FOR IMMEDIATE RELEASE
May 3, 2006
CONTACT: Steve Forde
Telephone: (202) 225-4527

Committee Hears Testimony on Scope, Success of Federal Math and Science Programs

Officials Advise Close Examination of Existing Federal Math and Science Programs When Considering Next Steps

 

WASHINGTON, D.C. – Testifying today before the U.S. House Education & the Workforce Committee, witnesses from the U.S. Department of Education and Government Accountability Office updated the panel on ongoing efforts to evaluate the size, scope, and effectiveness of the more than 200 federal math and science education programs, while urging Congress to closely examine the extent of existing programs as it considers establishing new ones.  This marked the second in a series of hearings the Committee is holding on public and private sector efforts to enhance American competitiveness.

 

“There are more than 200 federal math and science programs on the books, with some 13 different federal agencies playing a role,” said Education & the Workforce Committee Chairman Howard P. “Buck” McKeon (R-CA).  “We must resist the urge to blindly throw billions of dollars at a variety of new programs in the name of competitiveness.  In order to determine where to go next, it’s best to gain a better understanding of where we already are.  That is something this Committee takes very seriously, and it will guide our future efforts on American competitiveness.”

 

Earlier this year, McKeon and other House Republicans led passage of legislation that established an Academic Competitiveness Council, which is charged with evaluating the effectiveness of federal math and science programs, determining areas of duplication, and recommending ways in which to integrate and coordinate them.  It will submit a final report to Congress early next year.  Tom Luce, Assistant U.S. Secretary of Education for the Office of Planning, Evaluation and Policy Development, provided the Committee an update on the Council’s activities thus far.

 

“With over a dozen federal agencies operating math and science education programs under the jurisdiction of multiple congressional committees, it will come as no surprise that the federal government has not had a coordinated approach to math and science education that ensures minimal duplication, maximum coordination, and rigorous and consistent standards of evaluation,” Luce told the Committee.  “For this reason, an important part of the President’s American Competitiveness Initiative is taking a close look at existing efforts and resources, figuring out what works and what doesn’t, and developing recommendations to ensure that future investments support programs and strategies with the greatest promise for success.”

 

Luce’s observations were underscored by testimony from Cornelia Ashby, Director of Education, Workforce, and Income Security for the Government Accountability Office (GAO), Congress’ independent, nonpartisan investigatory arm.  The GAO published a study last fall on the extent, impact, and outlook of federal math, science, engineering, and technology programs.

 

“Before expanding the number of federal programs, it is important to know the extent to which existing science, technology, engineering, and math education programs are appropriately targeted and making the best use of available federal resources – in other words, these programs must be evaluated – and a comprehensive evaluation of federal programs is currently nonexistent,” said Ashby.  “Furthermore, the recent initiatives to improve federal coordination, such as the American Competitiveness Council, serve as an initial step in reducing unnecessary overlap between programs, not an ending point.  In an era of limited financial resources and growing federal deficits, information about the effectiveness of these programs can help guide policy makers and program managers in coordinating and improving existing programs as well as determining areas in which new programs are needed.”

 

McKeon recently led House passage of the College Access & Opportunity Act – legislation aimed to improve American competitiveness by establishing new opportunities within the confines of existing federal programs

 

For example, Committee Member Cathy McMorris (R-WA) included a provision in the bill  that incorporates key components of President Bush’s American Competitiveness Initiative by: increasing the number of teachers in advanced placement math, science, and critical foreign language courses; recruiting well-qualified Americans to serve as adjunct teachers (similar to President Bush’s proposed Adjunct Teacher Corps) in high school math, science, and critical foreign language classes; and establishing teacher preparation programs to encourage students to advance from elementary school through college while achieving proficiency in critical foreign languages.  All changes were made without adding a single new federal program.

 

“Committee Republicans have and will continue to take an innovative, yet fiscally-responsible, approach to strengthening our math and science education programs and other federal programs impacting our ability to compete,” concluded McKeon.  “At the same time, we will gather as much information as possible about the extent and success of federal math and science programs already on the books.  Without that important oversight element, we’ll never develop a clear path toward keeping a competitive advantage against our global counterparts.” 

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