AIP FYI #130: Education Provisions in NSF Reauthorization Bill

The NSF Reauthorization bill (H.R. 4664) just passed by Congress contains a
number of provisions dealing with science, math, engineering and technology
(SMET) education, both at the K-12 and at the undergraduate level. The bill
authorizes, within NSF, a program of Mathematics and Science Education
Partnerships to improve K-12 science and math education, as well as a Noyce
Scholarship program to encourage SMET majors to pursue teaching careers, a
Talent Expansion program to encourage college students to pursue SMET
careers, Centers for Research on Learning and Education Improvement, and
other programs to improve secondary and undergraduate SMET instruction.
While an earlier version of the bill attempted to terminate the Education
Department’s Math and Science Partnership program and consolidate all such
partnerships within NSF (see FYI #105), the final version of the bill
preserves the separate partnership programs within NSF and the Education
Department.

Keep in mind that, as pointed out in FYI #129, an authorization bill
approves programs and sets funding limits, but does not provide the actual
money. When available, the authorization levels are given below, along with
highlights from the bill authorizing specific education programs. (The bill
does not include language on all of NSF’s pre-existing education programs.)

MATHEMATICS AND SCIENCE EDUCATION PARTNERSHIPS: The NSF Director is
authorized to award competitive, merit-reviewed grants to institutions of
higher education, eligible nonprofit organizations, or consortia thereof,
working with science, math or engineering departments, at least one local
educational agency, and possibly businesses and a State educational agency,
“to establish mathematics and science education partnership programs to
improve elementary and secondary mathematics and science instruction.”
Approved programs and activities include those to recruit, prepare and
retain K-12 science and math teachers; teacher professional development and
research opportunities; distance learning programs; Master teacher programs;
and alternative certification programs for SMET professionals. Activities
should be based on contemporary educational research and aligned with State
academic achievement standards. The Director should “give priority to
applications in which the partnership includes a high-need local educational
agency.” The Director, in consultation with the Secretary of Education, is
directed to report annually on how this program is being coordinated with
the Math and Science Partnership program within the Education Department.
The bill authorizes the Math and Science Partnerships at the following
levels: FY03: $200 million; FY04: $300 million; FY05: $400 million.

ROBERT NOYCE SCHOLARSHIP PROGRAM: In this program, competitive,
merit-reviewed grants would be awarded to institutions of higher education
or consortia thereof, to provide scholarships, stipends, and other programs
to students majoring in science, math or engineering, to encourage them to
pursue careers in K-12 science and math teaching. Institutions may continue
aid and support to stipend recipients after they have received their
degrees. Within six years after graduation, recipients are required to
complete a two-year service obligation, as a science or math teacher in a
high-need local education agency, for each year of the scholarship or
stipend. The bill authorizes the Noyce Scholarships at the following
levels: FY03: $20 million; FY04: $20 million; FY05: $20 million.

SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY TALENT EXPANSION PROGRAM:
This program would award “competitive, merit-based, multi-year grants” to
higher education institutions or consortia “to increase the number of
students studying toward and completing associate’s or bachelor’s degrees”
in SMET fields, “particularly in fields that have faced declining enrollment
in recent years.” Projects can promote such activities as
undergraduate-conducted research; interdisciplinary teaching; mentor
relationships for students; bridge programs for community college students;
internship partnerships with industry; or innovative uses of digital
technologies. Applicants are expected to “establish targets to increase the
number of students” pursuing SMET degrees. The Talent Expansion Program is
authorized at the following levels: FY03: $25 million; FY04: $30 million;
FY05: $35 million.

CENTERS FOR RESEARCH ON LEARNING AND EDUCATION IMPROVEMENT: The bill
authorizes competitive, merit-reviewed grants to institutions of higher
education or consortia, to establish multidisciplinary centers “to conduct
and evaluate research in cognitive science, education, and related fields
and to develop ways in which the results of such research can be applied in
elementary school and secondary school classrooms to improve the teaching of
mathematics and science.”

SECONDARY SCHOOL SYSTEMIC INITIATIVE: This program would award competitive,
merit-based grants for State or local educational agencies to support “the
planning and implementation of agency-wide secondary school reform
initiatives designed to promote scientific and technological literacy, meet
the mathematics and science education needs of students at risk of not
achieving State student academic achievement standards, reduce the need for
basic skill training by employers, and heighten college completion rates”
through a number of approved activities.

UNDERGRADUATE EDUCATION REFORM: The NSF Director is authorized to award
competitive, merit-based grants “to institutions of higher education to
expand previously implemented reforms of undergraduate science, mathematics,
engineering, or technology education that have been demonstrated to have
been successful in increasing the number and quality of students studying
toward and completing associate’s or baccalaureate degrees in science,
mathematics, engineering, or technology.”

MINORITY-SERVING INSTITUTIONS UNDERGRADUATE PROGRAM: The NSF Director “is
authorized to establish a new program to award grants on a competitive,
merit-reviewed basis to Hispanic-serving institutions, Alaska Native-serving
institutions, Native Hawaiian-serving institutions, and other institutions
of higher education serving a substantial number of minority students to
enhance the quality of undergraduate science, mathematics, and engineering
education at such institutions and to increase the retention and graduation
rates of students pursuing associate’s or baccalaureate degrees” in SMET
fields.

Audrey T. Leath

Media and Government Relations Division

The American Institute of Physics

fyi@aip.org

(301) 209-3094

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