring
+that curriculum to life for their students.
+ Despite the Federal Government's best efforts, young Americans are
+being ``left behind.'' Many of these students are in high-need school
+districts, in poor urban and rural areas.
+ I appreciate the work that went into the report called Rising Above
+the Gathering Storm. I feel it is a definitive science policy
+guidebook.
+ However, the report isn't comprehensive. I feel that high-need
+schools are still getting left behind.
+ I also would like to see more attention given to encouraging women,
+Blacks and Hispanics to enter STEM fields and obtain advanced degrees.
+I'll be interested to hear your recommendations on this issue.
+ I welcome today's witnesses and appreciate your candid feedback on
+legislation we are developing in the Committee on Science and
+Technology.
+ Thank you, Mr. Chairman. I yield back.
+
+ [The prepared statement of Mr. Carnahan follows:]
+ Prepared Statement of Representative Russ Carnahan
+ Mr. Chairman, thank you for hosting this hearing to address the
+importance of science and technology to the global competitiveness of
+our nation.
+ I share the concerns of many of you here today. Our nation's
+standing as the global leader in science and technology has slipped in
+recent years and I believe we need to counteract this worrying trend.
+ Last year I received a letter, from a mother in New Jersey whose
+14-year-old daughter was not satisfied with her education. This girl
+wanted permission from her parents to move to Beijing for high school
+because she felt her counterparts in China were getting ahead. To me,
+this story underscores the need for our nation to strengthen its
+investment in education. In particular, America must commit to
+education in math, science and engineering to promote innovation and
+technological advancement. I request that this letter be submitted to
+the record.
+ I am pleased that the National Academy of Sciences has provided us
+with an excellent report, Rising Above the Gathering Storm, to focus on
+these crucial issues. I am similarly pleased that the Chairman has
+introduced legislation to implement the recommendations of the report.
+Last August, Mr. Gordon visited St. Louis for an outstanding panel
+discussion on innovation. Mr. Chairman, I can assure you that your
+visit sparked a conversation about competitiveness, STEM education and
+innovation that continues with enthusiasm in St. Louis. I look forward
+to working with the Committee and participating in the ongoing debate.
+ I want to thank all of the witnesses for being here today and I
+look forward to hearing the testimony.
+
+ [The information follows:]
+
+
+
+
+
+ [The prepared statement of Mr. Mitchell follows:]
+ Prepared Statement of Representative Harry E. Mitchell
+ Thank you, Mr. Chairman.
+ To remain competitive in the global economy, America needs
+technological innovation.
+ Today's hearing focuses on the education and research
+recommendations of the National Academy of Science's (NAS) report
+Rising Above the Gathering Storm: Energizing and Employing America for
+a Brighter Economic Future.
+ The question is how to increase the number of innovators. We must
+encourage and inspire well-trained STEM educators--educators to inspire
+a new generation of scientists and engineers.
+ If the number of students studying science and technology continues
+to decrease, American competitiveness will also decline.
+ If we don't invest now and invest well, we will fall even further
+behind. Students today will be the innovators keeping American
+companies and their operations here tomorrow.
+ I yield back the balance of my time.
+
+ [The prepared statement of Mr. Ehlers follows:]
+ Prepared Statement of Representative Vernon J. Ehlers
+ It is wonderful to have such a distinguished panel with us today.
+Each of you is an expert in the relationship between our national
+economic competitiveness and science and technology. I am pleased that
+the Chairman has scheduled this hearing early in the 110th session and
+I appreciate his commitment to action on the recommendations of the
+Gathering Storm report.
+ As we work to ensure that our best and brightest students will be
+attracted to science, technology, engineering and math fields, we also
+must make sure we focus on improving math and science literacy for all
+of our students. I am pleased that H.R. 362 includes provisions
+supporting the training and retention of STEM teachers, and feel very
+strongly that teachers have a tremendous impact on student enthusiasm
+and interest in these subjects. Our system must foster a desire to
+explore the unknown, ask good questions, and equip our citizens with
+quantitative skills that will be useful in all parts of the workforce.
+There is no substitute for the inspiration provided by a teacher who
+has a passion for the subject they are teaching. Such passion is
+impossible without a solid foundation in pedagogy and content.
+ Finally, I would also like to note that one of the recommendations
+of the Gathering Storm report was to ensure that the United States is a
+hospitable location for innovative companies. While many of the
+recommended implementation steps to achieve this goal lie outside of
+the jurisdiction of this committee, I would note that the panel cited
+manufacturing and marketing as key activities related to innovation.
+The National Institute of Standards and Technology (NIST) works very
+closely with industry on programs to implement innovative technologies
+from the laboratory into the field. I want to make sure the Committee
+values NIST's important contribution to our national competitiveness,
+and look forward to working with my colleagues on an upcoming
+authorization bill for the agency.
+
+ Chairman Gordon. Now, I am pleased today to welcome this
+illustrious panel of academic, business, and government leaders
+to testify before the Committee.
+ First, Mr. Norm Augustine. As Mr. Hall has said, he has
+been before our committee many times, and we are the better off
+for it. He is the retired Chairman and CEO of Lockheed Martin.
+He is also a member of the Advisory Board to the Department of
+Homeland Security, and served for 16 years on the President's
+Council of Advisors on Science and Technology. In the 1970s, he
+served as Under Secretary, and then Acting Secretary of the
+Army. And Mr. Augustine chaired the National Academies
+committee that wrote the Gathering Storm. Mr. Augustine.
+
+ STATEMENT OF MR. NORMAN R. AUGUSTINE, CHAIR, COMMITTEE ON
+PROSPERING IN THE GLOBAL ECONOMY OF THE 21ST CENTURY, COMMITTEE
+ON SCIENCE, ENGINEERING, AND PUBLIC POLICY, DIVISION ON POLICY
+AND GLOBAL AFFAIRS, THE NATIONAL ACADEMIES; FORMER CHAIRMAN AND
+ CEO, LOCKHEED MARTIN CORPORATION
+
+ Mr. Augustine. Mr. Chairman and Members of the Committee,
+thank you very much for this opportunity to speak with you
+about a topic that I deem to be one of the most important
+facing America today.
+ Mr. Chairman, with the Committee's permission, I would like
+to submit a formal statement for the record and briefly
+summarize it here. Thank you.
+ As you pointed out, it was my privilege to chair the
+National Academies committee that wrote the Gathering Storm
+report, and you were kind enough or polite enough not to
+mention that it was really because of your efforts and those of
+your colleagues that the Academies began this effort in the
+first place.
+ It was an effort that, of course, joined those of many
+other organizations, including the Council on Competitiveness.
+Our committee included 20 members who were nonpartisan. The
+membership was broad, and included CEOs of major corporations,
+presidents of universities, three Nobel laureates, a former
+state superintendent of schools, and a number of former
+Presidential appointees. Our findings were essentially
+unanimous, and I will briefly summarize them in a moment.
+ The underlying principle behind our work was what has been
+called the death of distance, which refers to the notion that
+many transactions that, in the past, required people to be in
+proximity to one another no longer do. And that means that, for
+example, when you have a CAT-scan to be read, it may be read by
+a physician in Australia; when you need software, it may be
+written by an engineer in Bangalore, and when you need your
+income tax prepared, it may be prepared by an accountant in
+Costa Rica.
+ Tom Friedman has said, in his marvelous book about the
+Earth being flat, that globalization has accidentally made
+Bangalore, Beijing, and Bethesda next-door neighbors, and when
+it comes to seeking jobs, that is certainly true. At the end of
+the Cold War, over three billion new would-be capitalists
+entered the world job market, and it is a world job market.
+Those three billion people are highly motivated, increasingly
+well educated, and willing to work for a fraction of what
+American workers at all levels are willing to work for, or at
+least have been accustomed to working for.
+ That suggests that we have a major competitiveness
+disadvantage that we have to find a way to offset. It has been
+the view of virtually every study with which I am familiar,
+certainly our recent National Academies study, that that offset
+will have to come from being the world's best innovators and
+first to market.
+ There are a number of indications that things are not going
+particularly well in that regard. Although our overall economy
+looks good in many respects, Americans, with five percent of
+the world's population, produce 28 percent of the world's goods
+and services. We have created two million net new jobs each
+year in recent years. Household net worth just passed $50
+trillion, but there are a lot of worrisome signs, the gathering
+storm, if you will.
+ For example, of new R&D facilities that are to be built in
+the world, in the next few years, 77 percent are scheduled to
+be in India or China. You are all familiar with the fact that
+the world-renowned Bell Labs, I think unarguably, once the
+finest corporate research facility in the world was recently
+sold to the French, or what was left of that lab. The R&D
+investment in the physical sciences has been stagnant for 20
+years in this country in real dollars. Of course, it is good
+things that others prosper, but the National Academies' goal is
+to insure that America continues to prosper.
+ Our committee's findings were straightforward. The first
+was that our standard of living, and indeed, our security, in
+the years ahead, will depend on people having high-quality jobs
+in America. Second, to have high-quality jobs, we are going to
+have to be exceptional in science and technology, because those
+are the fields that underpin, to a very large degree,
+innovation, which is likely to be our primary competitive
+advantage.
+ Of recommendations we have made that have to do with
+science and technology, the first is that the federal
+investment in basic research be doubled in real dollars over
+the next seven years.
+ Second, a series of special grants should be set up for
+young researchers. Many of the great technical and scientific
+breakthroughs have been by young people, but because of the
+constraints on funding, and conservatism in grant funds, first
+grants, on the average, go to a person 42 years old.
+ Third, $500 million a year should be devoted to modernizing
+the instrumentation and equipment infrastructure of scientific
+research labs in this country.
+ Fourth, eight percent of the R&D budget should be set aside
+for discretionary application by the heads of local
+laboratories, the people who know best where the promise of
+future innovation lies, with a focus on high-risk high-payoff
+research.
+ Fifth, we proposed creating the equivalent of an Advanced
+Research Project Agency (ARPA) in the Department of Energy.
+ARPA was successful in most people's eyes, in helping the
+Department of Defense. Our hope is that ARPA-E can do the same
+thing in the Department of Energy.
+ Finally, we suggested, and you referred to this, Mr.
+Chairman, in your remarks, a National Award for Innovation.
+ The reaction of the media and the public to our
+recommendations has been astonishingly favorable. I have a
+collection of op-eds, several from each state in the union,
+almost all supporting our findings. Because of its length, I
+won't submit it for the record, but if the Members would like a
+copy, I would be happy to see that you get it.
+ And with that, Mr. Chairman, again, thank you for this
+opportunity to address your committee.
+ [The prepared statement of Mr. Augustine follows:]
+ Prepared Statement of Norman R. Augustine
+
+ Can America Compete for Jobs?
+
+Mr. Chairman and Members of the Committee:
+
+ I appreciate the opportunity to participate in this hearing which
+addresses one of the most significant challenges facing America today:
+our nation's ability to preserve, and hopefully enhance, the standard
+of living and quality of life enjoyed by America's citizens.
+Unfortunately, because of absent decisive action on the part of our
+nation's leaders, there is a very real likelihood that today's adult
+generation will leave to its children, for the first time in our
+nation's history, a sustained, substantially lower standard of living
+than it enjoyed.
+ I would like to begin my testimony by thanking you, Mr. Chairman,
+for your courageous leadership in placing science and engineering on
+the Nation's agenda. I believe that there has been a broad awakening in
+America as to the impact of science and technology and the consequences
+of its neglect. You and the Members of this committee were among the
+first to sound the alarm.
+ As you may be aware, it was my privilege to serve as Chair of the
+National Academies' assessment of our nation's future competitiveness.
+This committee, whose report became known as the ``Gathering Storm''
+report, has completed its assigned task and, in keeping with the
+Academies' policies, been disbanded. Given that circumstance, the views
+I express today will be my own, speaking as a private citizen. However,
+I believe that my remarks are generally reflective of the views of my
+colleagues on the National Academies' committee. The committee's 20-
+person membership consisted of former presidential appointees, CEO's,
+Nobel Laureates, a State Superintendent of Schools, and several
+university presidents. . .one of whom has recently found new employment
+as Secretary of Defense. I should note that many other individuals and
+organizations have devoted enormous talent and energy to helping
+address the competitiveness challenges our nation faces, including the
+Council on Competitiveness, the Business Roundtable, the National
+Association of Manufacturers, the American Association of University
+Presidents, the Chamber of Commerce, the National Association of State
+Universities and Land-Grant Colleges, the American Physical Society,
+the American Association for the Advancement of Science, and numerous
+others.
+ It was through the encouragement of Members of the Senate and House
+of Representatives that the National Academies' project was initiated,
+and in particular Senators Alexander and Bingaman and Representatives
+Boehlert and you, Mr. Chairman, requested that an assessment be
+conducted. It would be difficult to cite a finer example of bipartisan
+cooperation in addressing a problem of critical importance to America's
+citizenry than that which took place following the release of the
+National Academies' ``Gathering Storm'' report and involving the White
+House and Cabinet Officers, the House of Representatives, and the
+Senate. The initial legislation to implement the Academies'
+recommendations had 70 co-sponsors in the Senate--35 Democrats and 35
+Republicans. Similar support has been found in the House.
+ I have with me a collection of editorials and op/eds from
+newspapers in all 50 states. Virtually all indicate support for the
+Academies' findings and recommendations. I will, because of the
+document's length, not request that it be included in the record, but
+if any of the Members would like a copy I would be pleased to have one
+delivered to your office.
+ Having examined a great deal of evidence, the committee concluded
+that America's ability to compete for jobs in the years ahead will
+depend heavily upon our ability to maintain a strong position in the
+fields of science and engineering. It will be these fields that will
+underpin the innovation that in turn will create quality jobs for
+Americans. And to fill those jobs, all our citizens will need the basic
+tools required to function in a high-tech world. Eight different
+studies conducted in recent decades indicate that public investments in
+science and technology have produced societal returns that range from
+20 to 67 percent per year. Various other studies have concluded that
+between 50 and 85 percent of the Nation's growth in GDP per capita
+during the last half-century can be attributed to science and
+engineering progress. In fact, one would be hard-pressed to find a
+better investment than research and education.
+ While a great deal has been accomplished, much remains to be done.
+The Academies' estimate of the incremental cost, at the federal level,
+of putting the Nation in a position to compete, will grow from $9B per
+year to $19B per year over the next five years. This is not a one-year
+competition in which we find ourselves--it is a seismic change,
+comparable to that the Nation underwent when it encountered a shift
+from 84 percent of its workers being involved in agriculture in the
+early 1800's to about one percent today. The transition to a globalized
+economy will, however, be markedly faster, with three billion would-be
+capitalists having entered the global job market in the past two
+decades alone and the number of nations actively participating in that
+market suddenly increasing from 25 to 66. These job candidates are
+highly motivated, willing to work for a fraction of the compensation
+U.S. workers receive, and are increasingly well educated. Furthermore,
+they span the employment spectrum from laborers and assembly workers to
+medical doctors, accountants and engineers.
+ It has been 17 months since the Academies' report was issued and
+while substantial preparatory work is now in place, including the FY07
+continuing resolution, little impact of this effort has yet to be felt
+where it matters: in America's factories, schools, and research
+laboratories. The year ahead will be decisive in this regard, a period
+that one day may be looked back upon as a ``tipping point''--one way or
+the other. The question is whether we have the staying-power to sustain
+the efforts which have now been initiated.
+ During the months since the Academies' report was issued, the world
+has, unfortunately, not been standing still waiting for us: An entire
+new generation of semiconductor integrated circuits, the mortar of the
+modern electronics revolution, has been introduced; Toyota now has
+eight times the market capitalization of General Motors and Ford,
+combined; the remnants of what was once the world's greatest industrial
+research lab, the legendary Bell Labs, the home of the transistor and
+the laser and numerous Nobel Laureates, has now been sold to a French
+firm; for the first time the most capable high-energy particle
+accelerator in the world does not reside in the United States; another
+$650 billion has been spent on our public schools which, according to
+recent standardized tests in science, was accompanied by a moderate
+improvement in performance in the lower grades and further
+deterioration in the 12th grade--suggesting that the longer our
+children are exposed to our schools, the worse they fare. In addition,
+U.S. investors put more new money into foreign stock funds than U.S.
+funds; 77 percent of the new research laboratories currently planned to
+be built in the world will reside in just two countries--neither of
+which is the United States; American firms once again spent more on
+litigation than on research and development; U.S. undergraduate
+engineering enrollment remained generally flat according to the latest
+data; nearly all the major Initial Public Offerings in the world during
+the period took place outside the United States; the German firm which
+not long ago purchased one of America's Big Three automakers, Chrysler,
+has now, upon closer inspection, decided it doesn't want it after all;
+the Academies' recommendation to add $9 billion to the federal budget
+was debated as U.S. citizens gambled $7 billion on the Super Bowl; our
+children continued to spend more time watching television than in the
+classroom; and the World Economic Forum in Geneva precipitously lowered
+its rating of U.S. competitiveness from first place to sixth.
+ A particularly troublesome aspect of the challenge we face is that
+there has been and will be no sudden wake-up call--no Sputnik, no 9/11,
+no Pearl Harbor--rather, the situation is much more analogous to the
+proverbial frog being slowly boiled. The economy is of course doing
+quite well, and it has to be considered a major positive that other
+nations are prospering. The challenge for America is to continue to be
+among those nations that prosper--and in this regard virtually all the
+warning trends are headed in the wrong direction.
+ As Tom Friedman concluded in The World is Flat, globalization has
+``accidentally made Beijing, Bangalore and Bethesda next door
+neighbors''--a neighborhood wherein able candidates for jobs which have
+traditionally resided in the United States are now just a mouse-click
+away.
+ It should be noted that while the Academies' committee focused on
+creating and sustaining jobs, the impact of the competitiveness race on
+our nation's physical security could be even more profound. Several
+years ago it was my privilege to serve on the bipartisan Hart-Rudman
+Commission on National Security, one of the two primary findings of the
+group being, ``. . .the inadequacies of our system of research and
+education pose a greater threat to U.S. national security over the next
+quarter century than any potential conventional war that we might
+imagine.'' Indeed, the consequences of current trends are particularly
+acute for defense firms, which must rely upon U.S. citizens for much of
+their engineering force and cannot simply shift work overseas as does
+much of the commercial sector.
+ The National Academies' report offers four recommendations and 20
+specific implementing actions to begin the process of assuring
+America's future competitiveness and security. The four recommendations
+address strengthening our K-12 public schools, significantly increasing
+the Nation's investment in basic research, encouraging more of the
+Nation's ``best and brightest'' to become engineers and scientists; and
+reconstituting the Nation's innovation ecosystem in such areas as
+patent policy, tax policy, litigation policy, and immigration policy.
+The Academies' report proposes undertaking these tasks within an
+overall framework that focuses upon reducing the Nation's energy
+dependence, since that is a task of the utmost importance and is
+closely coupled to the attainment of advancements in science and
+engineering.
+ The two highest priorities cited in the National Academies' report
+are, first, to increase the number of K-12 teachers with university
+degrees in the physical sciences, math or engineering, and, second, to
+substantially increase the basic research budget in math, engineering
+and the physical sciences while, at a very minimum, preserving the
+purchasing power of the Nation's on-going investment in the
+biosciences. The growth in recent years in funding of the health
+sciences is already paying significant dividends.
+ The Academies' specific recommendations with regard to science were
+presented in ``The Gathering Storm'' report under the heading, ``Sowing
+the Seeds'' and focused on strengthening the Nation's traditional
+commitment to long-term basic research through:
+
+ Increasing federal investment in research by 10
+ percent per year (real growth) over the next seven years, with
+ primary attention devoted to the physical sciences,
+ engineering, mathematics, and information sciences--without
+ disinvesting in the biological sciences.
+
+ Providing research grants to early career
+ researchers.
+
+ Instituting a National Coordination Office for
+ Research Infrastructure to oversee the investment of an
+ additional $500M per year for five years for advanced research
+ facilities and equipment.
+
+ Allocating at least eight percent of the existing
+ budgets of federal research agencies to discretionary funding
+ under the control of local laboratory directors.
+
+ Creating an Advanced Research Projects Agency-Energy
+ (ARPA-E), modeled after DARPA in the Department of Defense,
+ reporting to the Department of Energy Under Secretary for
+ Science. The purpose of this entity would be to support on a
+ competitive basis the conduct of long-term ``out-of-the-box,''
+ transformational, generic, energy research by universities,
+ industry and government laboratories.
+
+ Establishing a Presidential Innovation Award to
+ recognize and stimulate scientific and engineering advances in
+ the national interest.
+
+ It is critical that we assure the existence of a long-term talent
+base to pursue the needed science and engineering activity, which
+together comprises the underpinning of much of America's innovation
+enterprise. Warranting particular emphasis is the matter of encouraging
+women and minorities, now widely under-represented in the science and
+engineering community, to pursue careers in these fields. America,
+already handicapped in this global competition by its wage scale,
+cannot afford to fail to avail itself of the talents of over half its
+citizenry. The committee recommended, under the heading, ``Best and
+Brightest'':
+
+ Establishing 25,000 competitive science, mathematics,
+ engineering, and technology undergraduate scholarships and
+ 5,000 graduate fellowships in areas of national need for U.S.
+ citizens pursuing study at U.S. universities.
+
+ Providing a federal tax credit to employers to
+ encourage their support of continuing education of their
+ employees.
+
+ Providing a one-year automatic visa extension to
+ international students who receive a science or engineering
+ doctorate at a U.S. university and meet normal security
+ requirements, and providing automatic work permits and the
+ opportunity for expedited residence status if these students
+ are offered employment in the U.S.
+
+ Instituting a skill-based, preferential immigration
+ option.
+
+ Reforming the current system of ``deemed exports'' so
+ that international students and researchers have access to
+ necessary non-classified information and research equipment
+ while studying and working in the U.S.
+
+ Absent decisive steps, America's business base is almost certain to
+migrate to other, more competitive countries in the years ahead--in
+fact, it is already doing so. Under such a circumstance our nation
+could find itself with some of the world's richest investors living in
+a sea of unemployment. The consequences of this for stability and
+prosperity are evident.
+ Fortunately, it is not yet too late. . .but it is getting late.
+With the strong involvement of our nation's leaders, including the
+continuing support of the Members of this committee, we can assure that
+our science base remains vigorous, our K-12 educational system is
+rebuilt, our innovation infrastructure once again becomes the most
+attractive in the world--and our children are assured of an opportunity
+for a life even better than most of us have enjoyed.
+ Thank you again for permitting me to address this important topic.
+I would of course be pleased to answer any questions you might have.
+
+NATIONAL ACADEMIES ``GATHERING STORM'' COMMITTEE BIOGRAPHIC INFORMATION
+
+NORMAN R. AUGUSTINE [NAE*] (Chair) is the retired Chairman and CEO of
+ the Lockheed Martin Corporation. He serves on the President's
+ Council of Advisors on Science and Technology and has served as
+ Under Secretary of the Army. He is a recipient of the National
+ Medal of Technology.
+
+CRAIG BARRETT [NAE] is Chairman of the Board of the Intel Corporation.
+
+GAIL CASSELL [IOM*] is Vice President for Scientific Affairs and a
+ Distinguished Lilly Research Scholar for Infectious Diseases at
+ Eli Lilly and Company.GQ02
+STEVEN CHU [NAS*] is the Director of the E.O. Lawrence Berkeley
+ National Laboratory. He was a co-winner of the Nobel prize in
+ physics in 1997.
+
+ROBERT GATES is the President of Texas A&M University and served as
+ Director of Central Intelligence.*
+
+NANCY GRASMICK is the Maryland State Superintendent of Schools.
+
+CHARLES HOLLIDAY JR. [NAE] is Chairman of the Board and CEO of DuPont.
+
+SHIRLEY ANN JACKSON [NAE] is President of Rensselaer Polytechnic
+ Institute. She is the immediate Past President of the American
+ Association for the Advancement of Science and was Chairman of
+ the U.S. Nuclear Regulatory Commission.
+
+ANITA K. JONES [NAE] is the Lawrence R. Quarles Professor of
+ Engineering and Applied Science at the University of Virginia.
+ She served as Director of Defense Research and Engineering at
+ the U.S. Department of Defense and was Vice-Chair of the
+ National Science Board.
+
+JOSHUA LEDERBERG [NAS/IOM] is the Sackler Foundation Scholar at
+ Rockefeller University in New York. He was a co-winner of the
+ Nobel Prize in physiology or medicine in 1958.
+
+RICHARD LEVIN is President of Yale University and the Frederick William
+ Beinecke Professor of Economics.
+
+C.D. (DAN) MOTE JR. [NAE] is President of the University of Maryland
+ and the Glenn L. Martin Institute Professor of Engineering.
+
+CHERRY MURRAY [NAS/NAE] is the Deputy Director for science and
+ technology at Lawrence Livermore National Laboratory. She was
+ formerly the Senior Vice President at Bell Labs, Lucent
+ Technologies.
+
+PETER O'DONNELL JR. is President of the O'Donnell Foundation of Dallas,
+ a private foundation that develops and funds model programs
+ designed to strengthen engineering and science education and
+ research.
+
+LEE R. RAYMOND [NAE] is the Chairman of the Board and CEO of Exxon
+ Mobil Corporation.
+
+ROBERT C. RICHARDSON [NAS] is the F.R. Newman Professor of Physics and
+ the Vice Provost for research at Cornell University. He was a
+ co-winner of the Nobel Prize in physics in 1996.
+
+P. ROY VAGELOS [NAS/IOM] is the retired Chairman and CEO of Merck &
+ Co., Inc.
+
+CHARLES M. VEST [NAE] is President Emeritus of MIT and a Professor of
+ mechanical engineering. He serves on the President's Council of
+ Advisors on Science and Technology and is the immediate Past
+ Chair of the Association of American Universities.
+
+GEORGE M. WHITESIDES [NAS/NAE] is the Woodford L. & Ann A. Flowers
+ University Professor at Harvard University. He has served as an
+ adviser for the National Science Foundation and the Defense
+ Advanced Research Projects Agency.
+
+RICHARD N. ZARE [NAS] is the Marguerite Blake Wilbur Professor of
+ Natural Science at Stanford University. He was Chair of the
+ National Science Board from 1996 to 1998.
+
+ * subsequently became Secretary of Defense
+
+ Biography for Norman R. Augustine
+ NORMAN R. AUGUSTINE was raised in Colorado and attended Princeton
+University where he graduated with a BSE in Aeronautical Engineering,
+magna cum laude, and an MSE. He was elected to Phi Beta Kappa, Tau Beta
+Pi and Sigma Xi.
+ In 1958 he joined the Douglas Aircraft Company in California where
+he worked as a Research Engineer, Program Manager and then Chief
+Engineer. Beginning in 1965, he served in the Office of the Secretary
+of Defense as Assistant Director of Defense Research and Engineering.
+He joined LTV Missiles and Space Company in 1970, serving as Vice
+President, Advanced Programs and Marketing. In 1973 he returned to the
+government as Assistant Secretary of the Army and in 1975 became Under
+Secretary of the Army, and later Acting Secretary of the Army. Joining
+Martin Marietta Corporation in 1977, he served as Chairman and CEO from
+1988 and 1987, respectively, until 1995, having previously been
+President and COO. He served as President of Lockheed Martin
+Corporation upon the formation of that firm in 1995, and became its CEO
+in January 1996, and later Chairman. Upon retiring from Lockheed Martin
+in August 1997, he joined the faculty of the Princeton University
+School of Engineering and Applied Science where he served as Lecturer
+with the Rank of Professor until July, 1999.
+ Mr. Augustine was Chairman and Principal Officer of the American
+Red Cross for nine years, Chairman of the National Academy of
+Engineering, President and Chairman of the Association of the United
+States Army, Chairman of the Aerospace Industries Association, and
+Chairman of the Defense Science Board. He is a former President of the
+American Institute of Aeronautics and Astronautics and the Boy Scouts
+of America. He is a current or former member of the Board of Directors
+of ConocoPhillips, Black & Decker, Procter & Gamble, of which he is
+Presiding Director, and Lockheed Martin and is a member of the Board of
+Trustees of Colonial Williamsburg, a Trustee Emeritus of Johns Hopkins
+and a former member of the Board of Trustees of Princeton and MIT. He
+is a member of the Advisory Board to the Department of Homeland
+Security, was a member of the Hart/Rudman Commission on National
+Security, and has served for 16 years on the President's Council of
+Advisors on Science and Technology. He is a member of the American
+Philosophical Society and the Council on Foreign Affairs, and is a
+Fellow of the National Academy of Arts and Sciences and the Explorers
+Club.
+ Mr. Augustine has been presented the National Medal of Technology
+by the President of the United States and received the Joint Chiefs of
+Staff Distinguished Public Service Award. He has five times received
+the Department of Defense's highest civilian decoration, the
+Distinguished Service Medal. He is co-author of The Defense Revolution
+and Shakespeare In Charge and author of Augustine's Laws and
+Augustine's Travels. He holds 21 honorary degrees and was selected by
+Who's Who in America and the Library of Congress as one of ``Fifty
+Great Americans'' on the occasion of Who's Who's fiftieth anniversary.
+He has traveled in over 100 countries and stood on both the North and
+South Poles of the Earth.
+
+ Chairman Gordon. Thank you, Mr. Augustine, for your
+testimony, more importantly, your long-term commitment to our
+country.
+ Next, Mr. Harold Terry McGraw III is Chairman, President,
+and CEO of McGraw-Hill Companies. I guess when your name is on
+the front door, you can do whatever you want. He does it well,
+and is also the Chairman of the Business Roundtable, as well as
+the President of the Committee Encouraging Corporate
+Philanthropy.
+ Thank you, Mr. McGraw, for joining us today.
+
+ STATEMENT OF MR. HAROLD MCGRAW III, CHAIRMAN AND CEO, THE
+ MCGRAW-HILL COMPANIES; CHAIRMAN, BUSINESS ROUNDTABLE
+
+ Mr. McGraw. Well, thank you, Mr. Chairman, and Ranking
+Member Hall, and Members of the Committee, and thank you for
+the leadership and the ideas that are embodied in H.R. 362 and
+H.R. 363. The CEOs of the Business Roundtable are very much in
+support of your work.
+ In 2005, the Business Roundtable and 14 other national
+business associations created the Tapping America's Potential
+campaign, with the goal of doubling the number of American
+science, technology, engineering, and mathematics graduates by
+2015. We believe that expanding the talent pool is the critical
+element of the innovation agenda that America must pursue in
+order to remain competitive, and it is all about
+competitiveness.
+ America has a tremendous record of success and growth any
+way that you look at it, in economic terms, in technological
+terms, medical terms, any way. The United States has a $13.2
+trillion economy, which is bigger than any other country by a
+wide margin. But to keep moving ahead in our changing and
+increasingly very competitive world, everyone, young and old,
+needs a roadmap to find their way.
+ Business and government together need to help every
+American locate avenues to continually upgrade their skills and
+knowledge so that they can succeed. Education and lifelong
+learning are essential for a better life and a brighter future
+for America. Census data tells us that people with bachelor's
+degrees can earn more than twice as much as those with only a
+high school diploma, and three times more than a high school
+dropout.
+ Alliance for Excellent Education research shows that if the
+dropouts from the class of 2006 earned diplomas instead of
+dropping out, our economy would see an additional $309 billion
+in wages over those students' lifetimes. The economic impact of
+increasing our graduation rate is staggering to the individual
+and the economy as a whole. Johns Hopkins University research
+shows that half of our dropouts, half of our dropouts in this
+country come from 2,000 of our 14,000 high schools. We can get
+at half that problem if we just focus on those 2,000.
+ Your committee has been working on two important bills that
+would provide critical support for the foundation of America's
+innovation system. We endorse those bills, and let me tell you
+why. Our economy stands at a critical juncture. The United
+States is still, again, the world's economic leader, but that
+lead could slip. Powerful economic rivals have emerged, and
+these competitors are investing in innovation. Meanwhile, our
+federal support for research has declined, relative to the size
+of our economy.
+ In business, research is an investment pegged to sales or
+revenues, but federal funding for R&D has declined from 1.25
+percent of GDP to 0.75 percent today. Imagine if a high-tech
+company invested in R&D at such a rate. Should we be investing
+in our children's future at a high-tech rate, or at least a
+greater rate than we do now, and if so, what should that rate
+be?
+ Also, demands of the workplace are increasing. The number
+of jobs requiring technical training is growing at five times
+the rate of non-technical jobs, but the U.S. education system
+is not keeping pace. More than half of the U.S. students
+entering college drop out before earning a degree, and the most
+recent data from the National Assessment of Educational
+Progress exams, NAEP, reveals that high school seniors' reading
+performance over the past decade actually declined, and
+according to NAEP, less than one quarter of seniors perform at
+their grade level or above in math.
+ The American people understand that the competitive
+landscape is changing. Today's challenge is about maintaining
+the higher standard of living Americans have come to expect.
+That means creating more high wage jobs in high value-added
+industries here in America. And it means preparing all of our
+citizens to compete and to succeed in the global economy. The
+key to our competitiveness challenge is innovation. Innovation
+drives productivity growth, creates new products, even whole
+new industries, and generates high wage employment and a higher
+standard of living for all Americans.
+ Productivity gains have created a new economic paradigm,
+enabling the Fed to maintain a generally accommodative interest
+rate policy in the face of strong economic growth, without
+triggering inflation. It is time to implement the
+recommendations of the Gathering Storm report, and Tapping
+America's Potential report. We appreciate the work this
+committee is doing to press forward.
+ And finally, innovation is all about talent. In a world
+where natural resources, capital, and unskilled labor are all
+globally available, it is the well educated, skilled, and
+creative individual who will make the difference in economic
+performance. That is why the business community's innovation
+recommendations focus on education.
+ Today, American business and higher education leaders
+released the American Innovation Proclamation, urging Congress
+to double basic research at key federal science agencies,
+increase the funding of proven programs and incentives for math
+and science teacher recruitment and professional development,
+welcome highly educated foreign professionals, particularly
+those holding advanced science and technology degrees,
+especially from U.S. universities, by reforming our visa
+policies, and of course, our H-1B visa programs, and make
+permanent a strengthened R&D tax credit to encourage continued
+private sector innovation investment. And I am proud to be a
+signatory on this Proclamation, along with so many other
+business leaders who believe so much in what you are doing.
+ And in conclusion, it is worth noting that the forces
+driving economic integration and global competition were all
+invented here. America is in the best position to take
+advantage of the changing landscape and to continue to lead the
+world in these areas, so long as we recognize the challenges we
+face, we maintain the right focus on education, and invest
+where necessary to ensure that Americans succeed in the new
+environment.
+ Mr. Chairman, it is up to us to ensure that the 21st
+Century is the next American Century, and with your help and
+the Members of this committee, we will do just that.
+ Thank you.
+ [The prepared statement of Mr. McGraw follows:]
+ Prepared Statement of Harold McGraw III
+ Mr. Chairman, Ranking Member Hall, Members of the Committee. Good
+afternoon. My name is Terry McGraw, Chairman, President, and CEO of The
+McGraw-Hill Companies.
+ I welcome the opportunity to appear before you today to address the
+vitally important issues of innovation and competitiveness not only on
+behalf of The McGraw-Hill Companies, but also as Chairman of Business
+Roundtable.
+ The McGraw-Hill Companies is a global information services provider
+headquartered in New York. We employ 20,000 people in 280 offices in 40
+countries worldwide. You know us best through the McGraw-Hill imprint
+in education, Standard & Poor's, J.D. Power and Associates and Business
+Week.
+ Business Roundtable (www.businessroundtable.org) is an association
+of chief executive officers of leading U.S. companies with $4.5
+trillion in annual revenues and more than 10 million employees. Member
+companies comprise nearly a third of the total value of the U.S. stock
+markets and represent over 40 percent of all corporate income taxes
+paid. Collectively, they returned $112 billion in dividends to
+shareholders and the economy in 2005.
+ Roundtable companies give more than $7 billion a year in combined
+charitable contributions, representing nearly 60 percent of total
+corporate giving. They are technology innovation leaders, with $90
+billion in annual research and development spending--nearly half of the
+total private R&D spending in the U.S.
+ Both McGraw-Hill and Business Roundtable are passionate about
+innovation. In 2005, Business Roundtable, together with fourteen other
+national business associations, created the Tapping America's Potential
+campaign, or TAP, with the goal of doubling the number of American
+science, technology, engineering and mathematics graduates with
+Bachelor's degrees by 2015. We believe that expanding the talent pool
+is a critical element--perhaps the critical element--of the innovation
+agenda that America must pursue in order to remain competitive in the
+21st Century.
+ The McGraw-Hill Companies has a deep commitment to education and
+lifelong learning. In our rapidly changing and highly competitive
+world, every individual--young and old alike--needs a roadmap, a Global
+Positioning System if you will, to find their way. Not to find a
+location on a map or to provide driving directions, but to chart a
+course to succeed in our increasingly globalized society. Both business
+and government need to help every American locate avenues to
+continually upgrade their skills and knowledge. But it is a two-way
+street--every American also needs to recognize the importance of
+lifelong learning. For students it is particularly important to help
+them understand the important role that science, technology,
+engineering and math play in keeping routes open in their own global
+positioning system.
+ The McGraw-Hill Companies believe that education and lifelong
+learning are essential for a better life for all Americans. In the
+broader sense, education also is essential for a brighter future for
+America. U.S. Census data tells us that people with Bachelor's degrees
+have more than twice the average annual earnings of those with only a
+high school diploma and three times more than high school dropouts.
+ Business Roundtable endorses the Science and Technology Committee's
+bills, H.R. 362, ``10,000 Teachers, 10 Million Minds'' Science and Math
+Scholarship Act, and H.R. 363, Sowing the Seeds Through Science and
+Engineering Research Act. These bills, if enacted, would provide
+critical support for the foundations of America's innovation system.
+They represent essential components of a broader innovation and
+competitiveness agenda that Business Roundtable believes must be
+enacted this year. I commend the Committee for moving the legislation
+forward. Now, let me tell you why I think that is so important.
+ The U.S. economy stands at a critical juncture. While the United
+States is still the world's economic leader, that lead is slipping.
+
+ Powerful global economic rivals have emerged, some of
+ which were minor competitors only a decade ago.
+
+ These competitors are investing in innovation. For
+ example, China more than doubled its research and development
+ spending as a percentage of gross domestic product (GDP) from
+ 0.6 percent in 1995 to 1.4 percent today. This, during a time
+ of very rapid GDP growth.
+
+ Meanwhile, in the United States, federal support for
+ research has declined relative to the size of the economy. In
+ business, we think of research as an investment that should be
+ pegged to sales or annual revenue, but federal funding for
+ research and development has declined from 1.25 percent of GDP
+ in 1985 to 0.75 percent today. Imagine if a high tech company,
+ for example, invested in R&D at such a rate. Shouldn't we be
+ investing in our children's future at a high tech rate, or at
+ least at a greater rate than we do now?
+
+ The demands of the workplace are increasing. The
+ number of jobs requiring technical training is growing at five
+ times the rate of non-technical occupations.
+
+ But the U.S. educational system is not keeping pace.
+ More than half of U.S. students entering college will drop out
+ before earning a degree. The United States ranks 17th in the
+ world in the proportion of the college-age population earning a
+ science or engineering degree.
+
+ And just a few weeks ago, the most recent data from
+ the National Assessment of Educational Progress exams revealed
+ that high school seniors' reading performance over the past
+ decade actually declined. And according to the NAEP, less than
+ one quarter of seniors perform at their grade level or above in
+ math.
+
+ The American people understand that the competitive landscape is
+changing. A poll commissioned by Business Roundtable in late 2005
+showed that Americans are confident about the competitive position of
+the United States today, but unlike a decade ago when they believed
+that the United States would continue to be the world's economic
+leader, Americans now think that the United States will lose its
+competitive advantage in the future.
+ Like the public at large, Business Roundtable CEOs do not take
+America's leadership position for granted. Because our companies'
+operations are global, we see firsthand how rapidly other countries are
+improving their competitive position. Business Roundtable is confident
+of America's ability to compete and win in global markets but we know
+that past success is no guarantee of future performance.
+ Today's competitiveness challenge is about maintaining the higher
+standard of living Americans have come to expect in a flatter world
+with more nimble competitors. That means creating more high-wage jobs
+in high-value-added industries here in America. And it means preparing
+all of our citizens to compete and succeed in the global economy.
+ The key to America's competitiveness challenge is innovation.
+Technological innovation drives productivity growth. It creates new
+products and processes--even whole new industries--thereby generating
+high-wage employment and a higher standard of living for all Americans.
+Productivity gains have enabled the U.S. economy to grow in recent
+years at rates that previously had been considered likely to trigger
+inflation. The recent strong growth, low inflation environment is
+attributable to the extraordinary gains in productivity that the U.S.
+economy has enjoyed since the mid 1990s.
+ Economists estimate that fifty percent of productivity growth comes
+from innovation. A study by economists Kevin Hassett and Robert
+Schapiro found that the value of ideas and innovation generated by the
+U.S. economy is more than $5 trillion a year--some 42 percent of our
+GDP.
+ The wellsprings of innovation require constant nurturing, and
+maintaining U.S. innovation leadership demands hard work and
+investment.
+ We can meet this challenge.
+ Frankly, as a nation we have been too complacent. It has been 18
+months since the National Academies released the Gathering Storm
+report. In addition, nearly two years ago, Business Roundtable and 14
+other national business associations issued the Tapping America's
+Potential report that contained recommendations to double federal
+investments in fundamental research, reform visa and green card
+policies to welcome the best and the brightest from around the world,
+and improve U.S. K-12 math and science education by focusing on
+recruiting and training a greater number of qualified teachers.
+ As I mentioned earlier in my testimony, the Tapping America's
+Potential campaign adopted one strategic and overarching goal: to
+double the number of science, technology, engineering and mathematics
+graduates with Bachelor's degrees by 2015.
+ It is time to pass legislation and start implementing the
+recommendations. We appreciate the good work this committee is doing to
+press forward.
+ Innovation is all about talent. In a world where natural resources,
+capital, and unskilled labor are all globally available, it is well-
+educated, skilled, and creative individuals who make the difference in
+economic performance. That is why Business Roundtable and our TAP
+campaign partners have focused on education as the first among equals
+of the key elements of the business community's innovation
+recommendations. More than any other aspect of our innovation system,
+education is the potential Achilles heel for future U.S. economic
+competitiveness.
+ Mr. Chairman, as you know, America's competitiveness challenge has
+galvanized the business community. Just this afternoon, a broad
+coalition of American business and higher education leaders released
+the American Innovation Proclamation, which calls upon Congress to
+enact an innovation agenda to:
+
+ One, renew America's commitment to discovery by
+ doubling basic research at four key federal science agencies.
+
+ Two, improve U.S. student achievement in math and
+ science through increased funding of proven programs and
+ incentives for math and science teacher recruitment and
+ professional development.
+
+ Three, welcome highly educated foreign professionals,
+ particularly those holding advanced science, technology,
+ engineering, or mathematics degrees, especially from U.S.
+ universities, by reforming U.S. visa policies. We need to boost
+ the number of H-1B visas beyond the very low level of only
+ 65,000.
+
+ And four, make permanent a strengthened R&D tax
+ credit to encourage continued private-sector innovation
+ investment.
+
+ I am proud to be a signatory on this proclamation, along with some
+of my fellow panelists here. I believe that it embodies the right
+agenda for America. It is a positive agenda, which, if enacted, would
+open up new opportunities for America and her citizens. Of course,
+there are additional agenda items that Congress must address to ensure
+U.S. competitiveness. They include opening access to new markets,
+reducing health care costs, and reauthorizing a strengthened No Child
+Left Behind Act, among others. However, I will save that discussion for
+another day.
+ It is worth noting that the forces driving economic integration and
+global competition were all invented here. More than any other country,
+the United States created the conditions for global economic growth
+driven by accelerated technological innovation. America is in the best
+position to take advantage of the changing competitive landscape as
+long as we recognize the challenges we face and make the investments
+required to succeed in the new environment.
+ Mr. Chairman, it is up to us to ensure that the 21st Century is the
+next American Century. With your help, and the help of all of the
+Members of the Committee on Science and Technology, we will do just
+that.
+
+
+
+
+ Biography for Harold McGraw III
+ Harold McGraw III was elected Chairman of The McGraw-Hill Companies
+in December 1999; Chief Executive Officer in 1998; and President and
+Chief Operating Officer in 1993. He has been a member of The McGraw-
+Hill Companies' Board of Directors since 1987.
+ Mr. McGraw has led a transformation of the Corporation,
+consolidating 15 diverse units into three focused business segments,
+each one a market leader. In Financial Services, Standard & Poor's is
+the world's leading provider of financial analyses and risk
+assessments. In Education, McGraw-Hill Education is a leader in the
+U.S. K-12 education market as well as in the higher education and
+professional markets. And in Information & Media, the Corporation is a
+preeminent provider of essential news, information, analysis and
+solutions globally through Business Week, J.D. Power and Associates and
+leading portals for the energy, construction and aviation industries.
+ The McGraw-Hill Companies had sales of $6.3 billion in 2006. The
+Corporation has a strong history of growth. Over the last 10 years, it
+has outperformed the S&P 500, producing an annualized total return of
+21.5 percent versus 8.4 percent for the S&P 500.
+ Mr. McGraw, 58, joined The McGraw-Hill Companies in 1980 and has
+held a number of positions with increasing responsibilities, including
+Vice President, Corporate Planning; publisher, Aviation Week & Space
+Technology; President, McGraw-Hill Publications Company; and President,
+McGraw-Hill Financial Services Company.
+ He serves on the Board of Directors of United Technologies and
+ConocoPhillips. He is Chairman of Business Roundtable, Chairman of the
+Emergency Committee for American Trade (SCAT) and a member of the
+Business Council. Mr. McGraw is a member of the State Department's
+Advisory Committee on Transformational Diplomacy and he also served as
+a member of President George W. Bush's Transition Advisory Committee on
+Trade.
+ Mr. McGraw is Chairman of the Committee Encouraging Corporate
+Philanthropy. He is also Co-Chair of Carnegie Hall's Corporate
+Leadership Committee and a member of its Board of Trustees.
+Additionally, Mr. McGraw serves on the boards of the National Council
+on Economic Education, New York Public Library, National Organization
+on Disability, National Academy Foundation, Partnership for New York
+City, and Prep for Prep.
+ Mr. McGraw received an M.B.A. from the Wharton School of the
+University of Pennsylvania in 1976 and a B.A. from Tufts University in
+1972.
+
+ Chairman Gordon. Thank you, Mr. McGraw.
+ And now we have Dr. Robert Dynes, who is President of the
+University of California. Dr. Dynes is also Professor of
+Physics and Material Science at the University. And before
+coming to the University of California, he had a 22-year career
+at the AT&T Bell Laboratories and, in 1989, was elected to the
+National Academies of Science.
+ Thank you, Dr. Dynes.
+
+ STATEMENT OF DR. ROBERT C. DYNES, PROFESSOR OF PHYSICS AND
+ MATERIAL SCIENCE; PRESIDENT, UNIVERSITY OF CALIFORNIA
+
+ Mr. Dynes. Good afternoon, Mr. Chairman. Mr. Chairman,
+Ranking Member Hall, and other Members of the Committee, thank
+you for the opportunity to testify on this important issue of
+science and technology leadership in the 21st Century.
+ I want to first specifically recognize Chairman Gordon and
+Norm Augustine for their leadership in bringing us to this
+point. It is an honor to be with these distinguished folks on
+the panel. My written testimony, which I have submitted for the
+record, outlines the University of California's vision for
+ensuring strong competitiveness in California and in the U.S.
+My job is to keep California competitive.
+ My vision rests on three planks. One, fueling innovation
+and boosting the Nation's economy by leading in RD&D, research,
+development, and a second D: delivery, which is the delivery of
+the products of the university to society, and delivery of
+educated, motivated innovators to our society.
+ Two, forging strategic alliances with the best and
+brightest minds around the world to solve global problems that
+confront all societies for our benefit. Three, enhancing the
+quality of California's future workforce by tackling the crisis
+in K-12 education. This afternoon, I will provide a snapshot of
+a program at the University of California that speaks to the
+third plank.
+ This exciting program, which we call the Science and Math
+Initiative, or 1,000 Teachers, a Million Minds, is one of the
+models for your national program, the 10,000 Teachers,
+10,000,000 Minds, which was outlined in the National Academies
+report and your legislation, H.R. 362.
+ My own motivation for this priority came from my many
+travels throughout California, where I encountered entire
+schools and entire school districts where there wasn't a single
+credentialed science and math teacher in the school.
+ Mr. Chairman, you have called upon us to recognize the
+challenges we face in research, and most especially, in
+education of our youth in mathematics and science. Your
+legislation creates an excellent model for research
+universities, and I say research universities, to implement
+that vision. And we at the University of California are
+stepping up to that plate to create a pipeline of math and
+science innovators for the Nation's future, and teachers for
+the Nation's future.
+ The Science and Math Initiative is one of my highest
+priorities as President of the University of California. It has
+personal significance for me, because I was a first generation
+college student, transformed by math and science education way
+back in the Sputnik era. The components of the University's
+initiative are described in more detail in my written
+testimony, but essentially, we must pay attention to three
+elements to develop good teachers.
+ One, recruit UC students who are majoring or considering
+majoring in science and math to be teachers. Two, provide these
+students with innovative curricula that rely on the expertise
+of our faculty in science, math, and education. Three, offer
+incentives to attract and retain these students as teachers,
+including a streamlined path to certification and financial
+incentives, such as loan forgiveness and paid summer
+internships. (We need to support these young people, even after
+they are in the teaching workforce.)
+ The University of California Deans who direct the Campus
+Science and Math Initiative, along with the faculty of science
+and mathematics departments and our departments of education
+are energized, are committed, and are working together. This
+may sound like a no-brainer to you, but it is quite novel to
+have the science faculty working with the School of Education
+on teacher training.
+ Attached to my written testimony is an example from UC-
+Berkeley of the new curriculum they are developing, which
+blends cutting-edge content knowledge in the sciences,
+including lab and field experiences, with distinctive new
+pedagogy, specifically suited to convey this knowledge to young
+students. We supplement the program with a field experience
+course. We actually put freshmen out in teaching environments.
+These field experiences continue for four years, where students
+work in local schools, under the supervision of mentors or
+master teachers, and they meet regularly in small seminars to
+discuss the experiences, and learn from each other.
+ Our early research on this field-experience course has
+demonstrated that it has a profound effect on student
+aspirations. Many intensify their commitment to teaching, and
+many find that their interest deepens in various aspects of
+their own science and math, as they work with students.
+Teaching science motivates a deeper understanding of science,
+and everybody in the University knows that. Some of them also
+discover that teaching is not for them, which is important to
+learn as early as possible.
+ One of the strengths of the California Higher Education
+Master Plan is that many students transfer to UC from the
+community colleges, and this provides a rich source for future
+teachers. This academic year, as many as 100 community college
+freshmen are involved in the same field experiences as our UC
+freshmen. These parallel experiences allow them to transition
+smoothly when they transfer to UC later. We are now in the
+second year of the SMI program, developing our model
+simultaneously on all nine of our general campuses.
+Collectively, our campuses provide an excellent laboratory for
+testing different approaches to meet our program goals. We are
+inventing this as we go along, and by the year 2010, we are
+committed to producing 1,000 science and math teachers per year
+for the State of California.
+ While each of the campuses approaches this program
+differently, there are several common elements that we believe
+will lead to success, and those are described in my written
+testimony. We learn best practices from looking at all nine
+campuses.
+ At all the campuses, the students gain a deep grounding in
+their math and science majors, and every student has early
+field experience, and an expeditious pathway to teacher
+certification. To date, more than 600 students are enrolled in
+the SMI on our campuses, nearly 1,000 student placements have
+occurred in schools for field experiences, and we are involved
+with 467 teachers, 174 schools, and 41 districts across
+California. This is now the second year we are into it. It is
+growing rapidly.
+ I am also happy to report that the Science and Math
+Initiative has attracted enormous enthusiasm and support from
+both the public and the private sectors. The vigorous support
+of Governor Schwarzenegger and the state legislature has been
+instrumental in the program's strong start, and to date,
+corporate and foundation funding is over $4 million. I am
+especially grateful to several of our corporate major sponsors,
+including Intel, and I personally thank Craig Barrett for
+leading Intel to support us on this program.
+ I want to thank you for introducing H.R. 362, and I offer
+the University's support for your efforts. This bill will
+greatly assist programs like ours, and we look forward to
+working with your staff on a few modifications that we believe
+are necessary to make this as flexible as possible.
+ As a physicist, I look for things that are scalable. This
+program is scalable. It can work in school districts, it can
+work in the State, it can work in the Nation. H.R. 362 will
+allow expansion of the Science and Math Initiative concept from
+California to the Nation, and also, focus more broadly on other
+elements essential to improving K-12 math and science
+education.
+ H.R. 362 is premised on students graduating with a science
+or math degree and teaching credential within four years.
+However, as we have developed down this path, many of our best
+students take a little longer to complete a science and math
+degree. The Science and Math Initiative streamlines the
+credentialing process, but because of varying teacher licensure
+requirements, especially in California, additional postgraduate
+training is often necessary.
+ We would like to see the legislation amended to allow
+flexibility in creating integrated programs that streamline the
+process to obtaining a Bachelor's or Master's degree and a
+teaching credential.
+ We look forward to working with you and your staff to enact
+this legislation. In addition, we need the Congress and the
+President to address federal resources in this endeavor. UC
+can, and I emphasize will, increase the number of science and
+math teachers who are trained, qualified, skilled, and equally
+importantly, passionate about science and mathematics. However,
+we need sustained, long-term commitment from our current
+partners and the Federal Government to realize our intended
+effects.
+ Finally, let me give you an example of the value of this
+program, and I share the words of one of our Science and Math
+Initiative students, who is out in the classroom. ``After
+completing field work in the classroom, I knew teaching was for
+me. It made me realize the passion I had to help others, and at
+that point, I knew I wanted to make it a career.''
+ Thank you.
+ [The prepared statement of Dr. Dynes follows:]
+ Prepared Statement of Robert C. Dynes
+
+UC's Missions as a Land-Grant University
+
+ Chairman Gordon, Ranking Member Hall, and other Members of the
+Committee, I am Robert C. Dynes, President of the University of
+California. I want to thank you for inviting me to testify, and I want
+to give special thanks to Chairman Gordon and Norm Augustine for their
+leadership and support in seeking to enhance U.S. competitiveness
+through targeted investments in university research and in science and
+mathematics education. I am pleased to have this opportunity to share
+the University of California's vision in this crucially important task.
+ Mr. Chairman, your invitation asked me to comment on your
+legislation that implements recommendations from the National Academy
+of Sciences' report ``Rising Above the Gathering Storm'' and also to
+describe the University of California's Science and Mathematics
+Initiative, which is one of the models for the recommendation to create
+a national program called ``10,000 teachers, 10 million minds.''
+ The report rightly and forcefully draws our attention to the
+challenges we face in research and most especially in the education of
+our youth in mathematics and science. In the past, America's colleges
+and universities have played a vital role in stimulating the innovation
+and creativity that drives economic development. This role of higher
+education in the future is likely to be even greater as the world
+becomes even more competitive.
+ As one of the Nation's most distinguished land-grant universities,
+the University of California has always had a tradition of employing
+its research and teaching capacity to address our state's and nation's
+economic and social challenges. In the 19th century, those challenges
+were in agriculture and mining (food and resources). Today,
+universities must build our nation's capacity for innovation, with
+greater urgency than ever before. Innovation in science and technology
+is the engine that will drive the 21st century economy, and the
+University of California is poised to play a major role in this effort.
+
+Looking Ahead: Vision for Future of UC and California
+
+ My vision for how the University of California will do its part to
+keep the U.S. and California competitive in the new global knowledge-
+based economy builds on the land-grant research university's tripartite
+mission of research, education, and public service. A simple way to
+describe those three missions is:
+
+ Research: Create new ideas.
+
+ Education: Create new leaders and creators.
+
+ Public service: Put these creations and people to
+ work to benefit all citizens.
+
+ We believe that in carrying out these three missions--through
+research, education, and public service--the University must continue
+to contribute, as it has done to such great effect in the past, to
+California's ongoing achievement as one of the world's most creative
+laboratories for new ideas and better lives for the entire Nation.
+ At UC, we have been undertaking new efforts at long-range thinking
+and planning, trying to envision what the University should be in 2025
+and what we need to do now to get there. That process has led to a
+number of initiatives within the University to build on the advantages
+we have as the Nation's largest research university with multiple
+campuses and a multitude of institutional and disciplinary strengths.
+ My own vision for the future of the University of California--and
+the State of California--focuses on three main efforts where we can
+harness the promise and power of our 10 campuses as one university most
+effectively. Those efforts are:
+
+ RD&D Innovation: First, we will fuel innovation and
+ ramp up the State's economy by leading the Nation in RD&D--
+ research, development, and delivery of new products to end-
+ users for society's benefit.
+
+ Strategic Global Alliances: Second, we are forging
+ strategic alliances with the best and brightest minds around
+ the globe to solve problems that confront all societies. In the
+ process, we will lure some of those best and brightest to the
+ University so they can work for the benefit of California and
+ the Nation.
+
+ Improving K-12 Education, especially in Science and
+ Math: Third, we will enhance the quality of California's and
+ the Nation's future workforce by tackling the crisis in K-12
+ education--not just bemoaning it, but actually doing something
+ about it.
+
+ The Science and Mathematics Initiative (SMI) or ``Cal Teach'' is an
+important piece of this last effort. We need many more science and
+mathematics majors to choose teaching in K-12 schools as their ultimate
+career. However, it is not the only piece. Public research universities
+must do more to transform math and science teaching in ways that will
+ensure future generations of Americans are offered educational
+opportunities that exceed those of past generations.
+ In this testimony, I will further describe these three initiatives,
+and I will point out which of the recommendations from The National
+Academy of Sciences' ``Rising Above the Gathering Storm'' report and
+the Chairman's legislation can help us in each of these efforts.
+
+RD&D Innovation
+
+ We entered the era of research, development, and delivery on
+September 11, 2001, when we watched first responders trying--and
+failing--to communicate with each other at the World Trade Center. As a
+techie, I knew we had the communications technology. But the fire crews
+and the police and the rescue workers were never given that technology.
+ As UC President, I have vowed that this University will lead the
+Nation in RD&D advancements. That leadership is centered in our four
+California Institutes for Science and Innovation. They are changing the
+way universities operate, and they represent a new algorithm for
+university tech transfer.
+ Each Institute embodies ``the promise and power of our 10
+campuses'' by linking two or more UC campuses with industry partners to
+focus on an area with vast RD&D potential, like nanotechnology,
+biotechnology, information technology, and telecommunications.
+ Each Institute is briefly described below.
+
+ The California Institute for Quantitative Biomedical
+ Research (QB3): UC-San Francisco leads this partnership with
+ UC-Berkeley and UC-Santa Cruz. QB3 is developing new
+ technologies and new areas of research for drug discovery and
+ for the diagnosis and treatment of cancer, arthritis, and other
+ diseases through the convergence of mathematics, engineering,
+ and physical sciences with biomedical and genome research.
+
+ The California NanoSystems Institute (CNSI): UCLA
+ leads this partnership with UC-Santa Barbara. CNSI is creating
+ laboratories for research, education and technology development
+ in the emerging field of nanoscience--the study and design of
+ materials and functional machines at the level of individual
+ molecules and atoms.
+
+ The California Institute for Telecommunications and
+ Information Technology (Calit2): UC-San Diego leads this
+ partnership with UC-Irvine that has built effective inter-
+ campus collaborations and new paradigms for performing multi-
+ disciplinary research and education. Calit2 is defining
+ worldwide and community-based networking scenarios to serve a
+ broad spectrum of RD&D areas and global societal needs.
+
+ The Center for Information Technology Research in the
+ Interest of Society (CITRIS): UC-Berkeley leads this
+ partnership with UC-Davis, UC-Santa Cruz, and UC-Merced. CITRIS
+ is changing the way researchers collect, share, and utilize
+ data, and it will transform decision-making in government and
+ commerce by delivering new kinds of vital data for rapid
+ analyses to save lives and dollars. The original focus of this
+ research center was on six societal-scale applications of
+ information technology--energy efficiency, transportation,
+ earthquake preparedness, environmental monitoring, health care
+ and education--but it was recently expanded to include special
+ initiatives in Homeland Defense and Cultural Research.
+
+ In partnership with the State and with industry, including more
+than 400 companies, the four Institutes engage UC's world-class faculty
+directly with California companies in tackling large-scale issues
+critical to California's economy and to its citizens' quality of life.
+Information technology, telecommunications, nanotechnology, biology,
+health care, traffic congestion, environmental management, homeland
+security, and novel energy systems are among the areas of focus for new
+research within these Institutes. The Institutes are taking ideas
+beyond theory into practice, shortening the time to product development
+and job creation.
+ On December 27, our RD&D mission received a huge boost with the
+news of California Governor Arnold Schwarzenegger's Research and
+Innovation Initiative. Governor Schwarzenegger proposed nearly $95
+million in the State budget--$25 million from the general fund and $70
+million from lease revenue bonds--for the four Institutes and for other
+major UC projects that will boost our economy and preserve our
+environment through RD&D of new innovations.
+ Specifically, the Governor's Budget proposed $30 million in lease
+revenue bonds to the Helios Project, run by the University's Lawrence
+Berkeley National Laboratory to create sustainable, carbon-neutral
+sources of energy, including the next generation of super-efficient
+solar energy technology that will help reduce greenhouse gases and oil
+dependency.
+ It also included $40 million in lease revenue bonds for UC in the
+event that one of its campuses won the global competition for British
+Petroleum's $500 million grant to build and operate an Energy
+Biosciences Institute. The Institute will focus on converting biomass
+materials into fuels, converting fossil fuels to energy with less
+environmental damage, and maximizing oil extraction from existing wells
+in environmentally sensitive ways. February 1 brought more good news
+with the announcement that UC-Berkeley and the Lawrence Berkeley
+National Lab, in partnership with the University of Illinois at Urbana-
+Champaign, did win this global competition. Their new venture has the
+potential to revolutionize energy usage in this country.
+ I should emphasize here that, in all these undertakings, RD&D is
+being carried out by faculty AND students. UC students learn to be
+innovators by taking part in the creative process as students, both
+graduate students and undergraduates. That is the best kind of
+education you can give to a bright young person.
+
+The National Academy of Sciences' ``Rising Above the Gathering Storm''
+ Report/H.R. 363 recommendations that will help
+ research universities carry out RD&D:
+
+ I will not go into detail about each of the recommendations that is
+now in H.R. 363, but let me note here that implementation of that
+legislation would be of tremendous assistance in helping public
+research universities like ours. Annual 10 percent increases in federal
+support for peer-reviewed competitive research would help provide
+needed stability to plan future research endeavors.
+ In particular, the University strongly supports the provision that
+would designate a percentage of funding dedicated to high-risk, high-
+payoff research projects. While undefined in the bill, the term ``high-
+risk, high-payoff'' is widely understood and supported in the
+scientific community. This approach generally refers to research that
+has the goal of exploring concepts that have the potential for huge
+impacts but that might also have a chance of failure.
+ Any successful enterprise that grows in size will tend to stick to
+proven methods. However, as global competition increases, we need to
+make sure the U.S. does not become overly complacent in how it funds
+research. Encouraging the federal research funding agencies to support
+cutting-edge research that pushes the boundaries of disciplines is a
+wise long-term strategy. Inevitably, there will be many examples where
+taking such chances does not pay off, but in the long run, just as
+high-tech industry depends on venture capital to progress, we need to
+create the resources for scientists to take risks that lead to major
+advances in science and technology.
+ Similarly, we need to take risks on promising individuals in the
+sciences. I strongly support the proposals to provide large awards to
+the most promising researchers. This will ensure that some of the best
+and brightest minds stay in academia long enough to make a difference
+in the overall enterprise.
+ And of course, we strongly support more federal support for
+research infrastructure--for facilities and specialized
+instrumentation.
+
+Strategic Global Alliances
+
+ I believe we must view the progress of other nations as an
+opportunity for our own nation's development and not as a threat. We
+must harness the best minds from different societies to tackle common
+problems.
+ On the international front, the UC's push to forge strategic global
+alliances is driven in large part by leaders from industry and
+government who want California to maintain its competitive edge. You
+don't do that by building walls and staying in your own yard. You do
+that by being open to new ideas from people of diverse cultures and
+different perspectives.
+ The University of California is expanding its global presence as
+close as Canada and Mexico and as far away as China, India and Africa.
+Other societies grapple with the same problems we do in public health,
+energy and transportation, and the environment. Top universities in
+those societies are putting their best minds to work on these problems.
+Shouldn't we harness our best minds with theirs to tackle these
+problems and create innovative solutions?
+ This concept has taken me to China twice to launch a ``10 + 10''
+alliance of our 10 UC campuses and China's top 10 universities. On both
+trips, I brought along at least two Chancellors and many campus
+representatives.
+ I just returned from India where I was developing a ``UC-India
+Initiative'' to expand research and educational collaboration with
+academic, government, and industrial partners. The tour included a
+special meeting with Indian President Abdul Kalam, who delivered the
+keynote speech via high bandwidth streaming video at last fall's UC-
+India Summit at Calit2 at UC-San Diego.
+ As with all our international alliances, the emphasis is on RD&D
+innovation that crosses the disciplines in areas of vital importance to
+both nations, areas like information technology, energy resources, and
+public health.
+
+``Rising Above the Gathering Storm'' recommendations related to
+ strategic global alliances
+
+ Although not specifically addressed in Chairman Gordon's
+legislation, we also wish to express our support for recommendations in
+the National Academy of Science's report, ``Rising Above the Gathering
+Storm,'' that would facilitate entry of international students and
+scholars to the United States. There is a significant and ongoing need
+to facilitate institutions' efforts to attract and retain high-caliber
+U.S. and foreign students and researchers. With growing competition
+from other nations for international talent, the U.S. needs to make
+changes to the current visa system in order to compete. The current
+U.S. visa system increasingly prevents U.S. businesses, universities,
+medical institutions, and research centers from competing for needed
+talent.
+ Like many institutions around the country, UC has seen a decrease
+in international enrollments, which are crucial at the graduate level.
+In fall 2002, for example, UC enrolled 7,532 international graduate
+students. In fall 2005, that figure declined to 6,988--a drop of 7.2
+percent.
+
+Improving K-12 Education
+
+ The University is moving forward in addressing shortcomings in K-12
+education. This task may hold the greatest potential for economic and
+societal impact, but in many ways, it may present our most difficult
+challenges. In my travels throughout California to meet with
+constituents, I have found this to be our most urgent problem by far.
+Mathematics and science achievement in California is lagging, and the
+ramifications for our state are alarming. Let me cite a few specifics:
+
+ On the 2000 National Assessment of Educational
+ Progress (NAEP), nearly half of California's eighth grade
+ students scored ``below basic'' in science and math.
+
+ National testing data (Trends in International
+ Mathematics and Science Study) reveal that California's
+ children are among the worst in the U.S. in their knowledge and
+ abilities in both mathematics and science. U.S. children are
+ falling further behind children of other countries in their
+ knowledge of and abilities in mathematics and science.
+
+ Statewide, 25 percent to 35 percent of California's
+ science and mathematics teachers either have no credentials or
+ are not qualified, i.e., they have neither a major nor minor in
+ the subject area they are teaching. The situation is much worse
+ in lower performing schools where as many as 80 percent of
+ science and mathematics teachers are not qualified.
+
+ The National Center for Education Statistics found in
+ its 2002 report that at least 60 percent of high school science
+ classes are taught by ``out-of-field'' teachers. In middle
+ school, the problem is even more acute.
+
+ At present, nearly 25,000 teachers in California are
+ teaching with emergency credentials, meaning they do not meet
+ the current requirements in the federal No Child Left Behind
+ legislation.
+
+ Projections indicate that more than 30 percent of
+ California's teacher workforce will be eligible to retire in
+ the next decade.
+
+ For the first time in many years, California
+ experienced a decrease in the number of credentialed teachers
+ entering its workforce in 2005-06.
+
+ This year, California has a shortage of more than
+ 2,000 mathematics teachers, 1,000 life science teachers, and
+ 1,000 physical science teachers.
+
+ Little or no science is being taught in many of
+ California's K-5 classrooms.
+
+ The one experience that really brought this home to me in my
+travels up and down the state was visiting entire schools and even
+school districts that did not have a single qualified mathematics or
+science teacher.
+ Having been in the sciences my whole career, I know first-hand that
+great K-12 teachers are indispensable to the future scientific interest
+and success of students.
+ Without any doubt, some of these problems are due to the shortage
+of teachers with deep content knowledge in mathematics and science.
+California's supply of mathematics and science teachers falls far below
+the number needed. The state barely produces half of the necessary
+credentialed teachers to cover the demand.
+ In May 2004, UC and California State University (CSU) entered into
+a compact with Governor Schwarzenegger that offered us stability in
+State funding in exchange for meeting certain state accountability
+goals and addressing state needs. The compact called for a new UC
+initiative to address the shortage of trained K-12 teachers in science
+and math.
+ In May 2005, in consultation with Governor Schwarzenegger and
+Chancellor Charles Reed of the CSU system, we launched a bold program.
+UC made a commitment to quadruple the number of students trained to be
+science and math teachers from 250 per year to 1,000 a year. We called
+the program ``Cal Teach'' or the UC Science and Mathematics Initiative
+(SMI). CSU committed to 1,500 science and math teachers a year for a
+combined total of 2,500.
+ The basic elements of SMI as we envisioned it were:
+
+ Recruiting UC students to be math and science
+ teachers from students who are majoring or considering majoring
+ in those fields.
+
+ Providing these students the training they need by
+ drawing on the expertise of our faculty in those fields, both
+ in the disciplines and in advances in pedagogy specific to
+ science and math education.
+
+ Offering financial incentives to retain these
+ students as teachers.
+
+ As this process has developed, two interesting things have happened
+on the campuses. First, the SMI campus directors are deans in the
+sciences, so they carry a lot of clout. They are committed to the
+success of this program, and they are energized about it.
+ Second, we are seeing faculty in science and mathematics
+departments team up with faculty in education departments. Now they are
+collaborating on entirely new curricula for preparing science and math
+undergraduates to be master teachers. Included with this testimony is
+an example from UC-Berkeley of this new curricula, blending cutting-
+edge content knowledge in the sciences, including field and lab
+experiences, with distinctive new pedagogy specifically suited to
+conveying this knowledge.
+ As the campuses develop these new curricula, and as they come back
+together to pool their ideas, I predict we are going to see real magic
+happen. Because your committee is considering a similar program for the
+Nation, I want to include a significant amount of detail in the rest of
+this testimony on what we have done to date.
+ As we provide this detail about our program, I think it is
+important to remember that we need flexibility in implementation. SMI
+at each of our campuses will look different to account for local campus
+and regional circumstances.
+
+UC's Unique Resources for Addressing the Teacher Deficit
+
+ As the Nation's largest public research university, the University
+of California has an extraordinary array of intellectual and other
+resources for addressing issues such as the achievement gap in K-12
+education. I believe that no issue so commands the application of those
+resources as does improvement in the achievement of our youth. Let me
+add that I believe we must do everything we can to identify and
+encourage K-12 student talent to study and work in the fields of
+science, technology, engineering, and mathematics (STEM).
+ So what can a research university like UC bring to this issue?
+
+ The University produces almost half of all the
+ students earning baccalaureate degrees in science and math in
+ California. Research universities tend to have higher
+ concentrations of students in the science and math disciplines.
+
+ UC students constitute our state's highest achievers,
+ and they have the potential to make enormous contributions as
+ science and math teachers, as well as in all other fields.
+
+ UC has a faculty unmatched in the depth and breadth
+ of their expertise in science and math. We can apply this
+ expertise in advancing the subject matter mastery of these
+ students as well as the skills and content knowledge of
+ teachers already in the field.
+
+ Yet, in the past, the University and most other top
+ research universities have not tapped their potential for
+ attracting science and math students into the teaching force.
+ Addressing that issue energetically and effectively may be the
+ very best way that UC and peer institutions can contribute to
+ the improvement of public schools and their students.
+
+ So how are we proposing to organize these resources to address this
+urgent problem?
+
+SMI Model--The University
+
+ UC's response, working in partnership with K-12 schools, CSU
+Chancellor Reed, Governor Schwarzenegger, the California Legislature,
+and California industry leaders, has been to launch the SMI in Spring
+2006 at the nine UC general campuses. The goal of the program is the
+goal the Governor and I agreed to the year before--to quadruple the
+number of math and science teachers the University produces from 250 in
+2005-2006 to 1,000 by 2010-2011, as CSU doubles its output to 1,500 by
+2010-2011. This is a bold challenge to our faculty, staff, and
+students. But the crisis is real, and we must take dramatic action to
+address it.
+
+Quantity and Quality in the Teaching Force
+
+ Of course, quantity is only one of the goals of SMI. We also are
+committed to improving the preparation of teachers in ways that will
+result in superior teaching and learning, and that will attract some of
+our most talented and high-achieving science and math majors into a
+teaching career. Specifically, SMI is developing better methods for
+preparing these students as science and math teachers so that they have
+an extraordinary command of their discipline and more refined
+pedagogical skills in their fields. UC will attract to the teaching
+force more of its undergraduate majors in science, math or engineering,
+and we are creating curricula that focus on newly developed teaching
+techniques specifically geared to science or math learning.
+ UC is developing the SMI program in consultation with a broad
+spectrum of stakeholders: faculty members, inter-segmental education
+partners, industry leaders, foundations, and state and national
+organizations specializing in science, math, engineering, technology
+and teaching. We are building upon the Community Teaching Fellowships
+in Mathematics and Science program, which began at UC-Berkeley over 20
+years ago, as well as a model pioneered in 1997 at the University of
+Texas, Austin, which has prepared hundreds of new math and science
+teachers since its inception, in response to the same pressures we feel
+in California today.
+
+Program Growth and Development--First Steps
+
+ SMI is now in its second year of operation. UC campuses began by
+establishing Resource Centers in their schools of sciences and
+mathematics for advising, as well as for placement, student
+recruitment, and coordination with schools. Making math and science
+departments the locus of the program emphasizes the centrality of
+subject matter mastery, and in the preparation of new teachers, it more
+directly involves those faculty most attuned to the scientific ideas
+and knowledge that our citizens should master. Concurrently, UC
+education faculty are collaborating with scientists and mathematicians
+in new ways to identify pedagogies appropriate to various disciplines
+and students.
+ A second benefit of locating SMI in math and science units is that
+this promotes student recruitment and clearly demonstrates the
+interdisciplinary aspects of the program--learning science/math and
+teaching techniques as a blended effort. Having the program in the
+science and math departments demonstrates this is clearly right in the
+place where the students ``live.''
+ We supplement the program recruitment with a ``field experience''
+course, beginning at the freshman level, called CaT1 courses, where
+students work in local schools under the supervision of mentor teachers
+and meet regularly in small seminar groups to discuss experiences and
+learn from one another. These courses bring potential teachers into
+direct contact with schools and students immediately so they can
+experience the exhilaration of guiding students in their field while
+they experience the challenges of teaching and test their own
+capacities. These CaT courses extend throughout the student's
+undergraduate experience.
+ Our early research on the outcomes of this field experience course
+has demonstrated that it has a pronounced effect on student
+aspirations. Many intensify their commitment to teaching, and many find
+that their interest deepens in various aspects of their own science and
+math learning as they work with their students' learning patterns. And
+some discover that teaching is not for them, which we know is
+important.
+
+Community College Component
+
+ During this past year, UC has also expanded SMI to the California
+Community Colleges. Students who transfer from community college
+campuses comprise about 30 percent of UC graduates and about two-thirds
+of CSU graduates. Community college students who intend to transfer to
+UC or CSU represent a rich source of future teachers for California's
+schools since many return to their home communities after completing
+undergraduate degrees.
+ The University began its SMI community college work with the
+Foothill-De Anza Community College district, extending its first- and
+second-year SMI courses to students who plan to transfer. This project
+has since expanded to include 16 community colleges (five in southern
+California, three in the Santa Barbara region, five in the Silicon
+Valley area, and three in the Santa Cruz/Monterey Bay region). This
+academic year, as many as 100 community college freshmen are
+participating in a field experience at a local school accompanied by a
+follow-up seminar at their home community college.
+
+SMI-Second Year-Current Program Components and Organization
+
+ We are now well into our second year of operation, and the model is
+still evolving. At Texas, UTeach originated on just one campus. At UC,
+to help address the enormous needs of California, the program is being
+developed simultaneously on all nine of our general campuses. Each UC
+campus has a distinctive curriculum and a different set of local
+schools and educational issues, so our various campuses provide an
+excellent laboratory for testing different approaches to the goal of
+increased teacher numbers and improvements in preparation. Some
+campuses have developed education minors with a math or science
+emphasis, and faculty from across the disciplines have collaborated to
+develop math and science education courses. Common elements of the
+model include:
+
+ Development of new curricula, which combines cutting-
+ edge content knowledge in the sciences, including field and lab
+ experiences, with distinctive new pedagogy specifically suited
+ to conveying this knowledge.
+
+ Student recruitment, focusing on freshmen and
+ community college transfers, but providing student entry at all
+ levels of the undergraduate program.
+
+ Lower-division academic program elements that combine
+ field experiences (CaT 1, 2, and 3) with seminar participation
+ and ``Master Teacher'' supervision, encompassing as subject
+ matter California's standards-based instruction, learning
+ assessment tools, classroom management, diversity, and learning
+ theory.
+
+ Upper-division program elements that form a bridge to
+ the credential program by building upon the early field
+ experiences and math and science subject matter preparation to
+ connect with the University or district internships.
+
+ Alignment of subject matter preparation with
+ educational course work to assure prompt and timely completion
+ of an undergraduate degree, a preliminary teaching credential,
+ and a Master's degree in five years.
+
+ Summer STEM institutes to develop distinctive
+ pedagogy for teaching math, biology, physics, chemistry, and
+ geosciences.
+
+ Financial incentives for student participation.
+
+ There are a number of ``paths to teacher certification,'' and I am
+including illustrations from two of our campuses, UC-Irvine and UC-
+Santa Barbara, to display the wide variety of ways in which students
+will earn certificates and the many different paths that students may
+follow when they enter the SMI program--whether as a freshman, a
+transfer, or a junior or senior at a UC campus.
+ These two patterns also illustrate graphically:
+
+ the capacity for students to gain deep grounding in
+ the knowledge and methodology characteristic of a major in math
+ or science gained at a research university level;
+
+ early field experience in the classroom, combined
+ with seminars for reflection and analysis of the field
+ experience; and,
+
+ multiple entry points to the ``pathway'' at different
+ times in a student's academic career, and expeditious progress
+ to gaining teacher certification via a number of different
+ routes.
+
+
+
+
+
+
+Enrollment in SMI
+
+ Initial student interest in SMI has been very enthusiastic.
+Campuses made initial projections of enrollment in the CaT (seminar),
+and in some cases, interest has considerably surpassed the estimates.
+At the UC-Berkeley campus, the number of students enrolled in the
+program far exceeded projections and greatly increased the number
+previously headed for math/science teaching careers. Based on
+experience to date, campus SMI directors anticipate an enrollment of
+1,184 students in the second CaT (seminar), and they project that
+science and math teachers matriculating from UC programs will reach 800
+by 2010.
+ We are exploring many avenues to raise that figure to our goal of
+1,000. To that end, we are focusing on the issues of recruitment and
+retention. Possible strategies include:
+
+ Increasing recruitment of community college freshman
+ students who plan to major in STEM fields and who will transfer
+ into UC STEM credentialing programs. These students represent a
+ rich vein of potential candidates.
+
+ Creating pathways for ``career changers.''
+
+ Developing on-line materials to enable non-STEM
+ credentialed teachers to prepare and pass subject-specific
+ exams in STEM fields.
+
+ Integrating, where appropriate, the California
+ Subject Matter Projects (CSMP) in math and science, ISME, the
+ California State Summer School for Mathematics and Science
+ (COSMOS), Teacher Fellow program, and other STEM professional
+ development experiences to help prepare and retain STEM
+ teachers.
+
+
+
+ Student enrollment in SMI shows a roughly 2-to-1 ratio of women to
+men, a welcome story for young women excelling in math and science. The
+ethnicity of students participating in this program conforms very
+closely to the ethnic distribution of UC's undergraduate population.
+Our premise that students would enter the program at all academic
+levels is proven true. The number of SMI students majoring in
+mathematics and biology far exceed numbers in other majors. Demand for
+physics teachers is somewhat lower than in other fields. Larger numbers
+of future teachers of chemistry would be valuable.
+
+Participating Schools
+
+ To date, nearly 1,000 student placements have occurred in schools
+for field experiences. This process has involved 467 teachers and 174
+schools in 41 districts. We believe this will have positive outcomes
+for all who are participating. We are tracking the socioeconomic
+characteristics and academic performance of schools where students are
+placed, and to date, they represent a wide spectrum. And, because
+students bring observations back to their university classes for
+discussion, they are able to compare and contrast different experiences
+from different sites.
+
+What the University Has Learned Thus Far and How It Will Respond to
+ Evidence Collected as Program Develops--Research
+ and Learning Via SMI
+
+ SMI leadership consists of a consortium of campus SMI officials
+headed by Dr. Fred Eiserling, Associate Science Dean and Professor of
+Microbiology at UCLA. The group meets via teleconference once a month,
+and members are in regular contact by e-mail. Campus Faculty Program
+Directors and Academic Coordinators also confer by teleconference
+biweekly and are actively sharing information on program progress.
+ SMI is being implemented at our nine general campuses as a system-
+wide program, one that provides flexibility for each individual campus
+to grow the program within its own unique environment and curriculum.
+This is a highly unusual opportunity to test the program's basic tenets
+in diverse settings. Similar teaching programs have been developed at
+other universities, but none has encompassed the number and type of
+institutions involved in this effort. Outcomes will provide a rich
+source of insights for future work in this area.
+ As this work develops, implementation is being approached
+deliberately as a project for study.
+
+Data Collection and Research
+
+ UC is collecting data systematically on each step of the program,
+including student interviews and close monitoring of each participant.
+For this tracking, UC has developed an on-line ``My California Teach''
+portal. The system:
+
+ tracks all student participants, including hours in
+ the classroom and other activities;
+
+ provides students the opportunity to assess the
+ usefulness of their own activities in class;
+
+ provides students an on-line journal to write about
+ their experiences and to begin developing their teacher
+ professional portfolio;
+
+ provides programmatic information and on-line advice
+ to students;
+
+ tracks all K-12 teacher participation; and,
+
+ pays students and teachers for in-class work.
+
+ This extensive data base will allow the University to track and
+study a large number of teachers as they move through the pipeline over
+a period of five years. Data will provide information to allow better
+testing of hypotheses about teaching and teacher preparation, including
+the effect of various types of field experiences and course work that
+are newly developed for this effort.
+ In particular, UC will study the effects and effectiveness of field
+experiences and the patterns of course work being offered via SMI.
+Questions that will be studied include how field experiences impact
+teacher preparation and how particular courses in major fields of math
+and science and also in education affect the quality and number of
+teacher aspirants and graduates.
+
+Funding
+
+ SMI has attracted financial support from the public and private
+sectors. Governor Schwarzenegger and the California Legislature are now
+funding the program at both UC and CSU. In 2005-06, the State provided
+UC with $750,000, which was matched by $750,000 in University funds, to
+support the initial infrastructure needed to implement the new
+initiative. In 2006-07, the State provided an additional $375,000,
+again matched by University funds, for a total of $2.25 million for the
+program. These funds are being used to develop resource centers on UC
+campuses to operate the program. Using a combination of State and
+University funds, each campus resource center has at least $250,000 for
+program operations.
+ In addition, The Regents of the University of California initially
+secured pledges totaling $4,024,850 from 19 foundations and
+corporations toward SMI.
+ The bulk of those funds came from two major underwriters: the Intel
+Corporation, which pledged $2 million over four years in $500,000
+increments, and SBC (now AT&T), which pledged $1 million over five
+years. Since those original commitments, other funds have been pledged
+to other campus sites, the largest being an endowed chair for over $2
+million at UC-Irvine.
+ Private funding agents have expressed great interest in providing
+support that will help attract and retain student engagement in the
+program. They also are interested in supporting teachers who either
+directly mentor these students or who serve as master teachers.
+ The University will need to secure support for intern-credentialed
+teachers from states, school districts and other sources. UC also will
+need to secure ongoing funding, public and private, to make the program
+affordable for under-served populations. Working with a variety of
+partners will be crucial to the program's ultimate success.
+ The Governor's budget also proposes funding 600 assumable loans for
+SMI students, loans that would be forgiven in exchange for a teaching
+commitment.
+
+H.R. 362 would greatly assist programs such as SMI
+
+ The University supports federal legislation such as H.R. 362, which
+would boost funding for federal competitive grant programs that support
+higher education efforts to improve the development of K-12 math and
+science teachers, as well as undergraduate STEM programs. H.R. 362
+would seek to expand the SMI concept from California across the Nation,
+and also to focus more broadly on other elements essential to improving
+U.S. math and science education.
+ H.R. 362 is modeled on our original idea of having students
+graduate in a science and math discipline and receive their credential
+within four years. However, we are finding that this stipulation runs
+counter to the goal of increasing the number of highly-qualified
+teachers in science and math. Even many of our best students take
+slightly more than four years to complete a science or math degree. SMI
+does integrate education courses long before completion of the
+Bachelor's degree and streamlines the credentialing process. However,
+varying teacher licensure requirements, especially in California, mean
+that additional post-Bachelor of Science degree training will be
+needed.
+ We would like to see the legislation amended to delete reference to
+a four-year completion period under the Robert Noyce Scholarship
+Program. Instead, we hope for flexibility in creating integrated
+programs that result in a Bachelor's or even a Master's degree and a
+teaching credential or license. We want to reduce the time to obtain
+both the degree and the license, but we need the flexibility because of
+the varying teacher licensure requirements within and across each of
+the 50 states.
+ Two UC campuses, Irvine and Los Angeles, are current recipients of
+Noyce Scholarship Program funding, and at least two other campuses,
+Riverside and Santa Cruz, are preparing to respond to the latest
+request for proposals. Our campuses are collaborating with local school
+districts and community colleges to provide support for future math and
+science teachers. Continued access to these funds would help us
+implement SMI and achieve our goal of 1,000 teachers by 2010.
+ In the Noyce Scholarship program, in years where appropriations
+fall below $70 million, no more than 15 percent of appropriations may
+be used for capacity-building activities. These include academic
+courses, early field teaching experiences, and stipend programs. Our
+campuses have indicated that this 15 percent cap hinders program
+effectiveness, and we therefore request that the cap be removed from
+the program.
+
+Conclusion
+
+ Let me conclude by reiterating my gratitude to Chairman Gordon and
+the Members of this committee for addressing an issue that is so
+crucial to the future of the Nation. The University strongly supports
+the recommendations of the National Academy of Science's report,
+``Rising Above the Gathering Storm.'' I feel certain that we need to
+take bold action. As this testimony has charted, we have taken bold
+action with SMI. In California, we were willing to take the necessary
+steps to address the shortage of science and math teachers. As we build
+SMI, we will find better ways to do this. As we refine this program, we
+urge you to make sure that legislation provides the necessary
+flexibility for national implementation, because conditions will vary
+in different states and localities within states.
+ And we must recognize that one initiative is not enough. We need
+more engagement across the board between our research universities and
+our K-12 public schools. We need partnerships with community colleges,
+state universities, private universities, business, and industry, as
+well as State and Federal Government. The University of California has
+the capacity to take a leadership role in improving K-12 student
+learning and achievement. It is my belief that, as a land grant
+university, we have the responsibility to do that. Our campuses have
+the expertise to unlock the reasons why so many young people--the
+future workforce and the future hope of this country--are not being
+prepared to participate fully in the economic and civic life of our
+country. I believe we can change that. I know you share my belief. I
+thank you again for this opportunity to speak with you.
+
+ATTACHMENT #1
+
+ BERKELEY CAL TEACH SUMMER INTENSIVE INSTITUTE
+
+ IN PARTNERSHIP WITH BERKELEY LAB
+
+ Berkeley Lab has offered to provide a summer institute for Cal
+Teach students the summer following their Junior Year.
+ The Berkeley Cal Teach Program goals for the summer institute are
+to:
+
+ Deepen student's content knowledge
+
+ Develop student's pedagogical skills to transfer the
+ summer experience into the classroom.
+
+ Berkeley Lab developed and implemented a ten week summer
+undergraduate Pre-service Teacher Intensive Research Institute in 2002
+to 2005. The first of the ten weeks included orientation to the lab,
+safety training, a course on journal writing and tours of research
+facilities. The core experience of the institute consisted of four two-
+week consecutive sessions. Each session consisted of a small group of
+five to six students preparing for an experiment, collecting and
+analyzing data, developing a science presentation and creating a lesson
+translating the experience to the classroom. A lead Berkeley Lab
+scientist typically taught the students scientific principles needed
+for the experiment in the morning. An experienced teacher joined the
+students as a coach. Afternoons were spent in the lab setting with the
+lead scientist and his or her group. Examples of two week sessions
+include, micro fingerprint analysis at the ALS Infrared beam line, A
+neutron activation analysis with irradiation at a nuclear reactor,
+building and testing a cosmic ray coincidence detector, and gamma ray
+analysis of terrestrial radio activities as related to anti-terrorism.
+The final week students prepared for their final presentations and
+reports. Students received a stipend of $400/week and were expected to
+work 40 hours each week.
+ Students all participated in:
+
+ Weekly Friday afternoon seminar on translating
+ experience to the classroom
+
+ Subject matter knowledge self assessment
+
+ Job Hazards Questionnaire and Safety Training
+
+ Journal/Research notebook
+
+ Short scientific paper writing assignment with peer
+ review
+
+ Weekly one on one meeting with a Master Teacher(s)
+
+ Weekly ``Summer Lecture Series'' at noon and Lab
+ tours
+
+ Weekly seminars were held on Friday afternoon. Topics included:
+
+ Favorite lessons from in-service teachers
+
+ Vernier probe-ware workshop
+
+ Model inquiry based lessons and instructional
+ materials design (Lawrence Hall of Science)
+
+ National Board Certification requirements presented
+ by a NBC teacher
+
+ Issues for New Teachers
+
+ Scientific Inquiry and Inquiry Based Teaching and
+ Learning
+
+ Professional Recognition and Grant Opportunities
+
+Outline for Berkeley Cal Teach Summer Intensive Research Institute
+
+Design Criteria
+
+ 50 students per summer
+
+ eight- to ten-week program
+
+ Exposure to scientists and engineers at UCB and
+ Berkeley Lab
+
+ Access to and use of scientific resources of the UCB
+ and Berkeley Lab
+
+ Small group learning opportunities (5 students per
+ group)
+
+Goals
+
+ Deepen content knowledge for each student in four
+ areas--Earth, life, physical science and engineering (prepare
+ for breadth on the CSET Test)
+
+ Transfer content knowledge to classroom setting
+
+ Develop understanding of scientific inquiry and
+ engineering design and construction
+
+ Encourage Understanding of the interconnection and
+ relationship between science disciplines
+
+ Introduce frontier science and technology topics
+
+ Instill view of science teaching as integral to the
+ scientific and engineering enterprise
+
+Strategies (experiences common to all students)
+
+ Orientation to research, safety, journaling and
+ course requirements.
+
+ Four two-week research activities, one in earth,
+ life, physical science and engineering (72 hours for each two-
+ week session)
+
+ Weekly seminars (four hours/wk) with master teacher
+ and in-service teachers on translating the research experience
+ to the classroom.
+
+ Daily mentoring by scientist and resource teacher
+ with expertise in subject area (e.g., an experienced physical
+ science teacher would participate with the students in the two
+ week research experience led by scientist or engineer as
+ content coach.)
+
+ Berkeley Cal Teach student subject matter knowledge
+ assessments based on high school student standards and
+ expectations.
+
+ Science short paper to show understanding of research
+ programs.
+
+ Power Point presentation to teacher and scientists
+ colleagues based on summer experience.
+
+ Standards-based science lesson based on summer
+ experience.
+
+Supporting Structures
+
+ Program administrator responsible for organizing,
+ monitoring, documenting and evaluating the summer intensive
+ research institute.
+
+ A master teacher for each strand, earth, life,
+ physical science and engineering.
+
+ A teacher coach for each group of 10 students.
+
+ Four lead research investigators each willing to
+ dedicate two weeks in the summer to teach and lead students in
+ research for each group of five students (one in Earth, life,
+ physical science and engineering for each group of five
+ students).
+
+ $4,000 of stipend funds for each student.
+
+ Program administrative funds.
+
+ Advanced workshops for lead investigators to assist
+ them in developing learning objectives and resource materials.
+
+Feasibility and cost.
+
+ With 50 students it is possible that in any one week 10 groups of
+five students would be working with a lead investigator. We expect that
+the program coordinator could find five of these investigators at
+Berkeley Lab and five on campus.
+ The total annual cost of the program would be about $350K. Of this
+amount $200K for Berkeley Cal Teach Student Stipends and $100K for 10
+in-service teacher coaches. $25K for the Teacher Coordinator salary,
+$12K for the Master Teacher and $13K for materials, supplies and other
+expenses.
+
+ Biography for Robert C. Dynes
+ Robert C. Dynes is the 18th President of the University of
+California, a post he has held since October 2, 2003. A first-
+generation college graduate and a distinguished physicist, President
+Dynes served as the sixth Chancellor of UC's San Diego campus from 1996
+to 2003. He came to UC-San Diego in 1990 after a 22-year career at AT&T
+Bell Laboratories, where he served as Department Head of semiconductor
+and material physics research and Director of chemical physics
+research. His numerous scientific honors include the 1990 Fritz London
+Award in Low Temperature Physics and his election to the National
+Academy of Sciences in 1989.
+ Robert C. Dynes also is a Professor of physics at UC-Berkeley,
+where he directs a laboratory that focuses on superconductivity and
+incorporates postdoctoral and graduate students in physics and
+materials science as well as undergraduates. As a Professor of physics
+at UC-San Diego, he founded an interdisciplinary laboratory where
+chemists, electrical engineers, and private industry researchers
+investigated the properties of metals, semiconductors, and
+superconductors. He subsequently became Chairman of the Physics
+Department and then Senior Vice Chancellor for Academic Affairs.
+ President Dynes is active in the national scientific arena. He is a
+fellow of the American Physical Society, the Canadian Institute for
+Advanced Research, and the American Academy of Arts and Sciences. He
+serves on the Executive Committee of the U.S. Council on
+Competitiveness. He is a Fellow of the California Council on Science
+and Technology and as a member of the Business-Higher Education Forum.
+He serves on the California Commission for Jobs and Economic Growth and
+the Governor's Nurse Education Initiative Task Force, and is a member
+of the Oakland CEO Council.
+ A native of London, Ontario, Canada, and a naturalized United
+States citizen, Robert C. Dynes holds a Bachelor's degree in
+mathematics and physics and an honorary doctor of laws degree from the
+University of Western Ontario and Master's and doctorate degrees in
+physics and an honorary doctor of science degree from McMaster
+University. He also holds an honorary doctorate from L'Universite de
+Montreal.
+
+ Chairman Gordon. Thank you, Dr. Dynes. We are going to be
+marking this bill, H.R. 362, in two weeks, so we would very
+much like to hear your recommendations during that period, so
+that if we can perfect this, we certainly want to.
+ Mr. Dynes. Thank you.
+ Chairman Gordon. Now, our next witness is Craig Barrett. He
+is Chairman of the Board of Intel Corporation. He also served
+on the National Academies committee that wrote the Gathering
+Storm report. Before joining Intel, Mr. Barrett, or Dr. Barrett
+served on the Stanford University faculty, and is currently the
+Chairman of the National Academies of Engineering.
+ Thank you, Dr. Barrett.
+
+STATEMENT OF DR. CRAIG R. BARRETT, CHAIRMAN OF THE BOARD, INTEL
+ CORPORATION
+
+ Mr. Barrett. Mr. Chairman, Mr. Hall, other Members of the
+Committee, I would like to first say that I am in violent
+agreement with the three commentaries from my right, even
+though Dr. Dynes represents the University of California, and I
+am a Stanford graduate. That shows what cooperative spirit can
+do.
+ I applaud the recognition by the Science Committee of the
+challenges the United States faces, and the introduction of
+H.R. 362 and H.R. 363, to promote higher quality and quantity
+of math and science teachers in K-12, and to promote increased
+federal support of basic research and our research
+universities, I think are critical to U.S. competitiveness
+going forward.
+ I noticed that in H.R. 362, one aspect of that bill is, in
+fact, to strengthen the Noyce Scholarship Program, which was
+authorized under the NSF Authorization Act of 2002, and named
+after Bob Noyce, who is a founder of Intel Corporation. I had
+the opportunity to work closely with Bob through most of my
+professional career at Intel, and I think he is, perhaps,
+emblematic of what the committee is pondering, and what the
+witnesses before you are talking about today.
+ Bob Noyce was an exceptional man, and when he was an
+undergraduate at Grinnell University, his interest in
+technology was really sparked by a physics professor, who was
+very engaging, but also had contacts with Bell Laboratories,
+and was able to get a few of the first transistors that Bill
+Shockley and his group produced, bringing those back to
+Grinnell and working with Bob Noyce, the physics professor was
+able to get Bob intrigued in this topic.
+ Bob subsequently left Grinnell, went to MIT, received his
+doctorate, emigrated to the West, went to work at Shockley
+Transistor initially, but left there, founded Fairchild
+Semiconductor, left there, and founded Intel Corporation in
+1968. Parenthetically, Bob would have been a Nobel recipient,
+aside from his unfortunate death in 1990, before Jack Kilby at
+TI, co-inventor of the transistor with Bob, was awarded the
+Nobel laureate.
+ I think Bob's career is emblematic. An engaged student, an
+engaged professor, probing the edge of technology in
+association with a topflight research laboratory, also probing
+the edge of technology. Combining those three things together
+really is what promotes U.S. competitiveness and innovation. It
+is the sort of thing we have taken for granted years and years,
+which is now becoming challenged as the world becomes a much
+smaller place, and other countries are copying our leadership
+activities.
+ By the way, if you want to see some wonderful examples of
+innovation, I might invite any of you who are interested to the
+Intel Science Talent Search finals, which are here in
+Washington at the Reagan Building tonight. You will see 40 of
+the brightest high school kids in the world, all of their
+research projects makes my Ph.D. dissertation look like child's
+play.
+ But there are wonderful examples of innovation still in the
+United States. There are wonderful research universities still
+in the United States, but we need to do more. Rising Above the
+Gathering Storm was published about 18 months ago. Since then,
+not much has happened, although we have increased the R&D
+budget in some of the basic research activities this year, and
+we are grateful, and we think that is a great first step. H.R.
+362 and H.R. 363 have the opportunity to take that much
+further.
+ We have been advocating, both at Intel and the high-tech
+community, for some time, the things necessary to be
+competitive in today's knowledge-based world: a wonderful K-12
+education system, especially in mathematics and science; a
+university system that prepares the talent for the next
+generation; federal support of basic research, which is really
+the seed corn for the ideas for the next generation of
+products, goods, and services, and companies; a patent system
+which is fair, and promotes invention in the United States; a
+tax system which promotes investment in innovation in the
+United States. All of these things are necessary for us to
+succeed. The two bills we are talking about today are a good
+first start in this particular area.
+ I would leave you with one other thought. I have heard
+people comment sometimes that this is just another sky is
+falling routine. In the 1980s, many of us complained about
+Japanese companies, and the potential competition from Japan.
+If you recall, Japan emphasized quality and manufacturing, and
+required the entire United States manufacturing industry to
+accommodate those two trends in order to compete effectively
+with Japan. We did so. Since that time, the rest of the world
+has recognized that it is not a manufacturing future, it is an
+innovation future. And they have seen what we have done well,
+and they are copying that.
+ And the challenge for us is to recognize that they are
+copying what we did well for the last several decades. Our
+challenge is to do what is necessary to be successful for the
+next several decades. H.R. 362 and H.R. 363 are a good first
+step in that direction, and should be applauded.
+ Thank you.
+ [The prepared statement of Dr. Barrett follows:]
+ Prepared Statement of Craig R. Barrett
+ Mr. Chairman, I appreciate the opportunity to appear today before
+the Committee to discuss the broad challenges facing the U.S. economy
+from the new dynamics of global competition. I am pleased to add my
+voice in support for your initiatives, H.R. 362 and H.R. 363, which
+build upon prior work done in this Committee in the vital areas of K-12
+teacher preparation in math and science (H.R. 362), and increased
+funding for basic research in the physical sciences conducted through
+the programs of the National Science Foundation, the Department of
+Energy, NASA, NIST, and the Department of Defense (H.R. 363).
+ I note that one of the key components of H.R. 362 is strengthening
+the impact of the Noyce scholarship program, established by the NSF
+Authorization Act of 2002, to create incentives for colleges and
+universities to improve the training of STEM teachers and increase
+scholarships provided for science, math and engineering majors who
+pursue teaching credentials.
+ I worked closely with Bob Noyce for many years and want to reflect
+briefly upon his life and experience, and his contributions to
+innovation in America, which are emblematic of what it is all of us
+here on this panel are trying to communicate in the strongest possible
+terms.
+ Bob Noyce thrived in the environment of learning created by a
+superb and dedicated Physics Professor at his alma mater, Grinnell
+College in Iowa. That professor had obtained two of the very first
+transistors produced by William Shockley and his team at Bell Labs
+through his relationship with the President of Bell Labs. Noyce became
+enthusiastic about this new field of research, and furthered his
+education at MIT, emigrated to California, and went to work for
+Shockley Semiconductors. Later of course, he went on to be one of the
+founders of Fairchild Semiconductor and Intel Corporation, and
+acknowledged as one of the co-inventors of the integrated circuit along
+with Jack Kilby of TI.
+ Here's the point: a good teacher, a research lab, an engaged
+student--the resources that are critical to innovation, the creation of
+new technologies, and new industries. America has always taken for
+granted that these foundations of innovation will be there, providing
+the basis for American economic success.
+ But we can no longer take those things for granted, which is why
+the Innovation Agenda announced by the new Democrat leadership in the
+House, the President's American Competitiveness Initiative, and your
+legislation, are so important.
+ The Gathering Storm report has now been out for about 18 months.
+The proclamation we released just before this hearing is another
+attempt to focus the Congress on the need for action. We've had enough
+reports--perhaps now that elections have passed, Congress can get down
+to business. Your bills are important first steps, in education and
+research. The recently approved, substantial FY '07 funding increases
+for NSF, NIST, and DOE represent a critical down payment on the need
+for expanded research in the physical sciences, and I thank our
+Democrat leadership in Congress, particularly Speaker Pelosi, for
+making that happen.
+ Intel has been pushing hard for these things for many years, long
+before the Gathering Storm report. All the pieces of the innovation
+system have to work right together--
+
+ K-12 education, with good teachers well prepared in
+ math, science, and engineering
+
+ University research and teaching programs that build
+ talent for the future
+
+ Government-funded basic research that provides seed
+ corn for new technologies
+
+ Ability to hire and retain the highly talented
+ foreign students who study in the U.S.
+
+ a strong, balanced patent system that produces
+ quality patents and fair results in the courts
+
+ A tax system that fosters investment in applied
+ research, and creation of new manufacturing capabilities in
+ America.
+
+ Those are the keys to long-term American economic success. And it
+is, I think, indisputable that we have allowed these important
+foundations of innovation to erode.
+
+ We have come close to having critical research
+ facilities--such as the Brookhaven heavy ion collider--close.
+
+ We have had close calls on funding for the Focus
+ Center Research Program, which is key to expanding the
+ frontiers of knowledge in semiconductor manufacturing.
+
+ And university graduate programs are threatened for
+ lack of research funds and U.S. students.
+
+ Some say ``we've heard this before--Japan was going to overtake us
+in the 80's.'' And this is the most important point, one I hope all
+Members of the Committee will take away from this hearing.
+ In the 80's, the challenge was quality in manufacturing. We rose to
+that challenge in the decades of the 80's and 90's. Today, however, the
+challenge is knowledge creation--and which countries will be the
+leaders in discovery and speeding discoveries into the marketplace. The
+rest of the world has caught on to our strengths--and is imitating what
+we have done right for the past century.
+ The real question before us today is, will we do it right in the
+next century?
+
+
+
+
+
+ Chairman Gordon. Thank you very much, Dr. Barrett.
+ Next, we have Dr. Neal Lane, a Malcolm Gillis University
+Professor at Rice University, and Senior Fellow at the James
+Baker Institute for Public Policy. Dr. Lane is a former
+Director of the National Science Foundation and Director of the
+White House Office of Science and Technology Policy. Dr. Lane
+also chaperoned a two week trip that former Chairman Jim
+Sensenbrenner and I took to the South Pole. I sometimes wonder
+whether that was a science experiment, just having us together
+for two weeks, but I am--and we are glad you are here.
+ So, thank you, Dr. Lane.
+
+ STATEMENT OF DR. NEAL LANE, MALCOLM GILLIS UNIVERSITY
+ PROFESSOR, AND SENIOR FELLOW OF THE JAMES A. BAKER III
+ INSTITUTE FOR PUBLIC POLICY, RICE UNIVERSITY
+
+ Mr. Lane. Thank you very much, Mr. Chairman, and Ranking
+Member and fellow Texan, Ralph Hall, Members of the Committee.
+ I also want to thank you for your support, in the effort
+the NSF was making at that time to secure the funds to rebuild
+the South Pole Research Station, which I think has happily come
+to pass. It takes a while to build things at the South Pole. We
+greatly appreciate that. That was very important for science
+and for the Nation.
+ Thank you, also, for inviting me to join this very
+distinguished panel to address a matter of considerable
+urgency, as the Gathering Storm report, I think, made quite
+clear. And that report put forward some bold, and I think very
+reasonable specific actions, and I applaud you, Mr. Chairman,
+and your fellow co-sponsors, for legislation, House Bill 362
+and 363, which will move much of that bipartisan agenda along.
+ And I say that not on behalf of the science community, but
+rather, out of concern for my four grandchildren, aged four to
+sixteen, and their happiness and their well-being in the Nation
+that they will inherit. Our generation, happily, has enjoyed
+the fruits of six decades of considerable public and private
+investment in research, much of it carried out in our
+universities, which produce cutting edge science discovery,
+path-breaking technologies, and a science and engineering
+workforce second to none, including many talented men and women
+who have come here from other parts of the world. Thank God we
+invited them to come.
+ But in recent years, the U.S. has been reluctant to make
+the kind of long-term investments necessary to secure a bright
+future for Americans. We seem to have other priorities. My
+grandchildren and their generation will inherit a different
+America, and they think, perhaps, a bit worn-out or used-up
+America, and that doesn't seem fair, somehow.
+ I was privileged to work for President Bill Clinton, who
+was fond of saying there is nothing wrong with America that
+cannot be cured by what is right with America, and indeed,
+there are things that we can do, and we can do them now, to
+assure our young people the future they deserve. We should not
+fail them.
+ So, Mr. Chairman, that then brings me to the specific
+legislation you have put forward to address some of these
+matters. In H.R. 363, you authorize substantial increases for
+basic research in the physical and mathematical sciences and
+engineering for the National Science Foundation, Department of
+Energy's Office of Science, NIST, NASA, and the Department of
+Defense. These agencies have supported excellent research, much
+of it in universities. Increasing funding for their research
+programs will pay big dividends in the future, as it has done
+in the past.
+ NSF has the broadest mission of these agencies, to promote
+progress in all areas of science, mathematics, and engineering;
+and studies in social, behavioral, and economic sciences can be
+just as relevant as the physical sciences to the process of
+innovation and American industrial competitiveness, by helping
+us understand people and organizations. NSF should be given the
+flexibility to set its priorities among all its directorates
+and programs.
+ In addition to these agencies, I believe your bill should
+also include NOAA, which in a fundamental way, is also relevant
+to innovation and competitiveness. NOAA supports much of the
+research on weather and climate change, and its National
+Weather Service applies the latest science and observations,
+including data and weather satellites, to make weather
+forecasts. Accurate forecasts can save lives, and they can save
+money. Katrina cost us well over $120 billion and immeasurable
+human costs. These costs are likely to be higher in the future.
+ Funding for NOAA should be increased, and its planned
+cutbacks in university support should be reversed. The same is
+true for NASA. Furthermore, NASA, the agency with the
+capability to design and launch satellites, should not be
+allowed to define away its responsibility by dropping Earth
+observations from its mission statement.
+ Now, turning to your second bill, H.R. 362. I want to
+commend the committee and you, Mr. Chairman, for your
+leadership in moving forward to address the serious problem of
+K-12 science education and math education. We will not be able
+to address the workforce need without improving our schools and
+teaching in those schools.
+ In your letter, Mr. Chairman, you asked me specifically to
+address the appropriateness of the proposed role of the
+National Science Foundation in administering the science,
+technology, engineering, and mathematics programs contained in
+H.R. 362. So, let me give you three reasons, Mr. Chairman, why
+I consider NSF to be the right agency for this important task.
+ First, NSF has decades of experience working with school
+districts and teachers, for example, through the much-heralded
+Summer Institutes, such as the ones you propose. Department of
+Energy is also in a good position to organize excellent teacher
+institutes. Second, NSF has funded much of the pedagogical
+research that has been done in this country, and can, I
+believe, best connect the products of that research with the
+teachers and the classrooms. Third, NSF has a close
+relationship with most of the Nation's researchers in the
+physical sciences and engineering, and colleges and
+universities where our science and math teachers get their
+education, and can best influence the quality of teacher
+education. And I should add a fourth, namely, that the NSF
+program uses competitive peer review to select only the most
+meritorious proposals for funding.
+ Mr. Chairman, this committee has long been a bipartisan
+voice of reason, for advocacy for high standards in research
+and education, and in the defense of integrity of science, and
+I thank you for that, all of you, and I congratulate you for
+moving forward with this important legislation.
+ I have one last request, Mr. Chairman, something I would
+like to see the committee put on its future agenda, and that is
+to study how the whole federal science and technology apparatus
+works, and how government-wide research priorities are actually
+set in science, engineering, and education. And the NIH, that
+has seen flat budgets for four years running, should be a part
+of that discussion. And I recognize this committee has an
+oversight responsibility for many agencies, including NIH. I
+would like the Committee to address the question, in our
+current system, is the whole really greater than the parts? I
+personally believe America can do better, our grandkids deserve
+better, and given the urgent tone of the Gathering Storm
+report, we may not have all that much time.
+ Thank you, Mr. Chairman.
+ [The prepared statement of Dr. Lane follows:]
+ Prepared Statement of Neal Lane
+ Chairman Gordon, Ranking Member (and fellow Texan) Ralph Hall,
+Members of the Committee:
+
+ Thank you for inviting me to testify today in this important
+hearing ``Science and Technology Leadership in the 21st Century Global
+Economy,'' which deals with a matter of considerable urgency.
+ This committee has long been a champion for U.S. science and
+technology and research and education. It has been a bipartisan ``voice
+of reason'' in Washington. I particularly appreciated the guidance and
+support this committee gave me when I was NSF Director and during my
+time as Director of OSTP. It is always a pleasure to appear before you.
+ I also feel very honored to be part of today's distinguished panel.
+ Norm Augustine, who chaired the committee that wrote the National
+Academies' report, ``Rising Above the Gathering Storm,'' has been
+ringing alarm bells throughout this town and the Nation about the
+enormous challenges our country faces in this century. The findings in
+that report are frightening and the recommendations are both bold and
+compelling. I join many others who believe that there is great urgency
+in putting those recommendations into action.
+ And I applaud you, Mr. Chairman, and your fellow co-sponsors of
+legislation (H.R. 362 and H.R. 363) to move much of that agenda along
+by authorizing significant growth in the research budgets of several
+agencies and funding for several innovative programs to improve the
+teaching of science, technology, engineering and mathematics (STEM) in
+this country.
+ I might also mention that the ``Gathering Storm'' report has gotten
+the attention of many in my state of Texas. The Academy of Medicine,
+Engineering, and Science of Texas (TAMEST) has, with the encouragement
+of Senator Kay Bailey Hutchinson, taken on the task of determining how
+the education recommendations of the report might be implemented at the
+State level. I suspect other states are doing the same.
+ Earlier, I used the word ``urgency.'' So, let me tell you why I
+believe the Congress should waste no time in moving this and other
+relevant legislation along. And, I ask your indulgence to let me
+personalize my testimony. Since the Chairman has talked about his five-
+year-old daughter, expressing some concerns similar to my own, I hope
+you will indulge me as I talk about my four grandchildren, Jessica,
+Matthew, Allia, and Alex, ages four to 17.
+ Over the past 60 years, my generation--and the baby boomers who
+came behind us--have enjoyed the fruits of considerable public and
+private investment in research, much of it in universities, where
+millions of bright young men and women have learned how to think, how
+to discover and invent--how to turn knowledge into wealth, jobs, and a
+standard of living for Americans that is the envy of the world.
+ No less important, as a part of this success, were the thousands of
+men and women who came to America from other parts of the globe to
+obtain their education in our universities. And many of them stayed and
+became a critical component of the most highly skilled science,
+engineering and technical workforce in the world. Thank God we welcomed
+them to our communities.
+ Well, the baby-boomer scientists and engineers are beginning to
+retire; and the pipeline does not have sufficient numbers to replace
+them. Furthermore, fewer of the brightest young people from other parts
+of the world are choosing to study and make their careers in America.
+They are finding excellent opportunities elsewhere.
+ These past six decades have been a golden age for America, in part
+due to our leadership in science and technology. But, looking to the
+future, things do not look so golden. Much has changed in recent
+decades. And many, if not most, of the factors that enabled the United
+States to be so successful no longer apply.
+ The ``Gathering Storm'' report presents frightening statistics and
+logical implications that should be a ``wake up'' call to all
+Americans.
+ My grandchildren, and your grandchildren and children, are
+wondering how their lives will compare to the lives we have enjoyed. I
+think they are concluding that they may not have it so good.
+ Their generations are looking at a very different world than the
+one I saw as a naive physics student in the 1960's.
+ When I was a teenager, we didn't worry about the energy supply. It
+seemed to be endless. Well, today, we realize that it is not.
+ When I was a teenager, we couldn't imagine that humans could be
+changing the climate, and along with it, the weather for future
+generations. Well, today we realize that the energy we use and the fuel
+we burn are changing the climate. And our concerns grow more serious
+with each passing day.
+ When I was a teenager, it seemed that the United States would
+always be the unrivaled economic power on the globe. Well, today, we
+realize that we could well lose that position. In many ways, the
+handwriting is on the Great Wall.
+ And I think it would never have occurred to us that our performance
+in school would rank well down the list of nations, by almost any
+measure you could name.
+ So, my grandchildren face enormous challenges. But, the news is not
+all bad. There are things we can do right now to help--and it would be
+irresponsible not to do them.
+ The reality, of course, is that there is no simple solution, no
+magic bullet, as the ``Gathering Storm'' report points out. Progress
+will require a number of difficult strategic decisions and investments
+of taxpayers' money. It will take vision, political leadership, perhaps
+even courage. My hunch, however, is that the American people know that
+we're in big trouble, and they are willing to do their part, provided
+their government tells them the truth and puts forward sensible plans.
+ Fortunately--and it is a big plus--we have the strong institutions
+needed to implement the recommendations in that report and contained in
+your proposed legislation.
+ We have outstanding state and private colleges and universities all
+across the country that collectively make up what is by far the
+strongest system of higher education in the world. And one of the
+principal reasons for this success is decades of federal investment in
+research and higher education. I do not believe that these institutions
+can remain strong if that investment is allowed to continue to slide
+downward.
+ And we have many outstanding federal agencies, which, given the
+resources, flexibility and effective leadership can do their part.
+ So, Mr. Chairman, that brings me to the specific legislation you
+have put forward to address some of these matters. In H.R. 363, you
+authorize increases of 10 percent per year (for five years) for basic
+research in the physical and mathematical sciences and engineering for
+NSF, DOE's Office of Science, NIST, NASA and DOD with special emphasis
+given to: early career development, integration of research and
+education, interdisciplinary research, and infrastructure enhancement.
+In the case of NSF, you also authorize increased funding to promote
+research on the process of innovation and teaching inventiveness, which
+would involve NSF's social sciences and educational research programs.
+ I want to state unequivocally that if this bill passes and funds
+are appropriated for these important efforts, and provided the agencies
+are given flexibility in implementing them, America's future
+competitive position in the world will look much brighter than it does
+today. Our grandkids should be pleased.
+ Let me comment, specifically, on NSF, DOE/OS and NIST. What do
+these three agencies have in common? In a word ``excellence'':
+
+ Excellence, in the research they support (all have
+ garnered Nobel Prizes);
+
+ Excellence in the quality of their programs and
+ staff; and
+
+ Excellence in their contributions to advancing the
+ Nation's position of leadership in science and technology over
+ the past half century.
+
+ In the case of DOE, the agency has the mission and wherewithal to
+connect the research results of the researchers it supports with the
+future carbon-free energy and fuel needs, as well as the security, of
+our country.
+ In the case of NIST, the agency has the mission and wherewithal to
+provide U.S. industry: (a) with appropriate support to bring high-risk
+emerging technologies closer to market and (b) well researched and
+tested industrial standards that reflect the results of excellent
+research and the latest technological innovations.
+ In the case of the NSF, the agency has the relationship with our
+institutions of higher education to effectively integrate research and
+education to deliver new knowledge at the frontiers of science and
+engineering and tomorrow's technically trained workforce so vital for
+the future of the Nation.
+ Your bill also addresses DOD and NASA. I believe it should also
+include NOAA.
+ DOD has, in the past, been a prime investor in basic research.
+Indeed defense agencies invented the process of competitive peer review
+that is the hallmark of excellence in research. In recent times,
+however, defense priorities have shifted to short-term mission-specific
+goals. Your legislation sends a strong signal that this situation
+should be reversed.
+ NASA has made extraordinary contributions to science in such fields
+as astronomy, astrophysics, space, planetary, and Earth science,
+including satellite observations of the Earth's atmosphere, land and
+sea. The recent shift in NASA priorities has placed science well down
+the list in order to make room for an aggressive drive to go back to
+the Moon, and perhaps beyond. Whether returning to the Moon is a good
+idea or not, sacrificing critically important science to do it clearly
+is unwise.
+ That brings me to one more issue I would like the Committee to
+consider--how one understands and frames innovation and
+competitiveness. It is in this context that I mention NOAA.
+ One of the major costs of doing business is weather and weather-
+related events--storms (hurricanes and tornadoes), blizzards, floods,
+droughts, and other disruptive acts of nature. We already suffer
+billions of dollars a year in losses due to weather events. Hurricane
+Katrina cost well over $120 billion and immeasurable human loss. These
+financial and human costs could be considerably reduced with more
+accurate and timely forecasts. The management of Jet Blue could
+probably attest to that need based on the problems they and their
+customers suffered during the ice storms of Valentine's Day last month.
+ Furthermore, global warming and climate change will alter the
+patterns of the past and may lead to more frequent and more disastrous
+events. We need the research to improve our understanding of climate
+and weather, provide better forecasts, as well as invent the
+technologies to cope with the impacts.
+ In addition to the research supported by NSF and DOE's Office of
+Science, the work of NOAA and NASA are central to our understanding of
+climate and weather. NOAA, in particular, the National Weather Service,
+has the responsibility to produce official forecasts, and NOAA experts
+need the observational data and computer modeling capability to this
+well.
+ NASA is the agency with the capability to design and launch the
+satellites that provide much of that observational data. It is
+incomprehensible to me that NASA would remove ``Earth observations''
+from its mission statement at a time when we are facing staggering
+future weather-related costs and when our weather satellites are aging
+and the plans to replace them are not going well.
+ It is also disturbing that both NASA and NOAA are cutting back on
+their extramural research support, where the competitive process of
+peer review can be used to select the most meritorious and promising
+ideas. Moreover, the kind of research these agencies support (for
+example, the geosciences, or climate science) in universities involves
+students in complex problem solving that trains them to work in
+interdisciplinary teams. This is precisely the kind of technical
+workforce industry says they need. Cutting back on university support
+in these disciplines does not bode well for the future.
+ The recently released National Academies' report Earth Science and
+Applications from Space: National Imperatives for the Next Decade and
+Beyond raised alarm bells about our deteriorating system of weather and
+climate observations and ability to protect our nation's citizens and
+businesses from natural disasters. The report has received an enormous
+amount of attention.
+ Both NOAA and NASA's science and Earth observation programs will
+need your support for the additional funding required to meet these
+critical societal needs, as well as your continued protection of those
+agencies from earmarks that in the past have made it hard for them to
+do their jobs.
+ Before I leave the topic of federal support for research, I would
+be remiss if I did not mention that many federal agencies have
+important research programs that deserve attention and increased
+support. Even though NIH is not strictly under the jurisdiction of this
+committee, it is important to note that its budget has been essentially
+flat for four years running. That can't be good public policy.
+ Now, turning to your second bill (H.R. 362), I want to commend the
+Committee--and you, Mr. Chairman for your leadership--in moving forward
+to address the serious problem this country has in K-12 education.
+ Your bill, H.R. 362, addresses the critical need to improve the
+quality of the teaching of science, technology, engineering and
+mathematics (STEM) in our schools, colleges and universities. The
+programs you authorize with this legislation are important steps to
+take as the Nation deals with this enormous educational challenge. The
+bill should be strongly supported by all Members of Congress.
+ Mr, Chairman, in your letter you asked me to specifically address
+the appropriateness of the proposed role of the National Science
+Foundation in administering the science, technology, engineering and
+mathematics education programs contained in H.R. 362.
+ Let me give three reasons why I consider that to be the right
+decision:
+
+ First, NSF has decades of experience working with
+ school districts and teachers, for example, through much
+ heralded summer institutes such as the ones you propose. (I
+ cannot count the number of occasions when teachers came up to
+ me and said the most important thing that happened to them
+ during their early teaching years was the NSF summer science
+ institutes.)
+
+ Second, over the years, NSF has funded much of the
+ pedagogical research that has been done in this country. Only
+ by getting the researchers, themselves, into contact with the
+ schools and teachers will it be possible to apply what has been
+ learned to improve teaching and learning.
+
+ Third, NFS (and DOE's science program) have a close
+ relationship with most of the researchers in the physical
+ sciences and engineering in colleges and universities where our
+ science and math teachers get their education. Given the green
+ light and the funding, these agencies, working with
+ universities and colleges, can dramatically improve the
+ education (and re-training) of future math and science
+ teachers.
+
+ And, I should add a fourth: namely, that the NSF and
+ DOE's science program use a process of competitive peer review
+ to select only the most meritorious proposals for funding. They
+ keep the standards high. And I want to emphasize that I am not
+ criticizing the Department of Education, which has an excellent
+ staff and a hard job to do. But it is a different job. They
+ have neither the experience nor the staff to take on the role
+ of NSF and DOE's Office of Science.
+
+ In summary, I congratulate the Committee for moving forward with
+this important legislation and want to express my appreciation for
+holding this hearing and allowing me to share my views.
+ Thank you, Mr. Chairman.
+
+ Biography for Neal Lane
+ Dr. Neal Lane is the Malcolm Gillis University Professor at Rice
+University. He also holds appointments as Senior Fellow of the James A.
+Baker III Institute for Public Policy, where he is engaged in matters
+of science and technology policy, and in the Department of Physics and
+Astronomy.
+ Prior to returning to Rice University, Dr. Lane served in the
+Federal Government as Assistant to the President for Science and
+Technology and Director of the White House Office of Science and
+Technology Policy, from August 1998 to January 2001, and as Director of
+the National Science Foundation (NSF) and member (ex officio) of the
+National Science Board, from October 1993 to August 1998.
+ Before becoming the NSF Director, Dr. Lane was Provost and
+Professor of Physics at Rice University in Houston, Texas, a position
+he had held since 1986. He first came to Rice in 1966, when he joined
+the Department of Physics as an assistant professor. In 1972, he became
+Professor of Physics and Space Physics and Astronomy. He left Rice from
+mid-1984 to 1986 to serve as Chancellor of the University of Colorado
+at Colorado Springs. In addition, from 1979 to 1980, while on leave
+from Rice, he worked at the NSF as Director of the Division of Physics.
+ Widely regarded as a distinguished scientist and educator, Dr.
+Lane's many writings and presentations include topics in theoretical
+atomic and molecular physics and science and technology policy. Early
+in his career he received the W. Alton Jones Graduate Fellowship and
+held an NSF Doctoral Fellowship (University of Oklahoma), an NSF Post-
+Doctoral Fellowship (while in residence at Queen's University, Belfast,
+Northern Ireland) and an Alfred P. Sloan Foundation Fellowship (at Rice
+University and on research leave at Oxford University). He earned Phi
+Beta Kappa honors in 1960 and was inducted into Sigma Xi National
+Research Society in 1964, serving as its National President in 1993. He
+served as Visiting Fellow at the Joint Institute for Laboratory
+Astrophysics in 1965-66 and 1975-76. While a Professor at Rice, he was
+two-time recipient of the University's George R. Brown Prize for
+Superior Teaching. Dr. Lane has received numerous prizes, awards,
+including the AAAS Philip Hauge Abelson Award, the AAAS William D.
+Carey Award, the American Society of Mechanical Engineers President's
+Award, the American Chemical Society Public Service Award, the American
+Astronomical Society /American Mathematical Society/American Physical
+Society Public Service Award, and many honorary degrees.
+ Through his work with scientific and professional organizations and
+his participation on review and advisory committees for federal and
+State agencies, Dr. Lane has contributed to public service throughout
+his career. He is a fellow of the American Physical Society, the
+American Academy of Arts and Sciences (member of its governing
+council), the American Association for Advancement of Science, the
+Association for Women in Science and a member of the American
+Association of Physics Teachers. He serves on several boards and
+advisory committees.
+ Born in Oklahoma City in 1938, Dr. Lane earned his B.S., M.S., and
+Ph.D. degrees in physics from the University of Oklahoma. He is married
+to Joni Sue Lane and has two children, Christy Saydjari and John Lane,
+and four grandchildren, Allia and Alex Saydjari, and Matthew and
+Jessica Lane.
+
+ Chairman Gordon. Thank you very much, Dr. Lane.
+ Interesting that you mentioned that. We are in a period of
+scarce resources or limited resources, and I have been
+concerned, whether it is the National Labs, or different
+agencies that are maybe trying to do the same thing, are we
+really focusing our money best? And I think that does need to
+be an area of review. I don't want to micromanage, but we do
+want to get our best bang for the buck, and I think we need to
+find out where we can get our best synergy. And we will be
+having that oversight hearing in the future.
+ Now, we have Ms. Deborah Wince-Smith, who is President of
+the Council of Competitiveness. She was the former Assistant
+Secretary of Technology Policy in the Department of Commerce,
+and served as an Assistant Director at the Office of Science
+and Technology Policy.
+ Welcome, Ms. Wince-Smith.
+
+STATEMENT OF MS. DEBORAH L. WINCE-SMITH, PRESIDENT, COUNCIL ON
+ COMPETITIVENESS
+
+ Ms. Wince-Smith. Mr. Chairman, Ranking Member Hall, Members
+of the Committee, thank you so much for the opportunity to
+appear before you today on the critical issues of U.S.
+competitiveness, the skills of all Americans, and ensuring that
+our nation continues to invest in R&D at the forefront of
+knowledge.
+ Since the Council on Competitiveness issued its report,
+Innovate America, in December 2004, there has been a drumbeat
+for action on a national innovation and competitiveness agenda,
+with the National Academies' Gathering Storm report and the
+work of the Business Roundtable as an example. We talk about
+innovation being multi-disciplinary, and I will say that all of
+these reports really have taken the best ideas, and come
+together, really, in a very coordinated way now, to push this
+through as a very important national priority.
+ I might just mention that this morning, I attended
+Secretary Paulson's summit that he has underway on
+competitiveness of capital markets, and Warren Buffett and Jeff
+Immelt, and Chairman Greenspan were all talking about the
+importance of having U.S. leadership in capital markets, access
+to liquidity, everything that fuels our innovation. And what
+was very interesting as the discussion unfolded; the three
+issues that came to the top of the agenda were the importance
+of our math and science education, the need for systemic
+immigration reform, and the importance of investing in R&D at
+the frontier.
+ Mr. Chairman, I would like to really thank you and the
+Members of this committee for keeping the pressure on Congress
+to really look at competitiveness legislation as a whole. And I
+know that while the private sector is doing many, many
+important things at the end of the day, Congress and the
+Administration must act as if we are going to continue to
+ensure that our children have a legacy of prosperity in the
+years to come.
+ And the Council is very much in favor of H.R. 362 and H.R.
+363. I have submitted a written statement for the record, and
+what I really wanted to do this afternoon is just very briefly
+focus your attention on four very powerful data points from the
+Council's recently released Competitiveness Index: Where
+America Stands. This is a quantitative and qualitative look at
+the state of the U.S. economy vis-a-vis our global competition,
+and the trends in the future.
+ [Chart]
+ The first chart that I want to show you is the importance
+of small and medium-sized businesses. These are our job
+drivers, our job creators for the future. This really shows
+that over the last two decades, 80 percent of the total net new
+jobs in this country have come from small and medium-sized
+firms. The entrepreneurial engine is what is going to drive our
+future. We know that our large global corporations are global
+enterprises, they are optimizing their investments, their
+search for talent, their R&D, all in global supply chains. And
+this adds tremendous value to the U.S. economy, but in terms of
+job creation, it is the entrepreneurial economy that will drive
+our future, and they will be the game changing innovators, just
+as Bob Noyce some years ago exemplified the entrepreneur
+creating a global enterprise such as Intel. So, clearly, STEM
+education and increased investment in basic research are the
+key drivers for entrepreneurial business development. These
+will be the assets on which our entrepreneurs will build the
+businesses of the future.
+ Access to risk capital, seamless technology transfer, and
+accelerated deployment, and enhancing our collaboration between
+business, academia, and our National Laboratories, are really
+the essential building blocks that also have to be improved if
+we are going to capitalize on these investments in basic
+science, and the people that will make all of this happen.
+ [Chart]
+ The second chart I want to show you is how higher order
+skills are the skills of the future. The investments that we
+are talking about through these two pieces of legislation are
+really going to be the investments to develop the skills that
+are going to be important as we go forward in this 21st Century
+economy. Routine manual and cognitive skills, any job that can
+be digitized, those jobs have declined in importance, and it is
+going to be complex communication, expert thinking, judgment,
+intuition, and idea generation capacity that will create the
+innovation future for America. And again, STEM education is at
+the heart of all the jobs in the American economy.
+ And I will also mention that it is these types of skills
+and higher order thinking that are going to be instrumental in
+increasing the intangible assets on which our economy also
+depends. Our work has shown that the value of intangible assets
+now is about $1 trillion, equaling that of tangible investment,
+and again, that relates to STEM education, and investment in
+R&D.
+ [Chart]
+ This next chart on high wage, fast growth occupations
+clearly shows that again, we have to have higher levels of
+education, and we have to have education that combines STEM
+education, literacy and engineering skills, with language,
+humanities, and social sciences, so that Americans will have
+the skills that drive creativity. The thing that is really
+important on this chart is to look at the big blue circles,
+because the big blue circles are showing high value, high skill
+jobs with high value income for American citizens.
+ So, these three charts really paint a very powerful picture
+on why the legislation before this committee is so important,
+and why we must focus on the skills America needs to fuel our
+entrepreneurial economy.
+ [Chart]
+ And let me conclude with one last chart. This may seem a
+conundrum, but it is actually very, very interesting, that in
+the United States we have tremendous job churn. It highlights
+that our economy destroys nearly as many jobs as it creates
+each year, about 30 million. That is right, 30 million jobs are
+destroyed each year and about the same are created. This is
+creative destruction, and it is a fact of life in the American
+economy. It is a testament to the incredible ability of our
+country to destroy and create jobs at an amazing pace, as
+innovation permeates throughout the economy.
+ Other countries find themselves locked and saddled with
+rigid, inflexible labor markets and high unemployment. Now,
+this job churn also is a source of tremendous anxiety, as each
+lost job represents an individual who is faced with uncertainty
+for his or her future, regarding health care benefits, and
+pension. But what it shows is the likelihood of this person
+getting another job, and that likelihood is high, but it is
+only going to be high in the future if they have the skills,
+and the skills, again, depend on our STEM education, our
+investments in R&D, accelerating our entrepreneurship, and
+ensuring that we have a society that has high performance
+correlation learning.
+ So, Mr. Chairman and Members of the Committee, I urge you
+to take action on these bills and others in the panoply of
+competitiveness legislation. And I commend you for your
+leadership. And I am pleased to answer any questions.
+ [The prepared statement of Ms. Wince-Smith follows:]
+ Prepared Statement of Deborah L. Wince-Smith
+ Good afternoon, I'm Deborah Wince-Smith, the President of the
+Council on Competitiveness. Thank you, Chairman Gordon, Congressman
+Hall, and the Members of the Committee, for this opportunity to present
+testimony on the importance of implementing a national competitiveness
+agenda, and, in particular, increasing funding for long-term basic
+research, supporting America's high performance computing capability,
+and enhancing science, technology, engineering and mathematics (STEM)
+education.
+ The Council on Competitiveness is the only group of corporate CEOs,
+university presidents and labor leaders committed to the future
+prosperity of all Americans and enhanced U.S. competitiveness in the
+global economy through the creation of high-value economic activity in
+the United States. Starting at the top with our Chairman, Chad
+Holliday, the CEO of DuPont, our members recognize that the world has
+changed and America's current place as an economic superpower is not
+guaranteed. In this new conceptual economy, ideas and technological
+development will not be enough to ensure our continued success. We must
+find innovative ways to apply new knowledge, work across disciplines
+and add high value jobs. We cannot and should not seek to compete for
+low wage, low cost opportunities--that time has passed us by. An
+underpinning of strong STEM education will be critical across a myriad
+of occupations if Americans are going to thrive in this new economy.
+Yet despite spending more per student than almost any other country,
+American students perform poorly in relation to their international
+peers in math and science.
+ Since the Council on Competitiveness issued its private sector call
+for action, Innovate America, in December 2004, there has been a steady
+drum beat for action on U.S. competitiveness, punctuated by similar
+proposals from the National Academies, congressional leadership, the
+Administration and the Nation's governors. All of these efforts have
+benefited from broad support by the private sector, including the
+personal involvement of many of the country's top CEOs and university
+presidents, as evidenced by the panel here today. At a similar hearing
+last year, I commented that I believed there was a critical confluence
+of support for action on competitiveness, if only policy-makers would
+take advantage and act. Some important progress has been made, but
+there remains much to be done. We are at a critical juncture as a
+nation and as a people. A scatter shot approach to innovation and
+competitiveness risks accomplishing little, while a comprehensive
+innovation agenda can set the country on a foundation for long-term
+success that will help ensure the next generation looks back with
+pride--as we do to the men and women on whose backs and minds our
+current prosperity rests.
+
+THE CONCEPTUAL ECONOMY
+
+ At the beginning of the 21st century, America stands at the dawn of
+a conceptual economy in which insight, imagination and ingenuity
+determine competitive advantage and value creation. To succeed in this
+hyper-competitive, fast-paced global economy, we cannot, nor should we
+want to, compete on low wages, commodity products, standard services,
+and routine science and technology development. As other nations build
+sophisticated technical capabilities, excellence in science and
+technology alone will not ensure success.
+ The United States must focus on its strengths--on what it means to
+be American. We must innovate and embrace the opportunities of the
+rapidly emerging, high-value conceptual economy. It is increasingly
+clear that the most important competition is being fought in the arena
+of ideas, learning, and delivering new kinds of value to the
+marketplace. Looking back at the tremendous growth of America's gross
+domestic product over the past half century, information and ideas have
+been equally, if not more, important than materials and manpower to
+sustaining America's economy.
+ In the conceptual economy, our success will be measured by our
+ability to transform industries, reshape markets old and new, stay on
+the leading-edge of technology creation, and fuse diverse knowledge,
+information and technology. This new global economy will be much
+different than the industrial economy of the 20th century, or even the
+information economy of the past two decades. The conceptual economy
+will favor nations that reach globally for markets, and those who
+embrace different cultures and absorb their diversity of ideas into the
+innovation process. It will be fueled by the fusion of different
+technical and creative fields, and thrive on scholarship, creativity,
+artistry, and leading edge thinking. The investments, infrastructure
+and talent necessary for Americans to succeed in this new global
+paradigm require public and private sector action. We cannot assume our
+past success will guarantee future prosperity.
+ As my colleagues with me at the table know well, the private sector
+can and will continue to look inward to how it can best compete in
+today's global economy. We also can sound the alarm--and we have tried
+to do that to the best of our ability--but it is Congress and the
+Administration that must act if Americans are going to continue to see
+a rising standard of living in the 21st century.
+ I want to call your attention to four data points from the
+Council's recently released Competitiveness Index: Where America
+Stands, which is a comprehensive look at the state of the U.S. economy
+vis-a-vis our international competition.
+
+
+
+ This first chart highlights the importance of small and medium-
+sized businesses as job creators in the United States. This is not to
+say that large corporations do not generate value to the U.S. economy--
+they unquestionably do--but job creation is coming from smaller
+enterprises and the power of entrepreneurship. Central to the ongoing
+success of these smaller firms is to leverage and accelerate the
+entrepreneurial spirit that so defines the American way of life; and
+that has been so central to our country's history of discovery,
+creativity and transformational value. Clearly enhanced STEM education
+and increased investment in basic science research are key drivers of
+small business development and key assets for entrepreneurs, but they
+must be supported by an innovation infrastructure that enables value
+and job creation and market penetration. Access to capital, seamless
+technology transfer, mentoring and strategic business/academic
+collaboration are essential building blocks that must be constantly
+improved to take full advantage of our nation's investments in science
+and people this committee is considering.
+
+
+
+ And make no mistake; those investments are exactly what is needed,
+as this next chart demonstrates. Routine manual and cognitive skills
+have declined in importance since the late seventies, while complex
+communication and expert thinking have increased markedly. Again, the
+importance of STEM education as a grounding for so many jobs in the
+American economy is emphasized by this data. This chart is a visual
+representation of the challenges policy-makers face in helping to
+prepare Americans for the jobs that employers are seeking to fill over
+the next two, five or 10 years. The skills that are valued are not
+those of the 20th century assembly line or the commoditized textile
+factory and that is not where the comparative advantage or opportunity
+lies either.
+
+
+
+ The blue circles in the upper right hand corner of this chart are
+the circles that matter, as they represent high wage, high growth jobs.
+Here is why what this committee is working on is so important and why I
+and my colleagues at the table are so committed to leading this
+imperative. High wage, high growth jobs require higher skills! That's
+STEM education. That's language skills and humanities and social
+sciences. That's entrepreneurship. The orange circles are yesterday's
+economy. Will those jobs disappear or become irrelevant to our day-to-
+day lives? No. But we do a disservice to the American people if we
+spend our time fighting for the orange circles, when a world of
+opportunity is within our grasp if we harness the potential of
+innovation to power our future.
+ Taken together, these three charts paint a very clear picture as to
+why this committee and the Congress in general must focus on U.S.
+competitiveness and the skills Americans will need to compete and
+prosper.
+
+
+
+ The job churn chart highlights that the U.S. economy destroys
+nearly as many jobs as it creates each year--about 30 million. Talk
+about creative destruction. Churn is a fact of life in the American
+economy. It is healthy. It is a testament to the incredible ability of
+our country to destroy and create jobs at an amazing pace as innovation
+permeates throughout the economy. Other countries are saddled with
+rigid, inflexible labor markets and high unemployment.
+ But, job churn also is the source of tremendous anxiety as each
+lost job represents an individual who is now faced with uncertainty for
+his or her future. Uncertainty regarding health care benefits, and
+retirement. The chart shows that the likelihood of this person getting
+another job is very high, but it does not say how long it might take
+and whether it will pay as well. This again should reinforce the
+Committee's focus on STEM education as critically important, because it
+recognizes that the American people will be better prepared to handle
+these transitions, if they have the foundation to engage in lifelong
+learning and higher order skills necessary for the jobs of the future.
+
+THE INNOVATION ECOSYSTEM
+
+ The Innovation Agenda outlined in the Council's Innovate America
+report and echoed by the Rising Above the Gathering Storm report, the
+President's American Competitiveness Initiative, the Democratic
+Innovation Agenda, and many other important initiatives, recognized
+that there are three foundational platforms or building blocks to
+innovation--Talent, Investment and Infrastructure. This comprehensive,
+or ecosystem, approach to innovation best ensures a return on
+investment for the American people in the form of jobs, social benefits
+and wealth creation.
+ Talent addresses our human capital needs including building the
+base of scientists and engineers by enhancing K-16 STEM education,
+pioneering an extensive portable graduate fellowship program and
+attracting the best and the brightest students and workers from around
+the world by reforming our immigration system. We also must empower
+workers to succeed in the global economy by reforming federal job
+training programs to enable them to have the flexibility to target the
+skills needed for the jobs of the 21st century.
+ Investment in innovation addresses the balance between risk and
+reward and the incentives--or disincentives--for people and
+institutions to invest in innovation. Priorities here should be to
+revitalize frontier and multi-disciplinary research by increasing
+federal funding of basic research, making the R&D Tax credit permanent
+and seeking to catalyze Innovation Hot SpotsTM at regional locations
+across the United States through public-private partnerships explicitly
+focused on supporting regional innovation.
+ Investing in innovation also demands adherence to two fundamental
+principles: a willingness to accept risk and a willingness to wait for
+the return on investment. Although America's entrepreneurial economy
+understands and embraces these principles, the much larger financial
+mainstream may be now moving in the opposite direction. Investment time
+horizons are getting shorter. Long-term innovation strategies remain
+under-valued. And business executives in publicly held companies now
+face a regulatory climate that is blurring the line between business
+risk and legal risk. Intangible assets, which represent an increasingly
+large percentage of the value of corporations, still don't show up on
+the balance sheet, reducing incentives to invest in creating more
+value. How we measure innovation remains a challenge without a
+solution.
+ Innovation infrastructure covers not only the physical
+infrastructure that supports innovation but also the political,
+regulatory and legal infrastructure that facilitates innovative
+behavior. We must create a 21st century intellectual property regime,
+strengthen America's advanced manufacturing capacity and put in place a
+national, coordinated innovation policy with representatives from the
+public and private sector.
+ It is with great optimism that as I testify here today that a
+tremendous amount of progress has been made in the past two years, but
+we are still far from the finish line.
+
+A GOOD BEGINNING
+
+ The Council--under the leadership of its Chairman, Chad Holliday,
+its Vice Chairmen, Wayne Clough, President of Georgia Tech and Doug
+McCarron, President of the United Brotherhood of Carpenters and
+Joiners; and with the support of Craig Barrett, Intel Chairman, and
+William Brody, President of Johns Hopkins, who head our National
+Innovation Leadership Council--have invested substantial time and
+energy to ensure that the recommendations of Innovate America and
+subsequent reports do not gather dust on the shelf. Thanks to the
+strong leadership of Members of Congress and many people in the
+Administration we can look back today at several encouraging steps that
+have been taken to better position the United States to compete in the
+21st century global economy.
+
+ With the passage of the FY2007 Continuing Resolution
+ in February 2007, agencies including the National Science
+ Foundation (NSF), the National Institutes of Standards and
+ Technology (NIST) and the Department of Energy's Office of
+ Science received significant funding increases for long-term
+ basic research--a critical underpinning of an innovation
+ economy. The FY 2008 budget request continues this important
+ trend, though attention must be paid to other key research
+ agencies, including the National Institutes of Health and the
+ Department of Defense. Research has become inherently multi-
+ disciplinary, so while an argument can be made that the
+ physical sciences have been under funded over the past several
+ years, any ``catch-up'' funding should not come at the expense
+ of the life sciences.
+
+ Late in 2006, the Congress passed and the President
+ signed another extension of the R&D Tax credit that included
+ various enhancements to the credit. This important step,
+ particularly the enhancement, which updated the credit to
+ better reflect marketplace realities, should be built upon in
+ 2007 and the credit should be extended permanently.
+
+ Both in the House and Senate, a number of bills have
+ been introduced that would implement various pieces of the
+ innovation/competitiveness agenda. Many of these bills have
+ received strong bipartisan support and this committee has
+ already acted on a number of them.
+
+ Consistent with the call in Innovate America for
+ better integration between workforce and economic development
+ programs, in early 2006, the Department of Labor awarded $195
+ million in grants to thirteen regions across the country
+ through its Workforce Innovation in Regional Economic
+ Development (WIRED) program. The WIRED program embraces the
+ Council's focus on innovation as the key to regional economic
+ development and will foster much needed coordination among
+ regional workforces and economic development programs. The
+ WIRED program has already expanded beyond the original thirteen
+ regions and is becoming a model for regional economic
+ development and coordination. The Council serves as a technical
+ advisor to the Department on this program.
+
+ Just last week, the Patent Office announced that it
+ is ``starting a pilot project that will not only post patent
+ applications on the Web and invite comments but also use a
+ community rating system designed to push the most respected
+ comments to the top of the file, for serious consideration by
+ the agency's examiners. A first for the Federal Government, the
+ system resembles the one used by Wikipedia, the popular user-
+ created online encyclopedia.'' The Council's report called for
+ the patent system to be a resource for innovation and while
+ time will tell how successful it might be, this announcement is
+ an important first step in opening up the process to greater
+ transparency and collaboration.
+
+ Enhancing U.S. competitiveness is not solely a
+ federal issue and states play a pivotal role. They are better
+ positioned to integrate strategies and respond to many of the
+ challenges facing Americans. In July of 2006, Governor Janet
+ Napolitano, the Chair of the National Governors Association
+ (NGA), announced that the NGA would make innovation in the
+ states its priority for her term as Chair. This recognition
+ that states and regions are the cauldrons of creativity in the
+ United States has laid the groundwork for important policy and
+ regulatory changes to be put in place that will catalyze
+ collaboration, enhance STEM education and better align
+ workforce training with workforce opportunity. The Council is
+ pleased to be a partner in this effort.
+
+THE ROAD AHEAD
+
+ Now is no time to rest on the laurels of past accomplishments--many
+of which require continued action or even the short-term benefit could
+be lost. There is clearly broad private sector support for a
+comprehensive innovation package as evidenced by the Innovation
+Proclamation delivered to the Hill today with over 270 organizations
+represented. In addition to those actions detailed above that must be
+taken to maintain the progress made to date, Congress must address the
+following areas:
+
+ A central focus of this hearing is the importance of
+ enhancing STEM education in the United States and a cornucopia
+ of proposals have been put forward to address this critical
+ issue. Without delving into the details of any specific
+ proposal, it is a top priority of the Council's 180 private
+ sector leaders that action be taken in this area by federal,
+ State and local leaders. Enhancing STEM education is critical
+ to the ability of our citizens to compete globally and to fuel
+ the creativity that will drive American competitiveness in the
+ future. Solutions must include improving teacher quality
+ through better training and performance-based incentives.
+
+ Entrepreneurship and risk taking are the bedrocks of
+ American creativity and small business development. Policy-
+ makers must take into consideration the impact regulations, tax
+ policy and liability concerns have on innovation and the
+ creative process. Anecdotally, we are seeing foreign capital
+ markets attracting interest for new IPOs. Liability, health
+ care and exorbitant tort costs that now exceed our national
+ investment in research and development continue to be a concern
+ for many small- and medium-sized businesses, as the costs to
+ them are disproportionably higher. And in parallel, we place
+ significant costs burdens on U.S. global enterprises conducting
+ high value commercial activity, thereby impacting decision-
+ making regarding investing in next generation manufacturing
+ facilities and operations in the U.S.
+
+ While federal programs like WIRED are making strides
+ in coordinating workforce and economic development priorities,
+ much remains to be done in aligning federal and State resources
+ with the 21st century needs of the American worker. Workforce
+ resources are sub optimized and not addressing regional
+ realities. Proposals to provide greater flexibility and focus
+ in the various workforce programs have been put forward by the
+ Administration, Members in the House and Senate and by the
+ National Governors Association, but to date, no final action
+ has been taken.
+
+ While most of the attention on immigration reform has
+ been placed on the issue of what to do with illegal immigrants,
+ there are several critically important provisions under
+ consideration that would encourage more legal immigrants with
+ advanced degrees in science and engineering to stay and work in
+ America. We often say that America attracts the best and
+ brightest to study and work here, but that assumption is being
+ tested around the world as research parks spring up in China
+ and top-notch universities open in India. Once the appropriate
+ background checks are completed, we should staple a green card
+ to the diplomas of those immigrants who acquire advanced
+ degrees in STEM disciplines and commit to work in America for a
+ significant period of time.
+
+ Lastly, the Committee's continued support of high-
+ performance computing is critical to American competitiveness
+ and I encourage you to ensure that our National Labs have these
+ critical tools. Supercomputing is an important ingredient in
+ our nation's innovation infrastructure and a linchpin to the
+ country's competitiveness. It reduces time to discovery and
+ accelerates the innovation process, and has become essential to
+ the business survival of many of our most competitive
+ companies. Unfortunately, Council research has shown that we
+ lack the talent we need to take full advantage of these
+ innovation accelerating tools. . .both within our national labs
+ and within the private sector. Advancing the math and science
+ capabilities of today's students will be vital to ensuring that
+ we, as a nation, are able to take full advantage of these
+ nationals assets.
+
+ In conclusion, I want to urge the Committee and the Congress to
+take action this year on a comprehensive competitiveness agenda that at
+a minimum includes increased research funding, enhanced STEM education,
+high skilled immigration reform and permanent tax incentives for
+investment in research and development. State and local governments and
+leaders in the private sector must do their part as well, but setting
+the agenda for the Nation lies with the Congress and the
+Administration. One path takes us down the road of opportunity and
+continued global economic leadership while the other is a path down
+which we follow rather than lead and opportunity passes us by.
+ Thank you.
+
+ Biography for Deborah L. Wince-Smith
+ Deborah L. Wince-Smith is the innovative force behind a premiere
+group of CEOs, university presidents and labor leaders committed to
+driving U.S. competitiveness. Most notably, she has spearheaded a
+national campaign that made innovation a top-tier national policy
+issue. She is recognized in the global business community as a ``go
+to'' person for strategic counsel, as exemplified by her recent
+appointment to the Board of Directors of the NASDAQ Stock Market.
+ As President of the Council on Competitiveness, Wince-Smith's
+expertise in technology policy, economic development and global
+competition is frequently sought after by government, industry and news
+media.
+ She has more than 20 years of experience as a senior government
+official, including as Assistant Secretary for Technology Policy in the
+Department of Commerce during the first Bush administration. Most
+recently, she was appointed by President George W. Bush and confirmed
+by the U.S. Senate to serve as a member of the Oversight Board of the
+Internal Revenue Service. During the course of her career, she has
+testified before several committees of the U.S. House and Senate. She
+also serves on or chairs four Cabinet-level advisory groups, including
+a task force on nuclear energy for the Secretary of Energy.
+ Following her government tenure, Wince-Smith became active in
+governance of various national scientific labs. She sits on the Board
+of Governors for Argonne National Laboratory and the University of
+California President's Council for Los Alamos and Lawrence Livermore
+National Laboratories. Wince-Smith was also a consultant for several
+Fortune 100 companies. Her practice focused on global competitiveness,
+R&D partnerships and international development agreements.
+ She has appeared on several international broadcast networks,
+including CNN, MSNBC, C-SPAN, and Canada's Report on Business
+Television. She is regularly interviewed by major newspapers like The
+Washington Post and Wall Street Journal as an expert on economic,
+science and technology policy. Her opinion pieces have appeared in
+publications such as The Hill, a leading newspaper that covers
+Congress, and she is a regular contributor to Innovation Magazine.
+ Throughout her career she has been in the vanguard of the global
+competitiveness debate. During the Reagan Administration, Wince-Smith
+served as the Assistant Director for International Affairs and
+Competitiveness in the White House Office of Science and Technology
+Policy. She designed and negotiated the landmark 1988 Head of
+Government Science Technology Agreement with Japan and developed
+President Reagan's 1988 Competitiveness Initiative. She later directed
+President George H.W. Bush's National Technology Initiative. She began
+her career as a Program Director for the National Science Foundation
+from 1976-1984 where she managed U.S. research programs with Eastern
+European countries and U.S. universities.
+ Wince-Smith earned a degree in classical archaeology and graduated
+Magna cum Laude and Phi Beta Kappa from Vassar College. She earned her
+Master's degree from King's College, Cambridge University. In December
+2006 she received an honorary Doctor of Humanities degree from Michigan
+State University. She volunteers her time on the Board of Directors of
+the University of Pennsylvania Museum of Archaeology and Anthropology
+and is a trustee of the National Inventors Hall of Fame.
+
+ Discussion
+
+ Chairman Gordon. Thank you so much, Ms. Wince-Smith, and
+thank all of the panelists for a very informative hearing here.
+ As I told you earlier, when I introduced H.R. 362 and H.R.
+363, it wasn't a Democratic bill or a Republican bill. I wanted
+to make it a reflection of Rising Above the Gathering Storm,
+because I wanted to get something done.
+ So, I have a couple of questions that I don't want you to
+think of in a partisan context, but we are at a time now of
+limited resources, so we have got to get this right. It is
+going to be hard to come back next year and say we want some
+more money. And I am very pleased that, with Sherry Boehlert
+and Vern Ehlers, they have really prodded the Administration to
+come forth with the President's American Competitiveness
+agenda, and I am glad that he has.
+ But there are a couple of differences, and I just want to
+explore those today. First, in my bills, I put the emphasis on
+teacher education, trying to improve the capabilities of the
+new and in-service math teachers. The President has put 70
+percent of his money in K-12 math curriculum. Now, again, I am
+not really--I don't want to put you in an awkward position of
+taking sides, and I hope there are not really sides here. We
+are all trying to get to the same place, but I would like to
+hear from Dr. Barrett and Mr. Augustine on why, in your report,
+you put such an emphasis on teacher math/science education.
+ Mr. Augustine. I will begin, and Dr. Barrett can correct
+me. The National Academies study made 20 specific
+recommendations with regard to actions to be taken, as you
+know.
+ Our number one priority was to produce more teachers with
+degrees in mathematics and science. The reason for our emphasis
+on math and science teachers was fairly straightforward. Math
+and science teachers are where the leverage is. Every one of
+them affects a large number of students every year, and during
+the course of a career, there is a multiplier effect.
+ We all have experience in which a teacher has changed our
+lives. It certainly was true of me. So, our basic emphasis was
+on teaching, and we think there is great room for improvement,
+because today, the chance that a child will have a teacher with
+a degree or certificate in math and science is very small. We
+take a physical education teacher, and tell them to teach
+physics. They are intimidated by it, they don't enjoy it. That
+is very contagious to the children.
+ Furthermore, anecdotal evidence shows that young people who
+are turned off by math and science are turned off by the fourth
+grade, and so, the early teachers are critically important, as
+well as the ones along the way. That is why we rated it as
+number one on our list.
+ Mr. Barrett. People have been teaching mathematics for
+centuries. When it is done well, it is done well with a good
+teacher. It is as simple as that. A qualified, accredited
+teacher who is motivated can motivate young children to
+succeed. Organizations like the National Science Foundation
+have many studies in place on the pedagogy of how to do this.
+There are all sorts of studies on how to do this.
+ The fundamental thing is, unless you have a good, qualified
+teacher, it doesn't work, so the National Academies, I think,
+recognize that, and I think all of us have recognized that in
+our past. We have all, somewhere in our educational process,
+been impacted by a good teacher, who has driven us to exceed
+our own personal expectations on what we can accomplish. That
+is what we want for every child in the area of mathematics and
+science.
+ Good teachers come first. They are the magic in the
+classroom.
+ Chairman Gordon. Thank you, Dr. Barrett. You know, I was
+stunned the other day to learn that over 50 percent of the math
+teachers in this country have neither a major nor a
+certification to teach math, and over 90 percent of the
+physical science teachers have neither a certification nor a
+major.
+ Now, I am going to abbreviate my, I am going to stop here.
+Let me tell you what is going on, members, if you would just
+hold your horses just a moment. We are getting ready to have
+the last votes, I think there are going to be three votes, the
+last votes of the day. I am sure some of the old-timers on our
+committee have unfortunately run into this before. What I would
+like to do is stop my questioning, let Ranking Member Hall have
+an opportunity to ask a question, because we have 15 minutes.
+ After that, if the panel members that can stay, if you
+would adjourn to our cloakroom, there is some, I think some
+sandwiches that could hold you over, and all of the members
+that can come back, we would appreciate you coming back.
+ Mr. Hall, you are recognized.
+ Mr. Hall. For one minute.
+ Chairman Gordon. Thank you, Mr. Hall.
+ Mr. Hall. My time is up. I want to extend the Chairman's
+questions about capabilities and who ought to teach it, and
+what area you should begin in, and I surely agree with your
+answers there.
+ I will ask all of you, I will ask Mrs. Wince-Smith, so much
+of what we are talking about today boils down just to simple
+need to strengthen education, and put an emphasis on math and
+science. But the solution doesn't seem to be as easy as
+producing more people with math and science degrees because we
+know in countries like China and in countries like India, they
+are meeting world demand with probably equally well educated,
+but a lot of lower cost workers.
+ How do we compete with this, and what can our workforce
+offer in terms of added value to offset skilled but lower cost
+foreign workers, because that is a major problem. It is a major
+problem to pricing our goods, after we have taught them how to
+use the goods or produce the goods.
+ Mrs. Wince-Smith, do you have a comment on that? And I will
+ask it to anyone.
+ Ms. Wince-Smith. Well, my comment would be that we aren't
+going to be able to compete on commoditized work, and the
+extent to which we will succeed is when we can build higher
+value around products and services, that can command a premium
+globally. And that is why we have to really get a handle on it
+ensuring that all of our children, no matter what fields they
+go into, have quantitative skills, and have the math and
+science that is infusing virtually all activities. It is not
+necessarily that they will be research scientists, but in order
+to perform in any area, you have to have these quantitative
+skills.
+ And one issue that I would say that I think needs to be out
+on the table, and perhaps at another hearing, I might recommend
+inviting the very dynamic new head of the American Federation
+of Teachers Union, Mr. McElroy, because getting some of the
+reform and innovation in that system is going to be really
+critical for pay for performance to attract these teachers that
+have the commitment to teach our young people.
+ Mr. Hall. Well, I guess I was hoping I would hear, when you
+read about the statistics of the number of engineers that China
+produces, it dwarfs our engineers, or even India. I would like
+to hear that well, they are not producing the type of
+engineers, they are not the grade, they are not the quality
+engineers, they are not complete engineers as we are.
+ I haven't heard that. I would like to hear it, and Dr.
+Barrett, maybe you are going to tell me that.
+ Mr. Barrett. I think you have been--we have been perhaps
+not articulating this as clearly as we might. The basic
+strength the United States has is today certainly is not the K-
+12 education system. Our unassailable strength today is in our
+research universities, and the quality of the education, the
+combination of research and education, and the product that
+they put out, both the student as a product, and the research
+as a product.
+ It is critical to build upon that. It is critical to build
+upon it with increased funding of those research universities,
+to make them the most, keep them the most competitive in the
+world. All of the dialogue about K-12 education is to promote a
+greater capability in our inherent workforce, and also, to
+provide a greater feedstock, if you will, to our universities
+and children, who are knowledgeable and capable and interested
+in math and science.
+ We will never compete on quantity alone, and should not
+expect that. We have to compete on quality. We have the best
+universities in the world. It is a national treasure. We ought
+to do everything to support them.
+ Mr. Dynes. If I could add to that, I am glad that Dr.
+Barrett said it, rather than me. But in my travels around the
+world, in countries like India and China, and compare them with
+the research universities here in the United States, the
+strength that we have here is that we integrate education and
+research, so that we are actually teaching young people how to
+be innovative. We are teaching them to take risks, and that is
+something that doesn't happen in the rest of the world.
+ All the discussion of science and math teaching training is
+to continue that pipeline, so that when new companies are
+created from the innovative people that come out of the
+research universities, those companies have a workforce that
+can speak the language. But our real strength is our ability to
+take risks.
+ Mr. Hall. I think my time is probably up, but I am hoping
+that I hear that the huge numbers of people in China and in
+India would dwarf our numbers, and we can have an expectation
+that they would have more in numbers, but hopefully not in
+quality, and I--the Chairman is hitting my knee here just now,
+I think my time is up, and I yield. If it is not up, I want to
+yield back to you, Mr. Chairman.
+ Chairman Gordon. Thank you, Mr. Hall, you are 29 over, but
+it was a good 29. Mr. Baird, would you like to try to work in
+before we go?
+ Mr. Baird. Very quickly. First of all, what a distinguished
+panel we have here today. We are humbled at your presence, and
+grateful for your leadership in working on this.
+ It seems one element that we haven't talked much about that
+just seems so important is sort of a cultural change in our
+society. If you talk to the average parent of young people and
+say we want them to study more math and science, they will
+probably say that is a good idea. But if those kids come home,
+and say mom or dad, can you help me with my quadratic
+equations, they will run screaming from the room and turn on a
+videogame as a distraction.
+ I don't know how we address that, but I would be very
+interested in your thoughts about that, trying to change the
+culture, and especially help parents, empower parents to help
+their kids, as the kids take on more difficult subjects than
+the parents took. That would be part one.
+ Part two would be: We hear a great deal from industry about
+the need to expand H-1B visas and limit the cap. I understand
+the logic for that, but I would also be interested myself in
+finding some way to link that to an increased responsibility on
+the part of businesses seeking H-1Bs to participate in the
+endeavor to train our own domestic workforce, so we need to
+rely less on H-1Bs. I fully understand the need for more H-1Bs,
+but it seems to perpetuate the problem if the businesses don't
+also invest in educating our workforce.
+ And I would welcome any response to that.
+ Mr. Barrett. Let me try very quickly on both. The most
+significant thing, in my opinion, to get young children
+interested in mathematics and science, and the knowledge base
+they will need for the 21st Century, is to have teachers who
+are engaged, knowledgeable, and can enthuse the children with
+the wonders of the universe. A PE coach teaching physics is not
+going to hack it. Someone who is teaching mathematics and
+doesn't understanding mathematics is not going to hack it. You
+need good teachers in the classroom.
+ The second comment is on the H-1B visa issue. One of the
+beauties of our university system is that it is the best in the
+world. It attracts people from all around the world, the best
+and the brightest. That is why it is a national treasure, the
+virtual research university.
+ If we are going to invite those people to come to our
+country, pay for their education at taxpayer's expense, and
+then require them to go home and compete with us, it doesn't
+make a lot of sense, so I personally think, you know, and ten
+years ago, I might have been one of the first to suggest we
+staple a green card to every advanced degree given to a foreign
+national from a U.S. university. I still think that that is
+such a simple law that even Republicans and Democrats could get
+together to pass it.
+ But aside from that, the effort we are making to improve K-
+12 education is to get more kids interested and qualified to
+study engineering, science, mathematics, at the university
+level, to perhaps decrease the need for H-1B visas. But I think
+the whole debate on H-1B visas and green cards is a good debate
+for us to be having, because it means we are attracting the
+best and brightest minds in the world to the United States,
+which is exactly what we need to be competitive.
+ Chairman Gordon. Excuse me. We have one minute. Does
+someone else want to address that?
+ Mr. Baird. Just one brief followup. I agree with that
+entirely, except that there are companies in my district that
+are working very hard to be involved in the high school and
+college education program, and frankly, they are freeloaders.
+They pay their $1,500, but if you ask them to do anything with
+the local school district to help out, they are AWOL. And
+somehow, to put some skin in the game for those companies,
+versus just go out and recruit abroad, seems to be consistent
+with your goals, and I think we might want to try to do a
+hybrid there. But I appreciate the points.
+ Chairman Gordon. The committee will be in recess for
+hopefully no more than--oh, not 45 minutes, will it be? Okay,
+25, it will be at least 30 minutes, so we hope that you can
+stay.
+ [Whereupon, at 2:19 p.m., the Subcommittee recessed, to
+reconvene at 2:50 p.m.]
+ Chairman Gordon. In consultation with the minority staff, I
+have been given permission to start to move on. We are just
+finishing up votes, so folks will be coming in periodically. It
+was the last vote of the day, and folks are going to markups in
+other committees.
+ I also know that some of you have trains, planes, and buses
+to catch, so permission is not necessary. Please leave as you
+need to. We are just grateful that you are here today.
+ Let me--I will start off, and I would like to explore a
+little bit more--and maybe Dr. Lane, the NSF education
+programs, we were talking earlier, and I am disappointed that
+they have been cut almost 50 percent in the last few years. You
+might explain a little bit about what they do, and then, I
+would like the committee to give some thought to--I am not
+anti-Department of Education. I think there is probably a role
+for both, so maybe you could--we could talk a little bit about
+how that role in both agencies could help us get our goal--but
+Dr. Lane, if you would, please, start and tell us a little bit
+about those programs, and what you have seen as success or
+failures within those programs.
+ Mr. Lane. Thank you, Mr. Chairman. I also would want to say
+I am not anti-Department of Education, either. They have a big
+job to do. It is a different job from that of the National
+Science Foundation. I think that is what you want me to
+address.
+ The National Science Foundation has this broad mission to
+ensure the progress of science, engineering, mathematics,
+across the country, and they do that in various ways, and it is
+not limited to research. It is all about knowledge creation and
+knowledge transfer, to and among people, and to the
+marketplace, where things can be applied to benefit the
+American people in broader ways.
+ So, where the NSF, I think, really shines is through its
+programs to bring innovation to the classroom, and to help
+teachers try new things, help schools try new ways of teaching.
+Summer camps that enable teachers to take the time to get
+together, learn from one another, new approaches to
+mathematics, new approaches to curriculum. They have been doing
+that for decades and decades. And then, they got involved, in
+the last 15 years or so, in systemic reform of our schools,
+where they would work in partnership with cities, school
+districts, cities, states, regions, to not tell the state or
+the region how to teach, but simply to try to connect what has
+been learned about pedagogy, what has been learned about
+teaching and learning, with on-site, large-scale
+experimentation.
+ They have the authority to do that from the Congress.
+Department of Education cannot really do that. NSF uses peer
+review to review and respond to proposals, and select the best
+ideas and the best people, the best get funded, and the others
+don't. The Department of Education can't really do that. The
+National Science Foundation has this direct relationship with
+the best--many of the best scientists and engineering
+researchers in the country, and can tap into that knowledge-
+base and that experience, and those skills, to try to help to
+get that in front of the teachers, help the teachers pick up
+the passion for science and for learning, that they can then
+pass along with their students.
+ So, NSF is about innovation. It is about research. It is
+about high risk, if you like, taking those kinds of
+opportunities, and investing this money in a way that can then
+be evaluated, and be responsive to the American people.
+ So, it is a special agency, I think, in that regard. It is
+not that it is better than the Department of Education, it is
+different, and has a different role, which I believe it does
+very well.
+ Chairman Gordon. Thank you, Dr. Lane. Dr. Dynes is going to
+have to leave. If you want to make a swansong, and then, you
+could be excused.
+ Mr. Dynes. Well, let me address this issue first. A
+swansong, no. No, I am not ready for my swansong, Mr. Chairman.
+ But let me say something that I have said before, and I
+really believe this, and that is the strength of the American
+universities is that we integrate education and research. Those
+two are coupled together, and the more I have traveled in China
+and India, the more I have seen that until they learn to copy
+that, they are going to be behind us. And we should be leading
+with our strengths, and that is our strength.
+ And insofar as the NSF nurtures that part of our mission,
+it is an important place to put resources. It is not that it
+is--that I am opposed to the Department of Energy--I am sorry,
+Department of Education--I have energy on the mind--the
+Department of Education, they have a very, very important
+mission. But we can't lose sight of the integration, of what we
+have learned in our research transferring to education.
+ And with that, I will bid adieu and pledge my support for
+these bills.
+ Chairman Gordon. Again, thank you for making a coastal hit
+and run. Would anyone else like to address that topic?
+ If not, I am going to yield five minutes to the gentleman
+from Texas, Mr. Lampson, Chairman of our Energy Subcommittee.
+ Mr. Lampson. Thank you, Mr. Chairman.
+ I remember sitting in this room a few years back in another
+life and listening to testimony from one of our federal
+agencies about what we could do to keep employees at that
+agency. And most of the things that were being talked about
+were financial incentives. And I got up and walked down from
+here, and sat out in the midst of a bunch of students, who I
+asked, huddled them up, and said if you all were testifying
+right now, what would you say? And almost to a person, it was--
+it wouldn't be about money, it would be about giving us
+something to dream that we can achieve. Give us something to
+work on that gives us satisfaction, to know that we are
+accomplishing something with our lives.
+ So--and another part of that is that my youngest daughter
+just quit her sixth grade math teaching, she was teaching math,
+honors math classes, and she has left that. But how do we
+tackle the problem that teaching isn't an attractive career
+option in the United States? The work is hard, the pay is low,
+compared to what a strong math and science student can make
+outside of teaching. What national policy actions can turn the
+tide on this?
+ Mr. Augustine. I will take a crack at that one.
+ Mr. Lampson. Please.
+ Mr. Augustine. Certainly one of the significant problems we
+face in encouraging young people to teach and stay in teaching
+is compensation. It seems to be a failing of our free-
+enterprise system that we undervalue teachers, nurses, and
+soldiers, and overvalue CEOs, rock stars, athletes, and so on.
+That is something you probably won't solve with legislation,
+nor will I solve it by talking about it.
+ I would, however, add two things. One, with regard to
+compensation, however, I don't think we will change the basic
+compensation structure of the Nation, but I do think that it is
+possible to offer some incentives to teachers at the federal
+level. We proposed some of these in Rising Above the Gathering
+Storm. For example. . .the program that is going to be
+sponsored by ExxonMobil has some incentives for teachers that
+make a difference to the math and science teacher, to the good
+teacher, to the one that remains for a long time.
+ True, we who are scientists and engineers--I am an
+engineer--have failed to convey to young people the excitement
+of what we do. Part of the result is that the teachers in the
+lower grades, who are not scientists and engineers, don't have
+that fire, that passion. I look at my own career. I played a
+very small part, and I mean a small part, in sending 12 of my
+friends to the Moon and bringing them back. But how good does
+it get? How many people can say that they did something like
+that? That is heavy. And we need to convey to young people that
+this kind of thing is exciting. Certainly, we need to pay a
+decent wage, but we don't want teachers that are there only for
+the money.
+ Mr. Lampson. The Gathering Storm report emphasizes the need
+for increased funding for research in physical sciences,
+computer science, engineering, and math. Why are these subjects
+seen as the priority areas, and should funding be diverted from
+other fields?
+ Mr. Augustine. I will address that from the Gathering Storm
+report, and my colleagues would care to add to it. Basically,
+we looked at a large number of studies that showed that 50-85
+percent of the growth in the gross domestic product of America
+in the last half-century was attributable to math and science.
+ We found that the creation of new jobs was attributable to
+math and science. The return from investments in math and
+science was huge. What we have is a shortage of mathematicians
+and scientists and engineers. Candidly, not lawyers and
+accountants and CEOs and athletes. That is why we don't want to
+underestimate for a minute the importance of such subjects as
+reading. I attended a liberal arts school to study engineering,
+and I did it for a reason; but in any case, America's future is
+going to depend to a very large degree on our prowess in math
+and science.
+ Mr. Lampson. Anyone else want to make a comment? My time is
+just about up, and--Ms. Wince-Smith first, and then----
+ Ms. Wince-Smith. I would just add--and I would offer as a
+model what is going on in our military academies, which I think
+have a very, very advanced process for how they are fusing
+math, science, and engineering with the liberal arts and
+humanities and languages. And so, you have young people that,
+no matter what field they are going to go into, whether it is
+history or languages, they also are coming out with engineering
+degrees, so what Norm was saying about infusing more math and
+science and engineering into the traditional undergraduate
+liberal arts curriculum in our four year colleges, I think, is
+very, very important.
+ And the other thing that I would want to add on the teacher
+issue is I really do think we have to have some flexibility now
+to tap into the tremendous resources of people who are now in
+their fifties, sixties, that want to give back, and are willing
+to come in and teach in schools. I mean, I know in my case, I
+had a math teacher that was 70 years old and retired from
+Goodyear Rubber Company, and you know, he was teaching junior
+girls, a little girls school, we were doing advanced calculus,
+and you know, we loved it. We loved having him there. That is
+not really allowed in most of our schools today, so we don't
+have that flexibility, and we are losing a whole cadre of
+people who have the skills and the love, and they would like to
+be with young people.
+ Mr. Lampson. Mr. Chairman, can Dr. Barrett and Dr. Lane
+both respond?
+ Mr. Barrett. Two quick comments. I think the concept of
+meritocracy in the K-12 public school system is absolutely
+needed, and that is a pay for performance issue. Higher
+performance of teachers, they ought to get paid more for it, as
+opposed to just--for time and service. I think every example
+where that has been used shows that, and every study of the
+education system has suggested that as a way to motivate more
+people to participate in the K-12 teaching area.
+ As far as the areas that the Rising Above the Gathering
+Storm singled out for increased R&D spending, I think that
+those are the fundamental areas that have been driving the U.S.
+economy for the last half-century, and they also are the areas
+where the funding has been flat, in an absolute dollar
+standpoint, for the last two or three decades. So, in essence,
+they have been defunded over the last 20 years, on the basis
+that the funding has been flat, and inflation has eaten into
+the investment in those areas.
+ Mr. Lane. Mr. Lampson, on the issue of teacher respect, let
+me just mention something I think you know that we are doing in
+Texas. The Texas Academy of Medicine, Engineering, and Science,
+an institution that really was stimulated by the interest of
+Senator Kay Bailey Hutchinson, has taken on an education
+project, really being prompted by the Gathering Storm report,
+and the way they are addressing--we don't know how they are
+going to address K-12 education in general. They are just
+starting to have a look at it.
+ But one thing they are doing is bringing teachers from the
+schools into contact with Nobel laureates, members of the
+National Academies, at their annual meetings, and having them
+sit and dine with them, hearing from them and their comments,
+making it clear that the scientists and engineers, the
+technical professionals, believe these people are important,
+that they have got an important job to do, and they care about
+what their problems are, so it doesn't involve any money in
+that particular case. I completely agree with Dr. Barrett in
+terms of merit salary considerations. This is yet a different
+kind of thing that one can also do, just to show you care, just
+to show it makes a difference.
+ Mr. Lampson. There is a program, Mr. Chairman, at NASA,
+that had to do with a camera on the International Space
+Station, that could be operated by elementary school students,
+and that program, which was a minimal or almost no cost, is
+going to go away. And finding simple little things like that, I
+believe, adds to the opportunities that teachers have to
+inspire young children at the ages that we need them to be
+inspired.
+ Thank you very much for your extra time.
+ Chairman Gordon. Thank you.
+ Mr. Lampson. And thanks to the panel.
+ Chairman Gordon. The gentleman's time has expired. Looking
+to my right, I see no one, so Mr. Lipinski, you are recognized
+for five minutes.
+ Mr. Lipinski. Thank you, Mr. Chairman, and thank you, Mr.
+Chairman, for holding this hearing, and bringing together this
+panel. Thank you all for your testimony.
+ It is really an issue that hits close to my heart, but
+unfortunately, I just felt a little guilty there. Mr. Augustine
+was talking about the, for example, how the engineers have to
+let young people know, you know, the excitement of their
+profession, and every time I hear something like that, I think
+about the fact that I left engineering behind to go into
+political science, and then, to come here, and I sort of feel
+guilty that maybe I am not giving that, talking about that
+excitement of being an engineer, although it just didn't turn
+out to be what, the road that I was going to go down, but I
+always think that that education was the best education I could
+have gotten.
+ One thing, in Mr. McGraw's testimony, you had said that the
+key to America's competitiveness challenge is innovation, and
+there is a bill that we passed on the House floor yesterday
+that I authored, to help the metals industry, steel, aluminum,
+other metals industries, by providing federal funding that
+would go to colleges, universities, other research
+institutions, and would be matched with a 70 percent federal,
+30 percent industry match, to do research and spur innovation,
+for the metals industry to be able to be more efficient, more
+environmentally friendly, and I think this is a rather unique
+way of going about funding R&D.
+ And is this something that you think is a good way of going
+about it, is this a good example of what we can be doing?
+ Mr. McGraw. I think it is a start. I think if you take a
+look at most successful companies, and especially on the
+technology side, they are doing a tremendous amount of
+cooperative alliances with various research universities,
+university labs and the like, and so anything that will tie the
+academic and the business world together, will let you see
+those most innovative and most creative ideas. So, anything
+that would spur that, I would think would be a good thing.
+ Mr. Lipinski. And do you think this is lacking right now,
+or do you think there are any other ways we can incentivize
+this, or there--is this not the best direction to go, in terms
+of innovation?
+ Mr. McGraw. Well, you know, I think you are either going to
+go there or you are going to be gone, and it is going to be
+very difficult to survive in this kind of global environment
+with the kind of competition you are facing, if you are not
+innovating. And I think you want to take a look at any company,
+in terms of how they are using their free cash flow, how do
+they generate free cash flow, and then, what are they doing
+with it?
+ And now, I think we have gotten to the point where we have
+over-financially engineered some of our organizations, and I
+think some of the climate that all goes well for the short-
+term, and less for the longer-term puts certain public
+companies in a very bad light.
+ And, this is key, you want to take a look at what a company
+is generating in terms of organic growth. And I would say to
+you that for basic industry today, organic growth is way too
+low, and that is a result of the business climate and the
+environment and the financial markets, and less of a
+willingness to take risk, and so forth. So, yes.
+ Mr. Lipinski. Sort of leads into my next question.
+Recently, BP gave a $500 million grant to build and operate an
+energy biosciences institute, and unfortunately, Dr. Dynes is
+not here any more for me to compliment. Berkeley, both
+University of California-Berkeley and the Lawrence-Berkeley
+Lab, along with the University of Illinois, have a partnership
+that was awarded this $500 million grant. They are going to
+research biomass.
+ What else can we do to incentivize this type of grant
+giving, this kind of work by private companies, to help further
+with innovation?
+ Mr. McGraw. On the energy sector, you are using the BP
+example? Well----
+ Mr. Lipinski. Or anywhere else.
+ Mr. McGraw. For a public company, you have to have enough
+balance within your overall business portfolio, such that you
+can take those kind of risks. And eventually, you have got to
+get returns out of that, so when you start talking about a $500
+million fund that BP is talking about, actually, that is not a
+very good example. They have not done a very good job at
+investing in alternatives, and yet, their core infrastructure,
+in terms of some of their oil and gas abilities, has not gone
+very well. They haven't reinvested in some of the existing
+equipment.
+ But to encourage, incentivize people that way, you have got
+to have a path towards a return. Otherwise a public company,
+you know, is going to be less inclined to do that.
+ Chairman Gordon. Dr. Barrett, the gentleman's time has
+expired. Mr. Rohrabacher is recognized for five minutes.
+ Mr. Rohrabacher. Thank you very much. Mr. Chairman, I would
+like to congratulate you on just getting a running start in
+your new job as Chairman with this legislation, and I like the
+idea that you are moving forward, trying to provide a benefit,
+educational benefit, but at the same time, requiring some kind
+of service in exchange for the benefit, which I think is
+something that will actually be a twofer.
+ Whenever you move forward, you should at least try for a
+twofer. When we are here in this job, we are not only helping
+some young person get an education, but we are also providing,
+perhaps, a service to schools that need a science or
+engineering or mathematics teacher. We are providing them
+someone who could help them for a few years.
+ So, I will be looking very closely at this legislation, to
+see if it is exactly what I can support, but it is certainly
+going in the right direction, and we will see.
+ With that, I, you know, a couple times during the
+testimony, I couldn't help but hear, and maybe Mr. Bilbray may
+have already brought this up, I couldn't help but over-hear and
+just sort of shoved into the discussion concepts like H-1B
+visas, and getting students from overseas here. Let me just
+note that when you take a look at the supply and demand and
+wages, and things like that, the very last thing we need to do
+to encourage our young people to get involved in science,
+mathematics, or engineering, is to provide the hundreds of
+thousands of H-1B visas, which are being asked for for
+business, in order to keep down wages.
+ You know, every time we turn around, you are saying we need
+to get more immigrants into this society to do those jobs that
+Americans won't do. Well, we are talking about jobs that are
+high paying jobs that Americans should want to do, and the very
+last thing you need to do is bring the pay level down on those
+jobs, or put a lid on it by having more people come in from
+overseas.
+ So, I would submit that as just for the record, as
+something that whatever, if we can talk about giving, you know,
+providing more classroom and more classes, and more science
+teachers, but unless the kids know that, in high school in
+particular, that there are good jobs that are available, that
+they can afford to live in a nice home and raise their family,
+as compared to just people who want to be lawyers, you end up,
+all the lawyers end up in the nice houses, and the engineers
+end up not being able to be renters some place in a place that
+is not so nice, you are not going to get more quality young
+people into that profession.
+ So, again, I think the secret, Mr. Chairman, that we people
+always overlook, because it requires coming up against power
+structures, is pay more money to engineers and scientists and
+mathematicians, pay more money to science, mathematics, and
+engineering teachers, and you are going to get more of them.
+And if you insist on having basket-weaving and gymnasium
+teachers getting the same amount of money as someone who is
+teaching engineering and math, then you are not going to get--
+you are not going to have the quality people that you want, and
+it just comes down to that.
+ One last note, and again, it was just sort of thrown in
+here about, and I think it was Mr. McGraw who mentioned it, but
+maybe might have mentioned as well, something about, you know,
+we don't want kids to drop out of college. We don't want--we
+want kids to get that bachelor's degree, or the AA degree from
+a junior college. In my area, we have got a junior college of
+20,000 kids. They only have 180 kids in that program who are
+involved in the nursing or healthcare training program. Yet,
+all the kids who end up getting out are going on to get a BA,
+they can get great jobs at $30,000 or $35,000 when they get
+out, but if they get trained as a healthcare person, they can
+end up getting a $50,000 to $60,000 a year job.
+ So, I would submit that we need to be training our young
+people for things that are, for jobs that are going to give
+them a good livelihood, and jobs that are necessary and pay
+well, as compared to just try to--oh, everybody is going to
+need a BA. Well, everybody--well, I don't think everybody does
+need a BA. I think we need to get some training in there, and
+anyway, those are some thoughts. I would be happy to have the
+panel shoot me down or whatever.
+ Mr. McGraw. Well, let me take a quick crack.
+ Mr. Rohrabacher. Yes. Yes, sir.
+ Mr. McGraw. You know, it is--and I would hope, Mr.
+Chairman, that you could find a bridge to the education agenda,
+because I think there would be a lot of shared thoughts that
+could be very helpful.
+ But you are talking about, you know, a landscape that is
+very, very different. When we are talking about dropout rates,
+we are talking about in our inner city schools, our largest
+inner city schools, 45 to 50 percent dropouts.
+ Mr. Rohrabacher. I thought you were talking about college
+and dropping out.
+ Mr. McGraw. And college as well, but coming back to your
+saying let us get more teachers and all that, you know, there
+are so many things that go into, so many socio-economic things
+that go into why that is.
+ But I come back to a comment that we were talking offline
+with the Chairman about, and that is that if you really want to
+get after a more serious rigor--and we are not just talking,
+you know, the highest level of scholar and science achievement,
+we are talking about math and science skills at the high school
+level, so that you are proficient--then you have got to focus
+on reading. Because the problems are all coming back to
+reading, and that is why you see all of the emphasis in the
+early parts of No Child Left Behind focused on the reading
+achievement. Because if you lose, after a year, if I lose a
+student after a year, I have probably lost him. And if it is
+two years, it is done, on my part.
+ And what we are finding now is that it is not just at the
+early childhood learning aspect, it is at the middle school, in
+particular, because most of those people are coming now with
+reading deficiencies that can't get them into the other
+disciplines. They can't get into the higher math and the higher
+science, and they don't have those comprehension levels. So,
+the focus has got to be on reading to get the higher math and
+science capabilities. One of the things that was very
+disappointing in the NAEP test that we mentioned, 35 percent of
+seniors in this country that are graduating, are not
+proficient, or 35 percent are proficient in reading, the rest
+not. At math, it was 23 percent are proficient. I mean, these
+are horrible outcomes, for you know where we are as an advanced
+nation. And we have to do a better job.
+ But I would come back to you that the first thing that we
+have to focus on is the reading capability.
+ Chairman Gordon. The gentleman's time has expired. I think
+Dr. Barrett wanted to address Mr. Lipinski, but we are going to
+wait just a moment, be patient. Ms. Giffords has been here for
+quite a while, and I warn you, she is ready. She has a copy of
+the Gathering Storm, and it is even tabbed and underlined, so
+she has taken her assignment very well.
+ Ms. Giffords. Thank you, Mr. Chairman. Of all the committee
+hearings that I believe we are going to have this year, I
+honestly think this is probably the most important one, and so,
+I just want to appreciate you all being here. This is really
+important, and it is really serious stuff that we are talking
+about, and I just commend you, Mr. Chairman, for bringing the
+panel together, and continuing to highlight that this document
+is one of the most important documents that this Congress is
+going to face. This really is serious, this brewing crisis we
+have.
+ Quick story. I was in Scotland a couple of years ago,
+actually with a group called the Global Enterprise Challenge,
+which are young high school kids who are tasked to put together
+an entrepreneurial program all across the world. Groups from,
+you know, from South Africa to Antarctica, I mean, really all
+over the planet, these high school groups competing. It was
+fantastic.
+ And I met with a woman named Lady Strathmore, related to
+the Royal Family, who told me about this wonderful woman in
+Arizona, Barbara Barrett, so you even have to sometimes go to
+the other side of the world to learn about some of the
+resources that you have in your own home state. So, it is good
+to see you, Dr. Barrett.
+ I am going to just throw out a couple of questions. It is
+hard with five minutes, but these are issues that are important
+to Arizona that are not addressed in the document, and I just
+want to know whether or not you have taken any of these issues
+into consideration.
+ Our world is different. When I look back to the 1960s and
+1970s, President Kennedy's vision, sending a man to the Moon,
+why we pushed forward in innovation, those days are gone.
+Families are no longer like those families. Our schools are
+different. Our society is really different. So in a lot of
+ways, you know, we are looking at a totally different world. In
+Arizona, the proficiency in terms of just English, the
+proficiency in just literacy levels, I mean, the whole world is
+different. The family structure is different.
+ So, my first question I have is what is going to be the new
+Apollo mission? I believe it could be energy. I mean, I keep
+trying to get people excited about the way that we heat and
+cool our homes, and we move around this planet. I really think
+that we could get that next generation of kids excited about
+that. And I am curious whether or not, you know, if you all, as
+a group, have thought about that spark, something that is
+really going to stimulate, you know, young people's minds.
+ The second question, and I don't think this is addressed in
+the document, is early childhood development. All the data and
+research that I have seen shows that if you don't get kids at
+the really early levels--it is not--I am not saying it doesn't
+matter what you do at K-12, because it does, but if you don't
+get the, you know, the 0 through 3, the 0 through 5, it is
+tough to go back and take those minds, and do the developmental
+work that needs to be done.
+ Third question, and there was an article just a couple days
+ago in the paper about this, women working in the United
+States, where other industrialized societies have realized that
+population growth is decreasing because more women are deciding
+to have a career. I am a good example of that. So with that,
+with professional women now choosing not to have children, we
+see populations declining, but not a big move by this
+government to realize that if we want professional people to
+have children, that we are going to have to make some
+accommodations in the workforce, because you just can't have it
+all. So, that is my third point.
+ And fourth point, as we know, girls tend to drop off in
+math and science at about the sixth, seventh grade, and this, I
+don't believe this document really addresses what we can do for
+that next generation of really targeting girls in math and
+science, and re-looking, reexamining what we can do in that
+arena.
+ Mr. Barrett. Could I try real quickly? Arizona, is it?
+Right on on energy. Energy is a math, science, engineering
+intensive problem, with the U.S. wanting to be independent from
+its energy requirements--program--it is a softball waiting to
+be hit by either party. I am surprised it hasn't been hit to
+date.
+ Second, there is--there have been many interesting studies
+about early childhood development, and the latest one that I
+have seen is all-day kindergarten versus not. By the third
+grade, it is a wash. It turns out the longer kids stay in the
+K-12 education system, the worse they do. You either have to
+fix the K-12 education system, ultimately, or it is a perfect
+filter. It filters out the kids that we want to succeed in math
+and science going forward.
+ So, there is not a simple answer anywhere, but there are
+things that I think the United States could rally around. The
+Gathering Storm suggested the DARPA energy focus, primarily
+because we thought energy could be a national focus to get
+kids, and the political air cover to get kids interested in
+math and science going forward.
+ Mr. Augustine. I might just add to that. You asked a group
+of really good questions.
+ What could be the spark? I agree with Craig, and that was
+the view of the National Academies as well, that energy is the
+issue. Not only is it heavily dependent on the kind of math and
+science we were promoting, but as you know, it affects
+everything from the environment to the economy to national
+security.
+ With regard to your point about affecting children at an
+early age: that is critical. We found that often children were
+lost to math and science by the time they were in fourth grade.
+We can't, I am afraid, always count on parents. Today, 70
+percent of parents of high school children believe that the
+math and science their children are getting is adequate.
+Parents are comfortable. I think the teachers and the schools
+are going to have to provide that spark. Again, if we could
+bring people in that would teach those younger children, and I
+think there are a lot of people who would. In my own case, when
+I took early retirement, so I could teach, I couldn't teach in
+our public schools. I can't teach fourth graders, so I taught
+engineering in Princeton instead. There seems to be something
+wrong with that.
+ My last comment is to strongly endorse your remark about
+women. Women are 18 percent of engineering graduates in this
+country. Minorities are far more under-represented: less than
+five percent. If we are going to compete in the world market,
+having over half our population not participate, it is a
+handicap we can't endure.
+ Ms. Giffords. Thank you.
+ Mr. Baird. [Presiding] Dr. Lane, it looked like you might
+have a comment, and then I will call on Mr. Rothman.
+ Mr. Lane. And let me mention this, because we haven't
+mentioned the word technology in the context of education, I
+think, in this hearing. And Ms. Giffords, among the many things
+that have changed in the environment that our young people are
+growing up in is technology, and so, you know, my little
+grandkids and medium grandkids, they talk on cell phones, and
+they have computers, and they do all that stuff.
+ I am connected with a not-for-profit in Texas called
+Reasoning Mind, that has an extraordinarily exciting online
+math technology availability that we are experimenting with in
+Houston, and it has had wonderful success. You know, it has an
+onscreen little genie, helpful, it addresses all kinds of
+different levels. My point about it is that we do, of course,
+need wonderful teachers, and we need more of them than we have
+right now, but we are probably never going to have enough of
+those teachers, but what they don't need, that some of the
+tools, that technology can deliver. And we haven't had great
+success getting technology in the classroom. I think, though,
+we should not ignore the fact that our young people are growing
+up in that kind of environment. And there are some tools, I
+think, that can be provided to even the best teachers to enable
+them to reach more students than they are currently able to do.
+So, I would put in a plug for the more innovative technologies
+that we can find to support.
+ Mr. Baird. Thank you very much. Mr. Rothman, I am going to
+let Mr. Rothman proceed. Did you feel like--Ms. Wince----
+ Ms. Wince-Smith. Oh, well, I just wanted to comment on the
+issue of women, and there is an initiative underway that has
+tremendous outcome metrics now for encouraging women to
+actually be involved in this entrepreneurial economy that I
+talked about, and that is professional science masters. These
+are programs that a number of schools are starting. Georgia
+Tech has one that is fantastic. Women and minorities are
+getting, in terms of the numbers, very high numbers of these
+degrees. For instance, in the Georgia Tech case, they have a
+degree in nanodevice fabrication, and then, they have
+accounting, business, all the skills you need to actually go
+out and take this knowledge and create something and deploy it
+for commercial value.
+ And it is very interesting, when you look at the trends,
+that the majority of graduates of professional science masters
+are women and minorities. So, something is going on there that
+is enabling a very systemic type of thinking, and also, the
+skills that you need to go out and create something in the
+business world. I would urge you to look at professional
+science master's, and particularly the linkages with women.
+ Mr. Baird. Mr. Rothman.
+ Mr. Rothman. Thank you. First, let me apologize for being
+late. I have three hearings scheduled at the same time. I am
+sure I am not unusual in that regard, with the rest of my
+colleagues. So I apologize for being late, and if I have
+asked--I am about to ask a question that you have already
+answered.
+ And I hope this is not too far afield from this subject,
+but you are all great scholars and successful people, so I
+thought I would ask you.
+ Is there something about our culture, our American culture,
+that is preventing greater success in our public education
+system? And if you have any thoughts on that subject, I would
+like to know, or any--in particular, any suggestions as to what
+we can do to counter either the negative trends in our culture,
+or to enhance the positive aspects of our culture that would
+improve the educational performance of our student body? That
+is number one.
+ Number two, you know, depending on what you read, you know,
+you have people saying oh, we are doing just fine. Our
+expectations are too high, to expect Ph.D.s from every single
+one of our children, and everything is just unreasonable. I
+would like to have your thoughts on that.
+ And the third thing is the role of parents. I have five
+kids now, and the role of parents, I think, is critical, but
+not everyone has the luxury of spending the time with their
+kids, or coming in and becoming a part of the school family,
+school community, that raises the expectation level for the
+teachers and administrators, as well as their own children. So,
+what do you do about those kids whose families are not, that
+don't have that extra time to devote?
+ Mr. McGraw. Well, first of all, the educational system in
+the United States worked. It gave us the largest economy in the
+world. It gave us technological excellence. It gave us the
+highest productivity levels, and so, it worked. The issue, and
+what changed, was a world grew up, and what we are seeing is a
+global economy in the works, with increasing worldwide
+competition.
+ And we have come to the realization that, we have to bring
+more people along, better skills, and better capabilities, and
+we have taken our foot off the accelerator, and we have got to
+put it back on. And you just aren't going to do that overnight.
+And that is why programs like H-1B visas or anything in the
+short-term, to be able to jumpstart some of these things, is
+very important.
+ I think--a conversation we had a little earlier, you know,
+it was governors in the '80s, that were running deficits in
+some of their large cities, and in their state, and it was
+them, that was--to survive politically, it was about achieving
+economic growth, and if it was about achieving economic growth,
+it was reaching out to the private sector. It was about jobs.
+It was about the right kind of skill sets, and therefore, it
+was about your education system.
+ That is the first time, the first time that the achievement
+of economic growth and the education system has been linked.
+The system has been in reform, really, only a very short period
+of time, and now, with the realities of what we are facing, in
+terms of a world competition, we have to get moving again.
+ And so, a lot of these things are wakeup calls, and I think
+H.R. 362 is, H.R. 363 is, but again, the tide the Chairman was
+talking about, back to the education agenda, the problems are
+enormous. You know, in 1997, only a third of the states had
+academic standards. No Child Left Behind, which was fabulous in
+terms of landmark legislation. Is it perfect? Has it put all
+the weights in the right spots? No, but it started aligning
+federal, State, and local education. Today, all 50 states have
+academic standards. It would be nice if some of them were more
+common, but all 50 have them, and what you are starting to see,
+in terms of instruction, is that standardized instruction is
+starting to go up, which means you are coalescing around
+academic standards. In other words, I am going to buy reading
+materials for every class in every school, and we are going to
+get behind research-based, proven-to-work kinds of product.
+ There is no way to have everybody doing things in different
+fashions. You can do remedial and intervention, but you are
+going to get to more standardized instruction. So, I think it
+is pretty clear that if you fast forward, we are on a path
+right now that you are starting to see all the concerns and new
+thinking starting to take place, but it is going to take us a
+while. That is why I think some of the comments about
+alternative certification are interesting. I mean, the fact
+that Norm can't teach a fourth grade class. We have got to get
+into those kinds of issues. We have to encourage people that
+have done well to find other ways to give back, as we all live
+longer.
+ So, the other one is, is that you have got to tie it to the
+job market, and you know, we can talk about math and science at
+the high school level, and having those kind of competencies.
+You can talk about scholarly work at the National Science
+Foundation and the like, but in terms of getting those
+capabilities, you have really got to tie it to a job market,
+and I think the comment about churn was so right. Every three
+months, we lose seven to eight million jobs. Every three
+months, we gain seven to eight million jobs. Change is taking
+place so quickly that skills have got to be able to match some
+of those new capabilities.
+ Chairman Gordon. The gentleman's time has expired. Does
+anyone else on the committee want to take on that monumental--
+yes, ma'am.
+ Ms. Wince-Smith. Well, I think it is interesting to link
+this question, also, to regional economic development, because
+throughout the country now, for the first time, we are
+beginning to see an alignment between investments and workforce
+skills. You know, we are spending about $15 billion going out
+to workforce boards. Public education reforms must be aligned
+with economic development strategy, because people are choosing
+to live and stay and work and build their lives in communities
+where there are high performing schools.
+ And so, education is becoming a very important asset for
+not just keeping people, but also, attracting within our
+country people that want to live and work in areas that are
+considered high value entrepreneurial regions. So, the area
+that I think is the Achilles heel to all of this is how much
+localization do you have in determining these standards in
+performance. If you look at the current school system, and you
+compare it to any private enterprise, you know, the
+productivity levels are worrying. We are spending more per
+child than any other country but Switzerland, approaching $600
+billion, and yet, in terms of these outcomes, we are not really
+seeing progress.
+ So, I think the school boards have to really take some
+ownership here. I mean, they are approving contracts, they are
+approving the contracts for teachers who have no math, science
+skills, but are teaching math and science. And the parents are
+on these school boards, so it is a whole continuum, and I think
+until communities come together in an integrated way, we are
+going to continue to see these things being looked at in
+stovepipes, and that is very bad for the country and for our
+children.
+ Chairman Gordon. Mr. Augustine.
+ Mr. Augustine. You mentioned three issues: culture,
+parents, and expectations. My view is that the culture has
+changed. And that change is closely related to the role of
+parent. My parents never had the opportunity to go to college.
+Obviously, neither was a scientist nor an engineer, but they
+darn well understood the importance of an education, and they
+made it clear to me. Another cultural change that somehow has
+been missed in all this is that the great teachers I had were
+almost all women. Today, those teachers are probably lawyers
+and doctors and bankers. In those days, they didn't have much
+choice, other than to be teachers, and there has been a
+profound change that you don't hear much about.
+ With respect to culture, it becomes a matter of priority to
+a very great degree. Many of our children place more emphasis
+on being great athletes than great students. Our society
+promotes that. About two years ago, I was visiting an Asian
+country that had just been hit by the tsunami. There was
+wreckage everywhere, but there was also a school outdoors in
+the jungle, where it was extremely hot and ten-year-old
+children were sitting there eight hours a day going to school.
+We probably wouldn't have seen that here.
+ With regard to expectations, clearly, the intent of the
+Academies was not primarily to promote huge numbers of Ph.D.s
+in math, science, and engineering. The thought was that Ph.D.s
+are important because they do the basic research that is going
+to create jobs for the rest of us; but the rest of us have to
+be at least articulate enough to understand fundamental math
+and science.
+ Chairman Gordon. Well, I think--Mr. Bilbray was here most
+recently, but Mr. Bartlett was here earlier, and so, Mr.
+Bartlett, we yield to you for five minutes.
+ Mr. Bartlett. I'm on? Okay. Apologize for not being here
+during the questioning. I don't know whether this issue has
+come up or not.
+ I think the really big challenge we face is a cultural one.
+What you are proposing is fine. These two bills are okay, but
+they really won't solve our problem. A society gets what it
+appreciates, and we just do not appreciate people who are in
+these technical areas. A bright young guy is now called--when I
+was in school studying science, we were what, squares? Now,
+they are geeks and nerds, and the pretty girls have to play--I
+mean, bright girls have to play dumb to get a date.
+ I think that I will have some confidence that the culture
+is changing when the White House invites academic achievers in
+and fawns all over them the way they do sports figures.
+Clearly, what we need is an appreciation of the contribution
+that these professions make in our society. It just isn't
+there. And what concerns me is that it is there in countries
+like China and India that are going to eat our lunch if we
+aren't careful. China this year will graduate at least, they
+will graduate more English-speaking engineers than we graduate,
+and about half of our English-speaking engineers are Chinese
+students.
+ What can we do to change the culture in our country,
+because that is the real problem? I remember when we put a man
+on the Moon, and there was a little cartoon that came out,
+which said the whole thing. A little buck-toothed, freckle-
+faced young fellow, and he said: ``Six months ago, I couldn't
+even spell engineer, and now, I are one.'' Everybody wanted to
+be in this, because it was culturally, it was the thing to do,
+and it was really appreciated.
+ What can we do to change the culture? Because I know all
+these other things are just nibbling at the margins, Mr.
+Chairman. Until we change the culture, we are not going to get
+there. What can we do to change the culture? Dr. Lane.
+ Mr. Lane. Well, I don't want to make a political comment in
+a place like this. But you mentioned President Kennedy. I
+believe the American people are looking for vision and
+leadership of that kind. I mean, we will have a chance, we have
+elections coming up. We will have a chance to see whether such
+a leader emerges or not, but I really believe the people, with
+all the changes that have occurred, I think at a fundamental
+level, there is an anxiousness on the part of the American
+people to find an exciting idea, an individual that can really
+follow where the case kind of makes itself. And maybe the
+answer will be around something like energy and environment.
+ I don't know what the issues will be, but it is going to
+require, I think, leadership at the highest levels in our
+government, in branches of government, and you know, again, I
+applaud you, Mr. Chairman, for your leadership, and the room is
+full of leaders now and in the past, attempting to do that. I
+think we need that. I am looking for that. I think that is what
+is going to help my grandkids that I talked about earlier in my
+testimony, and I am not sure what, short of that, actually
+would cause the entire country to begin to move in a different
+direction.
+ Mr. Hall. Would the gentleman yield?
+ Mr. Bartlett. Yes, sir.
+ Mr. Hall. Dr. Lane, would it be the time, then, for
+somebody to come riding in on a great big beautiful white
+horse? Knowledgeable, with a track record, solid citizen,
+leader, handsome----
+ Chairman Gordon. I think Ralph is announcing.
+ Mr. Hall.--success, totally successful, has been appointed
+by every President to lead studies, has been a leader in
+everything that is good and successful and wholesome for the
+United States of America. Is it time for Norm Augustine to make
+his announcement? We are looking for an Eisenhower somewhere
+now.
+ Mr. Lane. I second that nomination.
+ Mr. Hall. I yield back my time.
+ Mr. Bartlett. Thank you. I just wanted to note that if
+having a lot of descendants makes you more cognizant of the
+problems we have, I have--we have ten children and fifteen
+grandchildren and two great-grandchildren, and I am here
+because I was concerned that the world I grew up in, the United
+States I grew up in, was not going to be the United States they
+were going to live in. We have too darn much government. It
+regulates too much. It taxes too much, and we don't have enough
+respect for careers in these technical areas, and you know,
+help us decide what we can do here in the Congress to make this
+change.
+ Leadership is really, really what we need, Mr. Chairman. We
+can do some things from the Congress, but you know, we really
+need that leadership from the highest levels of government.
+They are enormously more effective than we are.
+ Chairman Gordon. The gentleman's time expired. Mr. Bilbray
+is recognized for five minutes.
+ Mr. Bilbray. Thank you. Maybe we will start having
+television shows about engineers rather than lawyers, then, Mr.
+Chairman.
+ I think that the perception of the cultural challenges we
+face, but I just say that, because let us face it, how many
+engineers shows have you seen over the last 30 years, and how
+many about lawyers? And frankly, if you look at where our kids
+are going, they are following the cultural line.
+ I just have to point out that when we talk about the
+culture, the '57 Sputnik created an urgency and a perception of
+threat, and we responded to that urgency, that perception of
+threat, and that the people working, becoming engineers then
+were perceived as being the guy who may save America from the
+Great Red Horde that was coming. There was--and it was a
+misperception, that somehow the race for space was about
+national defense.
+ But that aside, let me sort of move back to the--some of
+the discussion. I have got a question here. I come from San
+Diego County. I have the high techies in my district, and I
+have seen where the cooperation between educational
+institutions and the private sector has made a huge
+breakthrough. In fact, let me just throw up an item there.
+There is a classic example, one of the few locations where I
+see that academia doesn't think it is illegitimate to aim
+straight for economic opportunity from an education. There is
+too much, I think, in academia that somehow, they need to be
+above the economic realities, and jobs should be a secondary
+issue, not the primary. But I think that if you look at our
+universities, and their cooperation with the private sector, it
+has been a big plus.
+ Mr. Chairman, there is another big plus that isn't used,
+and that is building on the success that we have in San Diego
+of the spin-offs of those who were in the military, who have
+learned engineering, learned a lot of this kind of high tech
+stuff with federal funds, and actually have gone in and filled
+the gaps in our economic need for these opportunities with the
+private sector.
+ I actually just want to ask you, along with that high tech,
+we have biotech, and if we look at the challenge of fuel, of
+alternative fuels, though in the past, providing, fueling
+America took civic engineers and geologists. The future may be
+biologists, but genetically altered enzymes may be the secret
+to developing fuel independence that we don't know about.
+ Is there a reason why the life sciences aren't being
+highlighted here?
+ Mr. Augustine. With regard to the National Academies' work,
+we view the life sciences as of enormous importance, not only
+for the reason you cite, but because of their impact on health
+sciences and many other things.
+ The reason we did not emphasize those fields was due to the
+good work of this committee and others in recent years. We saw
+a doubling of the budget in the life sciences, and the
+biosciences, whereas the physical sciences, math, engineering,
+have been flat, in real terms. So, we felt it was time to give
+the physical sciences, math and engineering, the same emphasis
+that the biosciences have already received. And we have been
+careful to always say that we don't want this emphasis to be at
+the expense of the biosciences, to let them atrophy by not
+accounting for inflation; not increasing their budgets would be
+a mistake. We are just now reaping the benefits of that growth
+in the budgets for the biosciences. In no way do we diminish
+the importance of those sciences. It is just that the physical
+sciences were left out for the last 20 years.
+ Mr. Bilbray. Okay. Let us talk the H-1Bs. There is the
+issue--my colleague from the other half of the Surfing Caucus,
+Mr. Dana Rohrabacher, was pointing out the threat of H-1Bs on
+employment opportunities for certain groups.
+ It is kind of interesting, Mr. Chairman, that when it is an
+engineer and a college graduate who may have their jobs
+threatened with an immigration policy, they come unglued. If it
+is blue collar working people, it is not a big issue. I think
+there is a real opportunity here, though, to expand the H-1Bs
+within the realm of logical immigration policy.
+ And a good example was the fact that we have a thing
+called, and I would ask the Chairman to really look at this,
+the lottery, the immigration lottery, which is really a just
+let us see who comes up with the lottery, 55,000 a year, people
+without any qualifications that we need in this country, people
+coming from countries that are the highest risk for terrorism,
+and I think this is one place that this committee and Judiciary
+ought to sit down and say does it, is it logical for this
+country to set aside 55,000 slots for somebody with--don't
+identify we need, when we have H-1Bs over here that aren't
+being serviced? And maybe, we want to shift our priorities and
+say, first priority should be to what America needs first, and
+then, and only then, after that, do we talk about what somebody
+in a foreign country may want to immigrate or may not want to
+immigrate.
+ And I think, I just ask comment on that, is setting these
+priorities within the existing immigration policy, do you guys
+agree that there may--we ought to be more aggressive about
+looking for those opportunities?
+ Ms. Wince-Smith. I would comment on that, because I think
+beyond the H-1B and particular technical skills, we should be
+looking for highly skilled people across a whole range to come
+to the United States. That was really the discussion this
+morning around capital markets, that our immigration policy,
+overall, is one that is not relevant to what we need for the
+21st Century, and of course, there is a humanitarian issue that
+is part of being American, but I would agree with you that
+there ought to be some look at that.
+ The other thing I wanted to make a comment on, and maybe my
+colleagues from industry could answer this, I have spoken
+before about the shortage of engineers, and what is going on in
+China. There was recently a group of investors in New York, and
+they said well, what you are saying is completely poppycock,
+because if we needed engineers so much, why aren't they being
+paid? Why aren't they getting the salaries? Why aren't
+companies paying them? Why aren't they paying scientists and
+engineers the same kinds of signing bonuses that lawyers get?
+And I didn't really have the answer to that, so I don't know
+what is the answer.
+ Chairman Gordon. The answer is they are being outsourced,
+because, as Mr. Augustine pointed out, the world is flat. Get
+it on the Internet. That is the problem that we are having.
+ Ms. Wince-Smith. If they are lower value engineers, but the
+higher ones, the ones that have Ph.D.s, I didn't have the
+answer.
+ Mr. Augustine. I think it is true; engineering, like many
+other things, is being commoditized on a world basis, and the
+salaries of engineers are being determined more and more by
+what engineers in India and China can be bought for, and that
+is not going to be true only of engineers; it is going to be
+true of a lot of other people before we are done here.
+ Chairman Gordon. The gentleman's time has expired. Mr.
+Baird was shortchanged a little earlier, and so, I would like
+to recognize him again.
+ Mr. Baird. Thanks very much, and I appreciate the panelists
+for coming back after the delay. Sorry about the interruption,
+but you know, the question is, Mr. Chairman, many of us have
+talked about culture, Mr. Bartlett did. I think we might want
+to look at our own house. It would be troubling, I would
+warrant, that if we were to look at the number of memorial
+resolutions we pass under suspensions honoring sports teams,
+movie stars, et cetera, versus scientists, engineers, and
+teachers, it would be a symptomatic disproportion. So, we may
+be guilty of it as well.
+ But Dr. Augustine, I was very interested in a couple
+things, and these are both potentially controversial, but I am
+going to put them out for actually any of the panelists. One
+is, there is a brief allusion in the Gathering Storm, to the
+possibility of a voluntary national curriculum in the sciences.
+I am actually pretty intrigued by that. We have school
+districts in my district that have 40 percent turnover every
+year, so you have got a kid who comes in one year, gone the
+next. And ironically, under No Child Left Behind, they somehow
+may be failing, even though 40 percent of the kids haven't been
+in the district.
+ But setting that aside, every time they move districts,
+move states, they may have to somehow get into a different
+sequence of education, a different textbook, et cetera, and I
+would be interested in your thoughts about the inefficiencies
+there. That is point one.
+ The second question, and this is really possibly a third
+rail, is--it is clear to me, almost by definition, that at some
+level, the colleges of education are not doing the job of
+turning out qualified teachers. And we tend not to talk about
+it. It may be an easy target, and overly convenient, but I
+wonder, I know that there seems to be an increasing awareness
+that we need to involve the disciplinary colleges in the
+sciences, in coordination with the colleges of education, but I
+don't think the colleges of education alone can do this, for a
+variety of reasons, and I would open up both of those to the
+panelists for their commentary.
+ Mr. Augustine. Those are two very good questions. With
+regard to the voluntary curriculum, the reason we proposed that
+is that it was our observation that within math and science,
+the curricula in many school systems are, frankly, not very
+good, not very demanding, and we thought that math and science
+lend themselves to a standardized curriculum. Until you just
+mentioned it, I had never thought of the impact on the mobile
+society; it is a very important secondary impact that we
+overlooked.
+ With regard to the colleges of education, our proposal was
+that through competitive scholarships, we find young people who
+want to study math and science, and in return, agree to teach
+for five years, in the hope that they will stay beyond that.
+That is our way to get around the fact that many of the
+students in the colleges of education just aren't interested in
+math and science. We would like to give incentives to children
+into those fields.
+ Mr. McGraw. They are very good questions, and they are very
+thorny, because of the way things are funded. And one, we have
+already started to see experimentation in standardized
+instruction, but the issues that you raise, in our inner city
+schools, because of some of the housing requirements, even,
+what you are seeing is just a tremendous amount of churn, and
+if you don't have any kind of standardized instruction,
+somebody could be learning reading in a whole language
+approach, and then go over here, and be doing it on a phonics
+basis, and you have got big issues there. You really have to
+get after states to be more willing on that.
+ But on the teacher quality, you have got 3.2 million K-12
+teachers in America. Over the next five to seven years, you are
+going to see two million new teachers replacing current
+teachers. Unfortunately, they are going to be equal to or less
+than those that are leaving. We are not talking just about our
+teacher colleges, but they are coming from all over, and they
+are not as skilled, and they are not as prepared. And it is a
+very, very difficult situation.
+ Mr. Baird. Dr. Lane.
+ Mr. Lane. I think, certainly I agree with the idea of some
+level of national and voluntary standards in science and
+mathematics. There isn't any kind of, you know, Texas math and
+Oklahoma math and New York math, well, there actually is, but--
+that is just a joke, I mean.
+ And the same thing is true in science. I mean, there is not
+this kind of East Coast biology and West Coast biology.
+Mobility is just extremely important to our nation, as it is to
+other parts of the world that are wrestling with a similar kind
+of issue. And by having these kinds of problems that you are
+addressing present in our system, we are just sort of shooting
+ourselves in the foot. How far you go with that now really begs
+a lot of detailed questions that I am not qualified to answer,
+but I think that is an extremely important issue, and we do
+need some sort of national standards.
+ On the issue of quality of teacher education at
+universities. I have wrestled with that for a long time. Often
+on a campus, many of us grew up on campuses where the teacher
+ed department was over there somewhere, and if you are a
+physics major, chemistry major, math major, you probably never
+got over there, nor did you ever see any of them in your
+classroom. It was just a different kind of an institution. It
+is them and us. Now, things have improved enormously in many of
+our campuses, but maybe not far enough. And beyond that, I
+think the universities have a--I don't know if you want to call
+it a responsibility to deal more directly with the K-12
+challenge than has been the case in the past.
+ The point was made earlier that the quality of those
+universities and their products depends on who comes in the
+front end. They have a stake in this. It is important to all of
+them what goes on in the K-12 classroom, not only in their own
+region, but around the country. Also, there is a knowledge base
+there that can be tapped into in ways we really haven't done
+before.
+ So, I recognize there would be a lot of resistance to it,
+but these partnership kind of efforts, that I think this
+committee favors, I think it would be carried much, much
+further, and our universities can take a larger degree of
+ownership, I guess I should say, for this enormous national
+challenge, than we have done in past years.
+ Chairman Gordon. The gentleman's time has----
+ Mr. Baird. Two quick comments. One, I note that many of the
+countries that are now scoring higher than us on some of these
+international standardized tests, in fact, have national
+curricula. Now, some are below, so that may not be the only
+variable for sure, but many have national curricula.
+ The second point is, I have talked to some folks in
+colleges and universities who have said if you really want to
+get the sciences involved in teacher education and producing
+more scientists, link NSF grant applications to productivity of
+science and math educators, and suddenly, the science
+departments will get very interested in working with the
+education departments.
+ Chairman Gordon. If I could, Dr. Lane, within our
+legislation, it provides for the universities to set up
+integrated programs where they bring together the math and
+science and education, and that is a part of the scholarship. I
+mean, you have to agree to teach for five years.
+ The Chair yields to my friend from Texas.
+ Mr. Hall. Just one question, and I won't even ask the
+effect of it or what you think about it. I have heard that at
+least half the Ph.D.s issued in the universities of this
+country are issued to foreigners. Is that true or untrue?
+ Mr. Augustine. No, it is--in engineering, it is 56 percent.
+It is more than half.
+ Mr. Hall. More. Would that just be in engineering? Would--
+Ph.D.s in general?
+ Mr. Augustine. In science, it is slightly less than 56
+percent. I don't know for non-engineering and science, the
+answer, Mr. Hall.
+ Mr. Bilbray. Would the gentleman yield?
+ Mr. Hall. Yes.
+ Mr. Bilbray. What is--is it the economic motivation for
+these institutions to encourage foreign nationals to come here
+to go to school? Are they making such a huge profit?
+ Mr. Hall. That is what I agreed not to ask them.
+ Mr. Lane. I could comment on that. There are many, I think,
+different kinds of answers to that, but if you are a university
+that aspires to be a major research university in this country,
+for all the reasons we have heard, it is a contribution that
+these institutions are making to America, then your research
+programs have to be strong. Your laboratories have to function.
+You have got to be able to attract faculty who can do their
+research programs. And frankly, when they look around for
+students to get their education in the university, get their
+degree, graduate, even post-docs, they don't find nearly enough
+American-born men and women, for the other reasons that we
+talked about today.
+ So, it may sound self-serving, and maybe it is, in a way,
+but it is all about maintaining the strength of American higher
+education. It has been a result of efforts to do that, and the
+net result is what we have just heard. There are other reasons,
+but that is one reason.
+ Mr. Bilbray. May I--yield--Mr. Chairman, I just bring it
+up, and as the ranking member of--the American people are doing
+a lot of subsidizing for this higher education, and I think we
+have a right to ask why are we subsidizing the education of
+foreign nationals, and I keep hearing well, it is money, but I
+think the voters will be saying money, too, and you are saying
+it is essential, because we just don't--aren't producing this
+resource in America, so we must import it to fill our
+universities, to create the engineers.
+ Chairman Gordon. I think in fairness that we need to point
+out that many of these Ph.D.s that are created stay here,
+develop products, develop companies, and create jobs. So, this
+is a higher level of entrant.
+ Let me----
+ Mr. Hall. Mr. Chairman.
+ Chairman Gordon. Yes, sir.
+ Mr. Hall. I think it might be a good study, and a good
+hearing, to look into that, and see, really, if we are getting
+our dollar's worth, what are the facts on how many stay here,
+and what are the facts as to where they come from, and to where
+they go back to, and what are the benefits.
+ This might be the time to look at it, because we are at war
+for knowledge. We are in a knowledge war today, and our war is
+fighting for our little troops to start carrying a gun in the
+first grade, in the second and third grade, and learn to march
+and all that. And we need to teach them science and math, and I
+think that would be a good thing to think about.
+ Mr. Bilbray. If the gentleman would yield, I would just say
+that I am sure there are kids in the Northeast over here, that
+if they had the foundation, and if they, you know, there are
+many American kids in working class neighborhoods, that would
+die for the opportunity, but just don't have the tools. And
+this issue of importing our students because our domestic
+sources just cannot compete, should be the big warning sign,
+and not accept this as being the best we can do, and so, I
+would ask that we take a look at that hearing.
+ Chairman Gordon. Well, I would suggest that we have two
+answers, and two answers are H.R. 362 and H.R. 363, and would
+hope everyone would support that. Let me also say to Mr. Hall,
+he has put up with a lot of our hearings, and so, I would
+welcome his, any recommendation that he wants to have, to put
+one together. We will participate with him in a hearing.
+ And let me say to the panel, are there any closing remarks
+that anyone would like to--Mr. Augustine.
+ Mr. Augustine. Mr. Hall raised an important question, and I
+would just throw out one statistic. Of all the basic
+researchers with Ph.D.s in math, science, and engineering in
+this country, 38 percent are foreign-born. One-third of the
+Nobel laureates in America in math and science in the last 15
+years were foreign-born. Our science enterprise in this country
+would hardly function today without foreign-born people. You
+raise a very important question.
+ Chairman Gordon. Mr. McGraw.
+ Mr. McGraw. Well, again, thank you, Mr. Chairman, for your
+leadership in H.R. 362 and H.R. 363, and the business community
+supports it, and we look forward to see its passage.
+ I would say that some of the comments that you have made
+earlier on are some of the areas that I think we need to focus
+on even further, and that is the whole role of public/private
+sector cooperation.
+ Now, I think when you start to see what ExxonMobil has
+done, in terms of the funding issues, I think there is an awful
+lot of coordination that could take place around some of these
+ideas, that would allow it to be more efficiently done.
+ Chairman Gordon. Any other comments?
+ Well, let me say that this panel now holds the Science and
+Technology Committee indoor endurance record. And I think it is
+indicative of the importance of this panel, and also, of the
+issue.
+ We thank you for being here, and the witnesses are excused,
+and this hearing is adjourned.
+ [Whereupon, at 4:05 p.m., the Committee was adjourned.]
+ Appendix 1:
+
+ ----------
+
+
+ Answers to Post-Hearing Questions
+
+
+
+
+ Answers to Post-Hearing Questions
+Responses by Norman R. Augustine, Chair, Committee on Prospering in the
+ Global Economy of the 21st Century, Committee on Science,
+ Engineering, and Public Policy, Division on Policy and Global
+ Affairs, the National Academies; Former Chairman and CEO,
+ Lockheed Martin Corporation
+
+Questions submitted by Chairman Bart Gordon
+
+Q1. The Gathering Storm report places a strong emphasis on the
+importance of increasing funding for basic research, particularly in
+the physical sciences, engineering and mathematics.
+
+Q1a. Did your National Academy of Sciences committee, in its call for
+increased research funding, intend to include the portion of NASA's
+budget that supports basic research?
+
+A1a. The committee included all the basic research in the physical
+sciences, engineering, and mathematics research funded across the
+Federal Government. You will see that in the committee's cost estimate
+on p. 508 of the report which is based on an NSF analysis, this
+includes NASA. According to NSF's analysis, NASA funds 21 percent of
+the Federal Government's support of these fields.
+
+Q1b. As you know the President has proposed substantial budget
+increases for NSF, the DOE Office of Science, and NIST, but not for the
+science components of the NASA budget. Do you believe this is a
+mistake?
+
+A1b. The committee did not attempt to construct an actual ``bottoms-
+up'' budget, but rather sought to identify overall disciplines
+deserving increased funding. The allocation within agencies would
+require further study, but there was certainly no intent NASA (or DOD)
+be excluded.
+
+Q1c. Also, the NASA aeronautics budget has declined by 70 percent from
+the FY 1994 funding level to the FY 2008 request. Could you comment on
+how aeronautics is related to the future economic competitiveness of
+the United States? Would you consider aeronautic research as one of the
+fields that should be part of efforts to increase research funding for
+enhanced U.S. competitiveness?
+
+A1c. The committee I chaired did not address this issue, although it
+clearly is an area having a significant impact on the balance of trade.
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering, and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to teach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. The committee recommends a $10,000 bonus every year to
+participating teachers in under-served schools in inner cities and
+rural areas. There is no limitation on the number of years this bonus
+is received. We did, of course, recommend a five-year teaching
+commitment in exchange for the scholarship support.
+
+Q2. H.R. 363, ``Sowing the Seeds through Science and Engineering
+Research Act,'' is well-designed to assist early-career researchers by
+supporting their work during a critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop our domestic workforce
+of under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or be given
+preference?
+
+A2. The committee did not address this specific issue in its report
+other than to note the under-representation of those groups in the
+science and technology workforce. The National Academies Committee on
+Science, Engineering, and Public Policy (COSEPUP) that oversaw the
+development of the ``Rising Above the Gathering Storm'' report may well
+address this issue in its potential study, requested by several members
+of the Senate, that will focus on the issue of under-represented
+groups. This potential study is now in the fund-raising stage.
+ In addition, a workshop conducted on May 3-4 by the Academies Board
+on Life Sciences and sponsored by the NIH will focus on the issue of
+``Understanding Interventions that Encourage Minorities to Pursue
+Research Careers: Major Questions and Approaches.''
+
+Q3. With regard to Action Item A-3 of the Gathering Storm report,
+would Advanced Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. This recommendation is based on a very successful program in
+Dallas. You can see more information on this program at the following
+website: http://www.nationalmathandscience.org/programs/dallas.htm
+ Quoting the most recent data from their website (prior data is in
+the Gathering Storm report):
+
+ ``When the Dallas Independent School District (DISD) started a
+ training and incentive program for AP courses in 10 schools in
+ 1996, the number of students scoring a three or higher on AP
+ mathematics, science, and English exams was just two-thirds of
+ the national average. At these schools, where half of students
+ receive free or reduced price lunch and 60 percent are African-
+ American or Hispanic, the number of AP exams with scores of
+ three or higher increased over 700 percent from 1995 to 2006
+ and increased by over 1,700 percent for African-American and
+ Hispanic students over this time period. In 2006, the students
+ at these schools earned scores of three or higher at a rate
+ that was 68 percent greater than the national average. More
+ impressively, African-American and Hispanic students at these
+ DISD schools surpassed the national average of these
+ ethnicities by almost 200 percent.
+
+ The success in the original 10 schools has led to all 23 high
+ schools in DISD adopting a similar training and incentive
+ program. At five particularly disadvantaged DISD schools, where
+ more than 70 percent of students receive free or reduced price
+ lunch and more than 90 percent are African-American or
+ Hispanic, the number of students graduating from college in
+ four years is on track to at least double since the inception
+ of its training and incentive program.''
+
+Questions submitted by Representative Daniel Lipinski
+
+Q1. Thank you for chairing the committee charged with drafting this
+very timely and eye-opening report. It has truly served as a blueprint
+for the Science and Technology Committee as we have worked to advance
+our competitiveness agenda. You mention in your testimony that studies
+have shown that between 50 and 85 percent of the Nation's growth in per
+capita GDP during the last half-century can be attributed to science
+and engineering progress. This is an astonishing figure that
+illustrates just how critical our discussions and actions today are to
+the long-term health and vitality of our country. Can you give some
+specific examples of progress in the 20th Century that led to this
+growth, and elaborate on current advancements that are contributing to
+the Nation's GDP today?
+
+A1. Thank you for your comments. On page 44 of the full Gathering Storm
+report, you'll see a summary of the Twenty Great Achievements of the
+20th century as identified by the National Academy of Engineering. It
+is reproduced below:
+
+
+
+
+
+ With regard to current, promising advancements, any list would
+certainly include nanotechnology, biology and information technology.
+
+Q2. I am pleased that Dr. Dynes mentioned the University of Illinois-
+Urbana-Champaign/UC-Berkeley/Lawrence-Berkeley National Lab partnership
+in his testimony. Having recently won the global competition for BP's
+$500 million grant to build and operate an Energy Biosciences
+Institute, the three partners will focus on one of the most pressing
+issues currently facing our country--reducing our dependence on fossil
+fuels--by researching biomass. This is a great example of how public
+and private entities can collaborate to solve critical problems in our
+society. How can Congress entice others in the business community to
+follow suit?
+
+A2. The committee recommended the creation of the Advanced Research
+Project Agency-Energy (ARPA-E) that would support out-of-the-box
+transformational energy research to meet the Nation's long-term energy
+challenges. It would encourage industry and universities to become
+partners in such research activities. As you know, the committee
+identified energy research as a centerpiece of the proposed effort, for
+the reasons cited in the report.
+ Answers to Post-Hearing Questions
+Responses by Harold McGraw III, Chairman and CEO, The McGraw-Hill
+ Companies; Chairman, Business Roundtable
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering, and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to teach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. Business Roundtable is a strong supporter of the Robert Noyce
+Scholarship Program authorized in the National Science Foundation
+Authorization Act of 2002. By encouraging science, technology,
+engineering and mathematics (STEM) undergraduate majors to pursue
+teaching careers, and by requiring that scholarship recipients teach in
+a high-need local educational agency after graduation, the program
+directly addresses two Business Roundtable priorities: recruiting math
+and science teachers with disciplinary content knowledge and closing
+the achievement gap in student performance.
+ Business Roundtable has endorsed H.R. 362, the ``10,000 Teachers,
+10 Million Minds'' Science and Math Scholarship Act, including section
+104 amending the Robert Noyce Scholarship Program. The amendments
+included in H.R. 362 will, if enacted, strengthen the Noyce Scholarship
+Program.
+ Business Roundtable shares Representative Johnson's concern about
+the need to close the achievement gap in high-need school districts. We
+believe that reducing the term of service for those who choose to teach
+in high-need school districts, as provided for in H.R. 362, will
+provide added incentive for new teachers to make that choice. Imposing
+a five-year commitment upon scholarship recipients could create the
+unintended consequence of discouraging students from participating in
+the Noyce Program.
+
+Q2. H.R. 363, the Sowing the Seeds through Science and Engineering
+Research Act, is well-designed to assist early-career researchers by
+supporting their work during a critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop domestic workforce of
+under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or given
+preference?
+
+A2. Business Roundtable has endorsed H.R. 363, the Sowing the Seeds
+Through Science and Engineering Research Act, including sections 3 and
+4, which authorize early career research grants programs at the
+National Science Foundation and the Department of Energy, respectively.
+H.R. 363 contains a provision that requires broad dissemination about
+when and how to apply for early career research grants, including
+outreach to minority-serving institutions. Business Roundtable believes
+that outreach and inclusion are important aspects of these grants
+programs as authorized in H.R. 363. We would be hesitant, however, to
+recommend adding preferences to this program because the NSF has other
+excellent programs that are specifically designed to address the need
+to increase participation of under-represented groups in science and
+engineering.
+
+Q3. With regards to Action Item A-3 of the Gathering Storm report,
+would Advanced Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. Business Roundtable supports efforts to train additional Advanced
+Placement (AP), International Baccalaureate (IB), and pre-AP-IB math
+and science teachers, as recommended in Part 3 of Action Item A-2 in
+the National Academies' Rising Above the Gathering Storm report.
+Published data indicate that students who participate in AP and IB
+programs have significantly higher college graduation rates than
+students who do not. The model program for training AP, IB, and pre-AP-
+IB math and science teachers is the AP Incentive Program in Dallas,
+Texas. The University of California's College Prep Program, which
+offers AP courses to high school students, has also been viewed as a
+successful model.
+
+Questions submitted by Representative Daniel Lipinski
+
+Q1. You state in your testimony that the U.S. ranks 17th in the world
+in the proportion of the college-age population earning a degree in
+science or engineering. As an engineer by training, and one of the only
+nine current Members of Congress educated in the vocation, I must say
+that this statistic is very worrisome to me. In order to draw attention
+to the profession and good work done by our nation's engineers, earlier
+this Congress I, along with Members of this committee, sponsored and
+passed a bill to recognize and honor our nation's engineers. Now more
+than ever our country requires the service, and we should do everything
+in our power to see that our institutions of higher learning are
+producing increasingly greater number of engineers. Back to the
+ranking, is America 17th place holding steady, or is this ranking
+increasing or decreasing in the context of other countries? Do you
+believe this is a direct affect for the off-shoring of American
+industries to other countries? Could you elaborate on other factors
+contributing to this low ranking?
+
+A1. The U.S. ranking, in terms of the proportion of the college-age
+population earning a degree in science and engineering, has declined
+compared to the rest of the world. The other nations have developed
+their higher education sectors and produced increasingly higher numbers
+of graduates with Bachelor's degrees in science and engineering.
+Whether the U.S. ranking will continue to decline depends on the
+actions of all interested parties to encourage more Americans to pursue
+science and engineering studies. Highly capable American students have
+more choices than some of their international counterparts. Careers in
+business and law beckon high-performing U.S. students with greater
+potential earning power and social status than technical careers. It is
+not clear that structural changes in the economy, including the impact
+of globalization on workers and industries, have an impact on students'
+choice of undergraduate major. However, fundamental market forces may
+eventually influence students' decisions. Acute shortages of science
+and engineering talent will drive up salaries and thereby attract more
+people to the field.
+
+Q2. As you mention in your testimony, the key to America's
+competitiveness challenge is innovation. It is clear that technological
+innovation drives productivity growth, creating new products and
+processes and generating high-wage employment and a higher standard of
+living for all Americans. I worked to pass a bill in the House earlier
+this session to make our metals industries more competitive and
+innovative. The Legislation provides grants to universities, with
+additional funding from industry, to develop new technologies to spur
+innovation and give our steel and aluminum industries a competitive
+advantage in the global marketplace. I believe this Congress must
+continue to lead by giving our industries the tools necessary to
+compete in the increasingly competitive world economy. Can you give us
+a picture of the current innovation indicators of the United States? Is
+our innovative growth rapidly declining, or are we suffering from a
+gradual change like the frog being slowly boiled in a pot of water
+where may be too late to act by the time we notice a problem?
+
+A2. By every measure, the United States is the world's innovation
+leader. The problem is that America's lead is slipping. Other economic
+competitors around the world, including India and China, are following
+the U.S. model of advanced economic development by investing in their
+capacity to innovate. They are investing in science and engineering
+research, investing in math and science education, opening their doors
+to top science and engineering talent from around the world, and
+creating tax incentives for research and research infrastructure
+investments in their countries. It is important to note that China has
+more than doubled its research and development spending as a percentage
+of gross domestic product (GDP) from 0.6 percent in 1995 to 1.4 percent
+today, and the EU set a target by 2010 to invest three percent of its
+GDP into research and development, up from the current rate of just
+over 1.8 percent of GDP. More importantly, in the U.S., federal funding
+for research and development has declined from 1.25 percent of GDP in
+1985 to 0.75 percent today. This trend has to change.
+
+Q3. I am pleased that Dr. Dynes mentioned the University of Illinois-
+Urbana-Champaign/UC-Berkley/Lawrence-Berkeley National Lab partnership
+in his testimony. Have recently won the global competition for BP's
+$500 million grant to build and operate and Energy Biosciences
+Institute, the three partners will focus on one of the most pressing
+issues currently facing our country--reducing our dependence on fossil
+fuels--by researching biomass. This is a great example of how public
+and private entities can collaborate to solve critical problems in our
+society. How can Congress entice others in the business community
+follow suit?
+
+A3. Business Roundtable is proud of our member companies' contributions
+to America's innovation capacity, including the BP America, Inc.
+collaboration with Lawrence-Berkeley National Laboratory, the
+University of California, and the University of Illinois to establish
+an energy biosciences institute. We are also proud of the ExxonMobil
+Corporation's $125 million commitment to the National Math and Science
+Initiative, a nonprofit organization created to facilitate the national
+scale-up of programs that have a demonstrated impact on math and
+science education in the United States.
+ Business Roundtable believes that the most effective action
+Congress can take to encourage business's continued investment in
+American's capacity to innovate would be to enact the policy agenda
+outlined in the American Innovation Proclamation:
+
+ Renew America's commitment to discovery by doubling
+ the basic research budgets at the National Science Foundation,
+ the National Institute of Standards and Technology, the
+ Department of Energy's Office of Science, and the Department of
+ Defense;
+
+ Improve student achievement in math and science
+ through funding of proven programs and incentives for science
+ and math teacher recruitment and professional development;
+
+ Welcome highly educated foreign professionals,
+ particularly those holding advanced science, technology,
+ engineering, or mathematics degrees, especially from U.S.
+ universities, by reforming U.S. visa policies; and
+
+ Make permanent a strengthened R&D tax credit to
+ encourage continued private-sector innovation investment.
+ Answers to Post-Hearing Questions
+Responses by Robert C. Dynes, Professor of Physics and Material
+ Science; President, University of California
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering, and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to teach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. The University's experience, and that of other institutions as
+well, is that providing incentives for work in high need schools yields
+better outcomes than does a requirement. Students are often reluctant
+to accept funds that unduly limit later vocational choices, since so
+many other life choices can be affected by such commitments. Current
+federal loan forgiveness programs that require teachers to perform
+services in high need schools for five consecutive years have not
+yielded desirable outcomes. So, I would encourage that we treat these
+forgiveness programs as incentives to students, rather than
+requirements.
+
+Q2. H.R. 363, ``Sowing the Seeds through Science and Engineering
+Research Act,'' is well-designed to assist early-career researchers by
+supporting their work during the critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop our domestic workforce
+of under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or be given
+preference?
+
+A2. I believe early career award programs, like the ones that would be
+established by H.R. 363, can play an important role in providing
+support to young scientists and engineers and those at early stages in
+their careers. It can be difficult for such individuals to obtain grant
+support, and an award program like the one promoted by H.R. 363 can
+help encourage and sustain our next generation of scientists.
+Encouraging under-represented minorities to apply for such awards is a
+worthy goal, and the bill takes a step in that direction, at least, by
+directing that information about the awards be disseminated broadly and
+that officials responsible for the programs should conduct outreach to
+Historically Black Colleges and Universities and minority institutions.
+Drawing talented individuals from diverse backgrounds into careers in
+science and engineering is important. I believe the effort needs to
+begin early, by improving math and science education in K-12 and in
+ensuring that children from all backgrounds are well prepared and
+encouraged to pursue higher education in science and math, so that they
+will then be well positioned to be part of a highly-trained domestic
+STEM work force.
+
+Q3. With regard to Action Item A-3 of the Gathering Storm report,
+would Advanced Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. Mini-scholarships used to encourage students to enroll in AP
+courses and to take the exams related to these courses have proven to
+be effective inducements to low-income students. However, it is
+important that the funds be made available at the time payment is
+required of the student. Rebates are much less effective because the
+family must make the initial payment, but they often do not have the
+ready cash to do so. In addition, families feel uncertain that the
+rebate will actually be received to cover the cost of the exam.
+
+Questions submitted by Representative Daniel Lipinski
+
+Q1. I am pleased that you mention the University of Illinois-Urbana-
+Champaign/UC-Berkeley/Lawrence-Berkeley National Lab partnership in
+your testimony. Having recently won the global competition for BP's
+$500 million grant to build and operate an Energy Biosciences
+Institute, the three partners will focus on one of the most pressing
+issues currently facing our country-reducing our dependence on fossil
+fuels--by researching biomass. This is a great example of how public
+and private entities can collaborate to solve critical problems in our
+society. Do you believe the United States should encourage more of
+these types of initiatives from private industry in order to achieve
+these objectives? How can Congress entice others in the business
+community to follow suit?
+
+A1. Land Grant institutions like the University of California and the
+University of Illinois have a long history of collaborating with
+industry in support of instruction, research, and public service. I do
+believe that partnering with industry is increasingly important, in
+part to ensure that research innovations discovered by University
+scientists can be developed into useful services, technologies,
+products, and therapies that can benefit the public. Collaborating with
+industry helps ensure delivery of research from the bench to the
+patient's bedside, to the farmer's field, and into the community
+generally where the public can enjoy its benefits. In addition to the
+crucial role industry plays in technology transfer, industry also
+provides a critical source of funding for research, and collaboration
+across departments, disciplines, institutions, and sectors (i.e.,
+public/private) is increasingly important in addressing the ever more
+complex scientific and societal issues we all face. Federal patent and
+tax laws can and do encourage University-Industry collaboration, and
+can provide incentives for industry to invest in research. There are
+also federal grant programs that encourage University-Industry
+cooperative research. And it would be my hope that these kinds of
+programs would continue to receive federal support.
+ Of course, federal funding is by far the most important source of
+support for University research, and we would not want to see industry
+funding, which is often more targeted and less likely to be directed to
+basic research, looked to as a replacement for robust federal
+investment in university research, which remains critical for our
+nation's competitiveness.
+ Answers to Post-Hearing Questions
+Responses by Craig R. Barrett, Chairman of the Board, Intel Corporation
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering, and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to teach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. I believe that the program would indeed be strengthened by a multi-
+year commitment requirement, to teach generally, in order to obtain
+full benefit of the investment made in the student. What is important
+is getting the properly trained teachers into the school systems, and
+that is true for all schools, not just high-need schools.
+
+Q2. H.R. 363, ``Sowing the Seeds through Science and Engineering
+Research Act,'' is well-designed to assist early-career researchers by
+supporting their work during a critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop our domestic workforce
+of under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or be given
+preference?
+
+A2. I believe that the program should be available to all researchers,
+and awards should be based upon the merits of their work. I have no
+opinion on the questions of preferences, this is in the expertise of
+Congress.
+
+Q3. With regards to Action Item A-3 of the Gathering Storm report,
+would Advanced Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. Rebates and scholarships would serve as a further inducement to
+students to apply themselves to the AP discipline. It is one among many
+incentives we propose to motivate students to tackle math and science.
+I am not aware of specific program experiments in this regard.
+
+Questions submitted by Representative Daniel Lipinski
+
+Q1. You stated that we have come close to having critical research
+facilities close, such as the Brookhaven heavy ion collider. As you may
+know, Fermi Laboratory, with assistance from DOE, has put in a bid for
+the International Linear Collider. Could you elaborate on the positive
+impacts of the creation of new facilities such as this? In the same
+vein, can you expand on the potential consequences were the United
+States fail to be awarded crucial facilities, such as the ILC, this
+decade?
+
+A1. New facilities that are on the cutting edge of research, such as
+the ILC, if located in the U.S., are a benefit to U.S. scientists and
+engineers and to the constellation of industry users that are
+interested in the research. The siting of such facilities in the U.S.
+also stimulates interest in the U.S. university programs that
+inevitably are partners in the research.
+
+Q2. I am pleased that Dr. Dynes mentioned the University of Illinois-
+Urbana-Champaign/UC-Berkeley/Lawrence-Berkeley National Lab partnership
+in his testimony. Having recently won the global competition for BP's
+$500 million grant to build and operate an Energy Biosciences
+Institute, the three partners will focus on one of the most pressing
+issues currently facing our country--reducing our dependence on fossil
+fuels--by researching biomass. This is a great example of how public
+and private entities can collaborate to solve critical problems in our
+society. How can Congress entice others in the business community to
+follow suit?
+
+A2. Congress can entice the business community by providing policy
+direction to the labs to pursue such cooperative research, and
+providing to businesses the proper financial incentives to make the
+investment in uncertain basic research--such as by making permanent the
+Research and Development Tax Credit, which is reauthorized every one or
+two years on an ad-hoc basis. This does not provide for the stability
+of resource planning that business needs to make these investments over
+the long-term.
+ Answers to Post-Hearing Questions
+Responses by Neal Lane, Malcolm Gillis University Professor, and Senior
+ Fellow of the James A. Baker III Institute for Public Policy,
+ Rice University
+
+Questions submitted by Chairman Bart Gordon
+
+Q1. The Gathering Storm report places a strong emphasis on the
+importance of increasing funding for basic research, particularly in
+the physical sciences, engineering and mathematics.
+
+Q1a. Should the portion of NASA's budget that supports basic research
+be part of initiatives to increase basic research funding?
+
+Q1b. As you know the President has proposed substantial increases to
+double the budgets of NSF, the DOE Office of Science, and NIST, but not
+for the science components of the NASA budget. Do you believe this is a
+mistake?
+
+A1a, b. NASA support for basic research in space and earth science has
+been a very important part of the U.S. effort. It is being cut in order
+to find funds for the President's Moon-Mars exploration program. I
+believe that these are flawed priorities. NASA should cleanly separate
+out its basic research programs, build a firewall between those and
+human exploration, and ask the President to include NASA basic science
+in the American Competitiveness Initiative. But, if the basic science
+funding cannot be protected from human exploration, then it should not
+be included--in any manner--along with NSF, DOE Office of Science, and
+NIST, lest some of those agencies' research funding be tapped (at the
+appropriations committee level) to shore up the exploration program. I
+would also point out that, in addition to cuts in basic research, NASA
+is also cutting back on its satellite Earth observation programs
+(including basic research in Earth sciences). In this case, we lose the
+scientific information that is critical to improving our ability to
+improve weather predictions (e.g., hurricanes) and as well as monitor
+climate change.
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering, and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to teach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. I believe that the length of service in high-need schools deserves
+further discussion. I do not feel qualified to say that one year is too
+short and five years is the right tenure. One must consider how best to
+develop the career of the young teacher as well as insure that the
+students in the high-need schools get the education they deserve. Such
+a decision needs to be based on pedagogical research findings; and if
+those data and analyses do not exist, then pilot programs, if done in
+conjunction with relevant research, could help answer the question.
+
+Q2. H.R. 363, ``Sowing the Seeds through Science and Engineering
+Research Act,'' is well-designed to assist early-career researchers by
+supporting their work during a critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop our domestic workforce
+of under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or be given
+preference?
+
+A2. The need to develop our science and engineering domestic workforce
+certainly should emphasize the special challenge of attracting more
+women, African-Americans and Latino men and women as well as members of
+other under-represented communities to careers in science and
+engineering. Of course, this is not an unrecognized need. Many federal
+agencies, e.g., the National Science Foundation, have designed and
+implanted programs over the years to do just that; but progress has
+been slow, especially for under-represented minorities. I do believe
+that some significant effort should be made to encourage members of
+unrepresented groups to apply for any of the early-career programs.
+However, that should be done, only if effective mentorship arrangements
+are in place at institutions applying for these funds to assure that
+all young scientists and engineers are given a fair chance to succeed.
+Retention is just as important as recruitment and learning to succeed
+in the highly competitive environment that characterizes excellence in
+academic research and education is especially challenging for young
+people from under-represented groups and for women in general.
+
+Q3. With regards to Action Item A-3 of the Gathering Storm report,
+would Advanced Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. AP exam rebates have been successfully used by the State of Texas,
+for instance, to reduce exam fees across the State. In addition, Texas
+has refunded the district professional development funds used by
+teachers to develop their content knowledge in select AP summer
+institutes mostly held by universities across the State. The summer
+institute model serves as a good model of collaboration between the
+College Board and universities in implementing high-quality and
+reliable professional development opportunities. Both of these actions
+have resulted in a significant rise in the number of exams taken
+statewide by AP students in public schools.
+
+Question submitted by Representative Daniel Lipinski
+
+Q1. I was pleased to hear the University of Illinois-Urbana-Champaign/
+UC-Berkeley/Lawrence-Berkeley National Lab partnership in Dr. Dynes's
+testimony. Having recently won the global competition for BP's $500
+million grant to build and operate an Energy Biosciences Institute, the
+three partners will focus on one of the most pressing issues currently
+facing our country--reducing our dependence on fossil fuels--by
+researching biomass. This is a great example of how public and private
+entities can collaborate to solve critical problems in our society. How
+can Congress entice others in the business community to follow suit?
+
+A1. It is increasingly clear that reducing this nation's dependence on
+fossil fuels is among the top few most critical needs in the new
+millennium and that biomass offers an important option to address this
+need. This new $500 million partnership to manage the Energy
+Biosciences Institute is an excellent example of how the priorities of
+a major energy company can come into alignment with the missions of
+major universities and federally funded research laboratories to solve
+large national, indeed world problems. Biomass is a most promising
+energy technology, but much research remains to be done. With this as a
+model, other universities and companies can partner to take on a large
+research agenda in many areas of energy R&D, e.g., solar, wind, nuclear
+in addition to biomass. Congress should hold hearings showcasing
+programs and partnerships underway and inviting companies and agencies
+to propose new ways to move forward. The energy crisis is real and the
+need for alternative approaches is urgent.
+ Answers to Post-Hearing Questions
+Responses by Deborah L. Wince-Smith, President, Council on
+ Competitiveness
+
+Questions submitted by Representative Eddie Bernice Johnson
+
+Q1. The ``10,000 Teachers, 10 Million Minds'' bill amends the Noyce
+Scholarship program, which reminds me of the UTeach Program at the
+University of Texas. Noyce provides competitive awards to encourage
+talented science, technology, engineering and mathematics majors and
+professionals to become K-12 math and science teachers.
+
+ I am concerned the commitment to high-need schools isn't strong
+enough to really make a difference. Do you think the program would be
+better if recipients were required to reach in high need schools for
+five years following graduation? Rather than just the one-year
+commitment reduction for working in high need schools?
+
+A1. I believe a significant commitment of time is justified, as that
+would allow for a more stable, continuing curriculum for the students
+and represents a tangible expression of priorities by the Congress.
+
+Q2. H.R. 363, ``Sowing the Seeds through Science and Engineering
+Research Act,'' is well-designed to assist early-career researchers by
+supporting their work during the critical time. Young scientists and
+engineers struggle to earn grant funding and obtain tenure. However,
+the bill does not contain a provision to develop our domestic workforce
+of under-represented populations such as women, Blacks and Hispanics.
+
+ Do you think such a grant program should contain provisions to
+encourage under-represented minorities to apply and/or be given
+preference?
+
+A2. This grant program should encourage under-represented minorities to
+participate in the program. Minorities make up an integral and
+expanding part of our workforce and we need to ensure they have the
+skills to succeed, especially in science and engineering.
+
+Q3. With regards to Action Item A-3 of the Gathering Storm report,
+would Advance Placement exam rebates and AP ``mini-scholarships'' send
+the wrong message or really make a difference? What model systems have
+used this approach successfully?
+
+A3. I believe programs of this type have been successful in encouraging
+AP participation in certain areas of the country. Importantly, cost
+should not be a barrier to achievement, so if mini-scholarships or
+rebates can increase access to AP or similar programs, we should
+explore these opportunities.
+
+Question submitted by Representative Daniel Lipinski
+
+Q1. I am pleased that Dr. Dynes mentioned the University of Illinois-
+Urbana-Campaign/UC-Berkeley/Lawrence-Berkeley National Lab partnership
+in this testimony. Having recently won the global competition for BP's
+$500 million grant to build and operate an Energy biosciences
+Institute, the three partners will focus on one of the most pressing
+issues currently facing our country--reducing our dependence on fossil
+fuels--by researching biomass. This is a great example of how public
+and private entities can collaborate to solve critical problems in our
+society. How can Congress entice others in the business community to
+follow suit?
+
+A1. Public-private partnerships will be critical to America's effort to
+find and commercialize alternate energy sources. BP's efforts
+demonstrate the power of the private sector to encourage this type of
+research, but the government also can and should create incentives for
+collaboration.
+ Appendix 2:
+
+ ----------
+
+
+ Additional Material for the Record
+
+
+
+
+ Section-by-Section Summary of H.R. 362,
+ ``10,000 Teachers, 10 Million Minds''
+ Science and Math Scholarship Act
+
+Summary
+
+ The bill implements most of the K-12 science education
+recommendations of the National Academy of Sciences (NAS) report,
+``Rising Above the Gathering Storm: Energizing and Employing America
+for a Brighter Economic Future.'' It establishes a teacher education
+program at the National Science Foundation (NSF) to encourage math,
+science and engineering faculty to work with education faculty to
+improve the education of science and math teachers and to provide
+scholarships to science, math and engineering students who commit to
+become science or math teachers at elementary and secondary schools;
+authorizes summer teacher training institutes at NSF and DOE to improve
+the content knowledge and pedagogical skills of in-service science and
+math teachers, including preparing them to teach Advanced Placement and
+International Baccalaureate courses in science and math; requires that
+NSF include support for Master's degree programs for in-service science
+and mathematics teachers within the NSF Math and Science Partnerships;
+and authorizes funding for the NSF STEM Talent Expansion program and
+expands the program to include centers for improving undergraduate STEM
+education.
+
+Sectional Summary of Bill
+
+Section 1
+
+ Table of Contents.
+
+Section 2
+
+ Findings on the role of NSF in K-12 and undergraduate STEM
+education.
+
+Section 3
+
+ Definitions used in the bill.
+
+Title I--Science Scholarships
+
+Section 101
+
+ Short Title of the bill.
+
+Section 102
+
+ Findings relating the bill to the NAS report recommendations.
+
+Section 103
+
+ Policy objective of the bill--to increase by 10,000 annually the
+number of capable K-12 science and math teachers.
+
+Section 104
+
+ Amends the NSF Noyce Scholarship program, established by the NSF
+Authorization Act of 2002, to create incentives for colleges and
+universities to improve the training of STEM teachers and increases the
+size and duration of the scholarships provided for science, math and
+engineering majors who pursue teaching credentials:
+
+ Provides competitive awards to institutions of higher
+ education (or consortia of such institutions) that (1)
+ establish cross-department faculty teams (science, math and
+ engineering faculty along with education faculty) to develop
+ courses of instruction leading to baccalaureate degrees in
+ fields of science, math and/or engineering and also preparing
+ graduates to become certified or licensed to teach in a K-12
+ classroom, and (2) administer scholarships for students during
+ their sophomore through senior years and summer internships
+ during their freshman years.
+
+ Requires early field teaching experiences for student
+ teachers in the program under the supervision of highly
+ experienced and effective teachers.
+
+ Requires awardees to provide professional development
+ and mentoring support to scholarship recipients, after
+ matriculation.
+
+ Sets scholarship amounts at the cost of attendance at
+ particular institutions, not to exceed $10,000 per year, and
+ provides up to three years of scholarship support for any
+ individual.
+
+ Requires scholarship recipients to commit to teaching
+ for up to six years following graduation (the period of
+ teaching commitment is based on the number of years of
+ scholarship support), reduces the commitment by one year for
+ individuals who teach at high-need schools, and converts the
+ scholarships to loans if the teaching commitment is not met.
+
+ Authorizes the NSF to accept donations from the
+ private sector to help support scholarships and internships.
+
+ Authorizes $70 million for NSF for FY 2008, $101
+ million for FY 2009, $133 million for FY 2010, $164 million for
+ FY 2011, and $196 million for FY 2012.
+
+Title II--Mathematics and Science Education Improvement
+
+Section 201 amends the NSF Math and Science Education Partnerships
+program established by the NSF Authorization Act of 2002:
+
+ Specifies that priority for awards under the program
+ be given to applications that include teacher training
+ activities as a main focus.
+
+ Authorizes teacher training activities to prepare
+ teachers to teach Advanced Placement and International
+ Baccalaureate science or math courses and provides for
+ mentoring by professional scientists, mathematicians and
+ engineers.
+
+ Authorizes the development of Master's degree
+ programs for in-service science and math teachers.
+
+Section 202 addresses teacher institute programs at NSF and DOE:
+
+ NSF is directed to establish a grant program to
+ support summer or academic year teacher institutes and
+ authorizes summer teacher institutes as a component of the NSF
+ 21st Century program. Such summer institutes are required to
+ include teacher training activities to prepare teachers to
+ teach Advanced Placement and International Baccalaureate
+ science or math courses.
+
+ Authorizes $32 million for NSF for FY 2008, $35.2
+ million for FY 2009, and $38.7 million for FY 2010, $42.6
+ million for FY 2011, and $46.8 million for FY 2012.
+
+ The following amounts are authorized for the existing
+ Laboratory Science Teacher Professional Development program at
+ DOE: $3 million for FY 2008, $8 million for FY 2009, and $10
+ million for each year FY 2010 through FY 2012.
+
+Section 203 requires NSF to ensure that, under the Math and Science
+Partnership program, Master's degree programs are developed and
+implemented for in-service math and science teachers, who attend on a
+part-time basis and who will be able to complete the degree
+requirements within two years. The programs have the following
+features:
+
+ Provide stipends to defray the cost of attendance for
+ teachers in the program.
+
+ Allow for support for the development of the courses
+ of instruction and related educational materials and equipment
+ (offering of online learning is an option).
+
+ Require the distribution of awards among institutions
+ of different sizes and geographic locations.
+
+ Authorizes $46 million for NSF for FY 2008, $50.6 million for FY
+2009, $55.7 million for FY 2010, $61.2 million for FY 2011, and $67.3
+million for FY 2012.
+
+Section 204: (1) establishes a national panel of experts to identify
+and collect K-12 science and mathematics teaching materials that have
+been demonstrated to be effective and to recommend the development of
+new materials in areas where effective materials do not exist; and (2)
+directs NSF and the Department of Education to develop ways to
+disseminate effective materials and support efforts to develop new
+materials, in accordance with the recommendations of the national
+panel.
+
+Section 205 amends the NSF STEM Talent Expansion program established
+under the NSF Authorization Act of 2002 to create centers for
+improvement of undergraduate education in STEM fields, including:
+
+ Development of undergraduate curriculum and teaching
+ methods and training for faculty and teaching assistants in
+ effective pedagogical practices.
+
+ Assessment of the effectiveness of the centers and
+ dissemination of information about materials and methods
+ developed.
+
+ Authorizes $44 million for NSF for the STEM Talent Expansion
+program for FY 2008, of which $4 million is available for centers; $55
+million for FY 2009, of which $10 million is available for centers; and
+$60 million for each year of FY 2010 through FY 2012, of which $10
+million is available in each year for centers.
+ Section-by-Section Summary of H.R. 363,
+ Sowing the Seeds Through Science
+ and Engineering Research Act
+
+Summary
+
+ H.R. 363 implements recommendations related to strengthening long-
+term basic research contained in the National Academy of Sciences (NAS)
+report, Rising Above the Gathering Storm: Energizing and Employing
+America for a Brighter Economic Future. It authorizes 10 percent
+increases per year in funding for basic research in the physical
+sciences, mathematical sciences, and engineering at the principal
+federal agencies supporting such research; provides grant support
+through programs at NSF and DOE for outstanding researchers in the
+early stages of their careers of $80,000 per year for five years;
+establishes a floor of 1.5 percent of research funding appropriated for
+NSF for an existing program supporting graduate students in
+multidisciplinary fields of national importance; establishes a
+presidential innovation award to stimulate scientific and engineering
+advances in the national interest; and establishes a national
+coordination office to identify and prioritize research infrastructure
+needs at universities and national laboratories and to help guide the
+investments of new infrastructure funds authorized for NSF and DOE.
+
+Section-by-Section
+
+Section 1 is the short title of the bill.
+
+Section 2 authorizes appropriations for basic research activities in
+the physical sciences, mathematics and computer sciences, and
+engineering at four agencies and authorizes appropriations for all
+basic (6.1) research at the Department of Defense. The funding levels
+increase by 10 percent for each year:
+
+
+
+ Of the amounts authorized, eight percent are designated for support
+of high-risk, high-payoff research to be selected by technical program
+managers at each agency.
+
+Section 3 authorizes NSF to carry out a grant program for awards to
+scientists and engineers at the early stage of their careers in
+academia or in nonprofit research organizations. The NSF's existing
+Faculty Early Career Development (CAREER) program may be designated as
+the mechanism for awarding these grants. The awards will go to
+outstanding researchers at the beginning of their careers and are
+intended for individuals from a variety of types of institutions,
+including minority serving institutions. The grants provide five years
+of research funding support at a minimum of $80,000 per year per award.
+ NSF is required to designate at least 3.5 percent of funds
+appropriated for Research and Related Activities to the grant program
+for each of FY 2008 through FY 2012.
+
+Section 4 authorizes DOE to carry out a grant program for awards to
+scientists and engineers at the early stage of their careers in
+academia or in nonprofit research organizations to conduct research in
+fields relevant to the mission of DOE. The awards will go to
+outstanding researchers at the beginning of their careers and are
+intended for individuals from a variety of types of institutions,
+including minority serving institutions. The grants provide five years
+of research funding support at a minimum of $80,000 per year per award,
+and priority shall go to proposals involving collaborations with
+researchers at DOE national laboratories.
+ Authorizes to DOE $25 million for each year for FY 2008 through FY
+2012.
+
+Section 5 directs NSF to allocate at least 1.5 percent of the amounts
+appropriated for Research and Related Activities to the Integrative
+Graduate Education and Research Traineeship (IGERT) program, which
+provides support for graduate students in fields relevant to national
+needs. It requires NSF to coordinate with other agencies to expand the
+interdisciplinary nature of the IGERT program and authorizes NSF to
+accept funds from other agencies to carry out the program.
+
+Section 6 establishes the Presidential Innovation Award presented
+periodically, on the basis of recommendations from the Director of the
+Office of Science and Technology Policy, to citizens or permanent
+residents of the U.S. who develop unique scientific or engineering
+ideas judged to stimulate scientific and engineering advances in the
+national interest, to illustrate the linkage between science and
+engineering and national needs, and to provide an example to excite the
+interest of students in science or engineering professions.
+
+Section 7 establishes a National Coordination Office for Research
+Infrastructure under the Office of Science and Technology Policy to
+identify and prioritize deficiencies in research facilities and
+instrumentation in academic institutions and national laboratories and
+to make recommendations for use of funding authorized. The funds
+authorized are to be used for competitive, merit-reviewed projects for
+construction and maintenance of research facilities, including
+instrumentation, computing and networking equipment and other physical
+resources. Authorizes $333 million per year for NSF for FY 2008 through
+FY 2012, and $167 million per year for the Department of Energy for FY
+2008 through FY 2012.
+
+Section 8 authorizes NSF, in carrying out its research programs on
+science policy and the science of learning, to support research on the
+process of innovation and the teaching of inventiveness.
+
+
+
+