« AnteriorContinuar »
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National Association of Public Television Stations, Stephen Salyer, vice presi
dent and director, educational division, WNET/Thirteen, on behalf of, pre
G. Aldridge, executive director, joint prepared statement..
State of Rhode Island, accompanied by Charles Shea, chairman of the
Dr. Quincalee Brown, executive director, American Association of Universi-
Advancement of Science, Washington, D.C.; Bill G. Aldridge, executive di-
pared statement (with attachment)....
statement (with attachments).
University of Rhode Island .
ematics, prepared statement.
ADDITIONAL INFORMATION Articles, publications, etc.:
A Nickel-a-Book Tax? by William J. Byron, from the Washington Post,
Thursday, February 3, 1983.....
Shortage, Curriculum Standards, Business Involvement and Computer
Week, March 28, 1983.........
ford Brown, from the Education Commission of the States, December
675 624 626 619 621
94 Page 741
229 233 234
Articles, publications, etc.
director, Association of Science Technology Centers, February 10, 1983 .. Communications to:
Garn, Hon. Jake, a U.S. Senator from the State of Utah, from Bill G.
Aldridge, executive director, National Science Teachers Association,
setts, from William L. Lucas, assistant superintendent, Los Angeles
Oklahoma, from Charles B. Saunders, Jr., vice president for govern-
February 18, 1983.
School District, Los Angeles, Calif., March 22, 1983...
Representatives in Congress, April 12, 1983.
Responses of Bill G. Aldridge, executive director, National Science Teachers Association to questions asked by:
Senator Stafford (with enclosures)
Senator Pell (with enclosures)........
March 10, 1983
March 25, 1983
Private Education to questions asked by Senator Stafford....
tronic Data Systems Corp. to questions asked by Senators Pell and
Board of Education to questions asked by Senator Stafford
Officers, to questions asked by Senator Stafford..
Association to questions asked by Senator Stafford ..
mission of the States to questions asked by Senator Stafford
ers to questions asked by Senator Stafford Responses of Willard McGuire, president, National Education Association
to questions by Senator Stafford Responses of Patricia Albjerg Graham, dean, Harvard University to ques
tions asked by Senator Stafford... Responses of E. K. Fretwell Jr., chancellor, University of North Carolina at Charlotte, to questions asked by:
Senator Dodd and Pell.
asked by Senator Stafford...
Senators Pell and Dodd.
MLA, to questions asked by Senator Stafford
nity College to questions asked by Senator Stafford.
515 Page 517
Questions and answers-Continued
Responses of Gilbert D. Johnson, manager, training and education, Elec
tronic Data Systems Corp. to questions asked by Senator Stafford Responses of William L. Lucas, assistant superintendent, Los Angeles
Unified School District, to followup questions asked by Senator Stafford
March 25, 1983.
530 534 540
EDUCATION FOR ECONOMIC SECURITY ACT
TUESDAY, MARCH 8, 1983
Washington, D.C. The subcommittee met, pursuant to notice, at 10:03 a.m., in room SD-430, Dirksen Senate Office Building, Senator Robert T. Stafford (chairman of the subcommittee) presiding.
Present: Senators Stafford, Pell, and Quayle.
OPENING STATEMENT OF SENATOR STAFFORD
I am very pleased to convene this first day of hearings on legislative responses to the problems of mathematics, science, and foreign language education, problems which impede America's economic growth and undermine our national security.
Legislation to deal with the critical shortage of teachers qualified to instruct students in mathematics, science, and foreign languages is urgently needed in the United States if this country is to compete adequately with other nations in an increasingly competitive economic arena.
The litany of our deficiencies in these areas is appalling. Nationwide, according to my most recent information, 22 percent of teaching posts in mathematics are unfilled. In 1981, half the newly hired instructors in mathematics and science in secondary schools were not certified to teach those subjects.
Virtually five times as many science and mathematics teachers left the teaching profession for nonteaching jobs than left due to retirement. Fewer than one-half of the high school graduates have taken even 1 year of a foreign language as a part of their curriculum.
Certainly, education is principally a State and local responsibility, and our State and local school boards and our colleges and universities must play a major role in responding to these glaring deficiencies. So, too, must industry and our educational system fashion a cooperative approach to solving these problems.
Yet, there is also the national problem of our ability to cope generally with rapidly changing technology and changing labor-force requirements, and a pressing national need to improve our international economic competitiveness. These national problems demand a response at the Federal level.
Numerous bills to address these problems have been introduced in the House of Representatives on both sides of the aisle, and our colleagues in the House have moved quickly to pass legislation to deal with them.
I, too, believe that there is a most serious and urgent need for legislation, for any legislative response to improve teaching and learning in math, science, and foreign languages will have to have as its goal the development of a more technically competent and knowledgeable citizenry. This is indeed a long-range goal, but we must act deliberately and soon if it is to be achieved.
On February 17, Senator Pell and I introduced S. 530, the Education for Economic Security Act. I believe that this legislation represents a good start in the subcommittee's efforts to fashion a measured approach to a complex set of problems in mathematics, science, and foreign language education, problems which cut across our education system at all levels.
I recognize that our legislative approach falls within the jurisdiction of the Department of Education. Therefore, it should be seen as the foundation for a more comprehensive approach which includes a merit-based program under the aegis of the National Science Foundation.
I intend to work closely with the chairman and ranking member of the full Labor and Human Resources Committee, Senators Hatch and Kennedy, under whose jurisdiction the NSF falls, to develop such an initiative.
Through our hearings, we hope to accomplish three things: first, to determine the nature and magnitude of our problems of mathematics, science, and foreign language education; second, to assess current and prospective initiatives at all levels of government and within the private sector to address these problems; and third, to develop the most appropriate Federal legislative approach which will help us to strengthen America's economy and security.
I look forward to this challenge and to working closely, as always, with my subcommittee colleagues, and particularly our ranking member, Senator Pell, who I hope will be here later. A severe illness suddenly developed in his staff and that is why he is not here now. We will enter his statement into the record at this point. [The following was received for the record:)
OPENING STATEMENT OF SENATOR PELL Senator PELL. At the outset, Mr. Chairman, I want to commend you for holding this, the first of several hearings on S. 530, the Education for Economic Security Act, and on related science and mathematics legislative proposals before this subcommittee.
These hearings could well be the most important education hearings we will hold this year. Their importance can be seen in the number of bills that have already been introduced in this area.
We are fortunate indeed this morning to hear from Senators Domenici, Hart, and Chiles. Each of these distinguished colleagues of mine has either introduced or will soon be introducing legislation in the math and science areas. I eagerly look forward to their testimony.