I also worry about the possible overlap and duplication of Federal programs with state programs. As I have indicated, Indiana has launched a program of forgiveable loans and fellowships to entice people into critical shortage teaching areas. If other states are doing the same, there will be less need for this kind of effort by the Federal government. Frankly, I also worry about dribbling out relatively small sums of money over a great many institutions, leaving too little at any single place to do much good.

Therefore, I have tried to think of tasks that only the Federal gvertment can do, that won't or can't be undertaken by any state acting one. One such task is the establishment of four or five model demonstration centers that would possess sufficient resources that they could possess and Demonstrate state-of-the-art technology for instruction and that could develop, evaluate, and disseminate instructional materials aimed at improving instruction in science, mathematics, foreign language, and computer education wherever much instruction is needed: elementary and secondary schools, teacher education, employment-based training programs, etc. Such centers could be icosted on university campuses where cooperation between scientists, mathematicians, language experts, and teacher educators already exists. The model centers ought to be established as partnerships that involve the university, school authorities, and representatives of business and industry. Federal funds might be matched with money or in-kind contributions from the various "partners."

It is also important for Congress to recognize that most schools, colleges, and departments of education that would be asked to host programs to train or

retrain teachers in mathematics, science, foreign language, and computer education are themselves under supported and poorly equipped for this responsibility. Perhaps a majority of science education laboratories used to prepare science teachers are out-of-date; most teacher education institutions lack fully operative microcomputer labs and the ability to employ faculty for leadership in instructional computing. There are enormous differences across the 1300 or so sites where teacher education occurs in our nation, but relatively few are currently equipped or appropriately staffed to meet their responsibility.

And finally, Congress should be concerned about the problem of productivity in education just as it is concerned with the level of productivity in the economy as a whole. It will be necessary to find more efficient and less costly means to deliver high quality instruction in new fields to all who need it. This will require making better instructional use of existing and forthcoming technologies including interactive cable television and home computers equipped You should not expect that the states or local educational authorities can mount research and development efforts in the use of advanced technology, but the Federal government and private industry working together could blaze new paths. These are some of the ways that Federal investments could truly make a difference.

with videodiscs.

In Conclusion

Mr. Chairman: I am reminded of a quotation from Act IV, Scene 3 of Julius Caesar in which the actor states:

There is a tide in the affairs of men

Which, taken at the flood, leads on to fortune;

Omitted, all the voyage of their life

Is bound in shallows and miseries.

On such a full sea are ve now afloat,

And we must take the current when it serves,

or lose our ventures."

I believe American education is at such a flood-tide now. Americans are sware that action is required to improve schooling if our country is to move forward and to retain its leadership position in the world.

I am grateful for the opportunity you have given me to address the abommittee this morning. I an optimistic about the fruits of your deliberations.

Facing the Crisis

of Mathematics and Science Education in Indiana Elementary and Secondary Schools

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