SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Mathematics and Science Proficiency 
Partnership Act of 2001''.

SEC. 2. FINDINGS.

    The Congress finds the following:
            (1) Mathematics and science education is a vital link to 
        connect today's students with the information age and to the 
        workplace of the 21st century.
            (2) Today's United States economy depends more than ever on 
        the talents of skilled, high-tech workers.
            (3) To sustain America's preeminence, we must take drastic 
        steps to change the way we develop our workforce.
            (4) It is estimated that more than half of the economic 
        growth of the United States today results directly from 
        research and development in science and technology.
            (5) We must acknowledge that the effectiveness of the 
        United States in maintaining this economic growth will be 
        largely determined by the intellectual capital of the United 
        States.
            (6) The education of America's students is critical to 
        developing this resource.
            (7) American students consistently demonstrate average and 
        below average performance compared to their international peers 
        in their skills in mathematics and science.
            (8) According to the 1999 edition of the National 
        Assessment of Educational Progress, also known as the Nation's 
        Report Card, the trends in mathematics and science are 
        characterized by declines in the 1970's, followed by increases 
        during the 1980's and early 1990's. However, performance has 
        remained unchanged since the early 1990's. Several findings of 
        the Report Card deserve mention, including the following:
                    (A) In 1999, the average science score for 17-year-
                olds was lower than the average score in 1969 for the 
                same age group.
                    (B) In 1999, the average science score for 13-year-
                olds was similar to the average score in 1970 for the 
                same age group.
                    (C) In 1999, white students had higher average 
                mathematics scores than their black and Hispanic peers. 
                Although the gap between white and black students 
                narrowed since 1973, there is evidence that the gap may 
                be widening since 1990.
                    (D) In 1999, males outperformed females in science 
                at ages 13 and 17.
                    (E) A greater percentage of 13-year-olds in 1999 
                than in 1986 reported that the content of their science 
                class was general rather than focused on earth, 
                physical, or life science.
            (9) The National Commission on Mathematics and Science 
        Teaching for the 21st century also finds that recent reports of 
        the performance of our country's students from both the Third 
        International Mathematics and Science Study (TIMSS) and the 
        National Assessment of Educational Progress (NAEP) echo a 
        dismal message of lackluster performance, now 3 decades old. It 
        is time the Nation heeded it--before it is too late.
            (10) In an age now driven by the relentless necessity of 
        scientific and technological advancement, the current 
        preparation that students in the United States receive in 
        mathematics and science is, in a word, unacceptable.
            (11) Proficiency in mathematics, science, and information 
        technology is necessary to prepare American students for 
        participation in the 21st century and to guarantee that the 
        United States economy remains vibrant and competitive.
            (12) Now is the time to set the stage for advancement in 
        mathematics and science proficiency.
            (13) The United States must expect more from our educators 
        and students.
            (14) In order to achieve this, it is important that we show 
        interest in economically disadvantaged students who have not 
        been provided with opportunities that will improve their 
        knowledge of mathematics, science, and information technology.
            (15) Many economically disadvantaged students in urban and 
        rural America share a common need to receive a quality 
        education, but often their schools lack the needed resources to 
        prepare them for the 21st century global community.
            (16) The schools and businesses serving these communities 
        are strategically positioned to form a unique partnership with 
        urban and rural students that will increase their mathematics, 
        science, and information technology proficiency for the benefit 
        of the Nation.
            (17) If our Nation continues failing to prepare citizens 
        from all population groups for participation in the new, 
        technology-driven economy, our Nation will risk losing its 
        economic and intellectual preeminence.
            (18) America's students must improve their performance in 
        mathematics and science if they are to succeed in today's world 
        and if the United States is to stay competitive in an 
        integrated global economy.
            (19) It is clear that the most direct route to improving 
        mathematics and science achievement for all students is better 
        mathematics and science teaching.

SEC. 3. DEMONSTRATION PROGRAM AUTHORIZED.

    (a) General Authority.--
            (1) In general.--
                    (A) Grant program.--The Director shall establish a 
                demonstration program under which the Director awards 
                grants in accordance with this Act to eligible local 
                educational agencies.
                    (B) Uses of funds.--A local educational agency that 
                receives a grant under this Act may use such grant 
                funds to develop a program that builds or expands 
                mathematics, science, and information technology 
                curricula, to purchase equipment necessary to establish 
                such program, and to provide professional development 
                to enhance teacher quality in those subject areas.
            (2) Program requirements.--The program described in 
        paragraph (1) shall--
                    (A) train teachers specifically in information 
                technology, mathematics, and science; and
                    (B) provide students with a rich standards-based 
                course of study in mathematics, science, and 
                information technology.
    (b) Eligible Local Educational Agency.--A local educational agency 
is eligible to receive a grant under this Act if the agency--
            (1) provides assurances that it has executed conditional 
        agreements with representatives of the private sector to 
        provide services and funds described in subsection (c); and
            (2) agrees to enter into an agreement with the Director to 
        comply with the requirements of this Act.
    (c) Private Sector Participation.--The conditional agreements 
referred to in subsection (b)(1) shall describe participation by the 
private sector, including--
            (1) the donation of technology tools;
            (2) the establishment of internship and mentoring 
        opportunities for students who participate in the mathematics, 
        science, and information technology program; and
            (3) the donation of scholarship funds for selected students 
        to continue their study of mathematics, science, and 
        information technology.
    (d) Application.--
            (1) In general.--To apply for a grant under this section, 
        each eligible local educational agency shall submit an 
        application to the Director in accordance with guidelines 
        established by the Director pursuant to paragraph (2).
            (2) Guidelines.--
                    (A) Requirements.--The guidelines referred to in 
                paragraph (1) shall require, at a minimum, that the 
                application include--
                            (i) a description of proposed activities 
                        consistent with the uses of funds and program 
                        requirements under subsection (a)(1)(B) and 
                        (2);
                            (ii) a description of the higher education 
                        scholarship program, including criteria for 
                        selection, duration of scholarship, number of 
                        scholarships to be awarded each year, and 
                        funding levels for scholarships; and
                            (iii) evidence of private sector 
                        participation and financial support described 
                        in subsection (c).
                    (B) Guideline publication.--The Director shall 
                issue and publish such guidelines  not later than 6 
months after the date of the enactment of this Act.
            (3) Selection.--The Director shall select a local 
        educational agency to receive an award under this section in 
        accordance with subsection (e) and on the basis of merit to be 
        determined after conducting a comprehensive review.
    (e) Priority.--The Director shall give special priority in awarding 
grants under this Act to eligible local educational agencies that--
            (1) demonstrate the greatest ability to obtain commitments 
        from representatives of the private sector to provide services 
        and funds described under subsection (c); and
            (2) demonstrate the greatest economic need.
    (f) Maximum Grant Award.--An award made to an eligible local 
educational agency under this Act may not exceed $300,000.

SEC. 4. STUDY AND REPORT.

    (a) Study.--The Director shall initiate an evaluative study of the 
effectiveness of the activities carried out under this Act in improving 
student performance in mathematics, science, and information technology 
at the precollege level and in stimulating student interest in pursuing 
undergraduate studies in these fields.
    (b) Report.--The Director shall report the findings of the study to 
Congress not later than 4 years after the award of the first 
scholarship. Such report shall include the number of students receiving 
assistance under this Act who graduate from an institution of higher 
education with a major in mathematics, science, or information 
technology, and the number of students receiving assistance under this 
Act who find employment in such fields.

SEC. 5. DEFINITIONS.

    For purposes of this Act--
            (1) the term ``conditional agreement'' means an arrangement 
        between representatives of the private sector and local 
        educational agencies to provide certain services and funds, 
        such as, but not limited to, the donation of computer hardware 
        and software, the establishment of internship and mentoring 
        opportunities for students who participate in mathematics, 
        science, and information technology programs, and the donation 
        of scholarship funds for use at institutions of higher 
        education by eligible students who have participated in the 
        mathematics, science, and information technology programs;
            (2) the term ``Director'' means the Director of the 
        National Science Foundation;
            (3) the term ``eligible student'' means a student enrolled 
        in the 12th grade who--
                    (A) has participated in a mathematics, science, and 
                information technology program established pursuant to 
                this Act;
                    (B) has demonstrated a commitment to pursue a 
                career in information technology, mathematics, science, 
                or engineering; and
                    (C) has attained high academic standing and 
                maintains a grade point average of not less than 2.7 on 
                a 4.0 scale for the period from the beginning of the 
                10th grade through the time of application for a 
                scholarship;
            (4) the term ``institution of higher education'' has the 
        same meaning given such term in section 101 of the Higher 
        Education Act of 1965 (20 U.S.C. 1001); and
            (5) the term ``local educational agency'' has the same 
        meaning given such term in section 14101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 8801).

SEC. 6. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated to the National Science 
Foundation to carry out this Act $5,000,000 for each of the fiscal 
years 2002 through 2006.
Mathematics and Science Proficiency Partnership Act of 2001 - Requires the Director of the National Science Foundation (NSF) to establish a demonstration program under which grants are awarded to eligible local educational agencies (LEAs) for: (1) developing programs that build or expand mathematics, science, and information technology curricula; (2) purchasing equipment necessary to establish such programs; and (3) providing professional development to enhance teacher quality in those subject areas.Makes eligible for grants LEAs that provide assurances that they have executed conditional agreements for private sector participation, including: (1) the donation of technology tools; (2) the establishment of internship and mentoring opportunities; and (3) the donation of scholarship funds.Requires the Director to study and report to Congress on the effectiveness of activities under this Act in improving student performance in mathematics, science, and information technology at the precollege level and in stimulating student interest in pursuing undergraduate studies in these fields.
To develop a demonstration program through the National Science Foundation to encourage interest in the fields of mathematics, science, and information technology.