Statements on Introduced Bills and Joint Resolutions

STATEMENT ON INTRODUCED BILLS AND JOINT RESOLUTIONS

By Mr. DURBIN (for himself and Mr. Akaka):

S. 2299. A bill to strengthen the national security by encouraging and assisting in the expansion and improvement of educational programs to meet critical needs at the elementary, secondary, and higher education levels; to the Committee on Health, Education, Labor, and Pensions.

Mr. DURBIN. Mr. President, I rise to speak about the need for legislation to help attract the most highly skilled Federal workforce. To help reach that goal, we need an education system that will ensure that every young person has the tools needed to succeed in the 21st century.

I have spoken many times about the fall of 1957, when the Soviet Union launched Sputnik into orbit. We were caught off guard as a Nation. The start of the space race revealed to us that major changes had to be made to preserve our national security and to pull ahead in scientific and technological innovation.

One year later, Congress passed landmark legislation-the National Defense Education Act. The purpose of the act was "to strengthen the national defense and to encourage and assist in the expansion and improvement of educational programs to meet critical national needs." The National Defense Education Act provided assistance to State and local school systems to strengthen instruction in science, math, foreign languages, and other critical subjects. It also created low-interest student loan programs and fellowships to open the door to higher education to a greater number of young people.

This coordinated national effort helped our Nation meet its goals. By 1969, Americans had landed on the moon. The United States became the most technologically advanced nation in the world. A new generation of highly skilled mathematicians, scientists, and technology experts were hired to staff laboratories, universities, and Federal agencies. Colleges and universities also established centers for foreign language study and research.

Sadly, this Nation received another wake-up call on September 11, 2001.

The week after the attacks, FBI Director Robert Mueller made a public plea for Arabic and Farsi speakers to assist as translators, signaling the alarming deficiency in fluent speakers of languages crucial to our national security needs. It does our Nation little good to have sophisticated weapons programs if we don't have the scientists to back them up. It does our Nation no good to have expanded intelligence gathering capabilities if what we retrieve sits untranslated. The United States must have the brainpower to match its firepower.

Today I join Senator AKAKA to introduce a bill to make investments in our future as a Nation through investments in our education system.

The Homeland Security Education Act will fund partnerships between local school districts and foreign language departments in institutions of higher education. These new foreign language partnerships will provide intensive professional development opportunities for foreign language teachers at every level from Kindergarten to 12th grade. The partnerships will foster contact and communication between university faculty and K-12 teachers in order to improve teachers' knowledge of the languages they teach as well as their teaching skills. Partnerships will also use grant funds to recruit foreign language majors to the classroom. Our bill will give priority to partnerships that include high-need school districts and that put a focus on languages that are critical for our future security needs.

Our bill will encourage more undergraduates to complete degrees in mathematics, science, engineering, and the less-commonly taught, critical foreign languages by establishing a program to forgive the interest on a borrower's student loans if he or she earns a degree in one of these subjects. This will provide an incentive for students who are interested in language, math or science to study them in depth.

The bill establishes grants for partnerships between school districts and private entities to help schools improve science and math curriculum, upgrade laboratory facilities, and purchase scientific equipment. The private sector partner will donate technology or equipment to the school district; provide scholarships for students to study math, science or engineering in college; establish internship or mentoring opportunities for students; or sponsor programs targeted to young people who are under-represented in the fields of math, science and engineering.

In order to stay on top of innovations in science and technology, more professionals in these fields will need to be proficient also in a foreign language. This is imperative to our national security-even some scientific documents and articles in the public domain are beyond the translation capabilities of our government. The Homeland Security Education Act will make grants available to colleges and universities to establish programs in which students take courses in science, math and technology taught in a foreign language. Funds will also support immersion programs for students to take science and math courses in a non-English speaking country.

The Homeland Security Education Act authorizes $20 million for the National Flagship Language Initiative, which was authorized in the last Congress. The funds will be used to provide institutional grants to universities to graduate specific numbers of students with the foreign language proficiencies needed by the government and will allow the universities to operate foreign language immersion programs overseas. Participating institutions will make available a negotiated number of slots to student applicants who are Federal employees.

With this legislation, we hope to address some of the gaps in homeland security that have been identified by numerous experts and panels, including the Hart-Rudman Commission on National Security in the 21st Century. We must do everything possible to ensure that our intellectual preparedness is equal to our military preparedness. I urge my colleagues to join us in cosponsoring this important legislation.

There being no objection, the bill was ordered to be printed in the RECORD, as follows:

S. 2299

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.

This Act may be cited as the "Homeland Security Education Act".

SEC. 2. FINDINGS AND PURPOSE.
(a) FINDINGS.-Congress makes the following findings:
(1) American elementary and secondary schools need more qualified teachers in mathematics and science.

(2) American colleges and universities must place new emphasis on improving the teaching in areas of disciplines that are critical to the interests of the United States.

(3) American elementary and secondary schools need the equipment and resources to improve education in science and mathematics.

(4) Foreign language proficiency is crucial to the economic competitiveness and national security of the United States. Significant improvement in the quantity and quality of foreign language instruction offered in United States elementary and secondary schools is necessary.

(5) All Americans need a global perspective. To understand the world around us, we must acquaint ourselves with the languages, cultures, and history of other nations.

(b) PURPOSE.-It is the purpose of this Act to ensure national security through increasing the quantity, diversity, and quality of the teaching and learning of subjects in the fields of science, mathematics, and foreign language.

TITLE I-LOANS TO STUDENTS IN INSTITUTIONS OF HIGHER EDUCATION

SEC. 101. SUBSIDIZED INTEREST LOANS TO STUDENTS.

(a) IN GENERAL.-The Secretary of Education shall establish and implement a program under the guaranteed and direct student loan program provisions of title IV of the Higher Education Act of 1965 (20 U.S.C. 1070 et seq.) to cancel the obligation of loan borrowers who are United States citizens, United States nationals, permanent legal residents, or citizens of the Freely Associated States (as defined in section 103(16)(b) of the Higher Education Act of 1965), to pay interest on a loan provided for under such title in order to serve as an incentive for students to obtain degrees in science, engineering, mathematics, or a foreign language.

(b) GUARANTEED STUDENT LOANS.-Part B of title IV of the Higher Education Act of 1965 (20 U.S.C. 1071 et seq.) is amended by inserting after section 428K the following:

"SEC. 428L. STUDENT LOAN INTEREST FORGIVENESS.

"(a) PURPOSE.-It is the purpose of this section to forgive interest payments on student loans under this part for a selected borrower in repayment status who has obtained an undergraduate degree in science, mathematics, engineering, or a foreign language in order to provide additional incentives for undergraduate students to pursue and obtain degrees in these subjects.

"(b) PROGRAM AUTHORIZED.-
"(1) IN GENERAL.-From the sums appropriated pursuant to subsection (d), the Secretary shall carry out a program, through the holder of the loan, assuming the obligation to repay the interest on a loan amount for a loan made under this part in accordance with subsection ©, for a borrower who-

"(A) is in need of the amount of the loan to pursue a course of study at an accredited institution of higher education;

"(B) is in good academic standing and is capable, in the opinion of the institution of higher education involved, of maintaining good standing in such course of study;

"© will obtain a bachelor's degree in science, mathematics, engineering, or a foreign language;

"(D) has completed at least half of the course requirements necessary to receive such degree; and

"(E) is not in default on a loan for which the borrower seeks forgiveness of interest payments.

"(2) SELECTION OF RECIPIENTS.-The Secretary shall, by regulation, establish a formula that ensures fairness and equality for applicants in the selection of borrowers for loan interest repayment under this section, based on the amount available pursuant to subsection (d).

"© TERMS.-After a borrower has obtained a bachelor's degree in science, mathematics, engineering, or a foreign language, the Federal Government shall assume any interest payments due for as long as the borrower is in loan repayment status, except that in failing to meet any of the obligations set forth in this section, the borrower will reimburse the Federal Government for the amount of the assistance provided including interest, at a rate and schedule to be determined by the Secretary.

"(d) AUTHORIZATION OF APPROPRIATIONS.-There are authorized to be appropriated to carry out this section, $100,000,000 for fiscal year 2005, and such sums as may be necessary for each of the 5 succeeding fiscal years.
"(e) DEFINITIONS.-In this section:
"(1) FOREIGN LANGUAGE.-The term 'foreign language' includes the languages of Arabic, Chinese, Japanese, Korean, Pashto, Persian-Farsi, Portuguese, Russian, Serbian-Croatian, and any language identified by the National Security Education Program as a critical foreign language need.

"(2) SCIENCE.-The term 'science' means any of the natural and physical sciences including, but not limited to, chemistry, biology, physics, and computer science. Such term shall not include any of the social sciences.".
(c) DIRECT STUDENT LOANS.-Part D of title IV of the Higher Education Act of 1965 (20 U.S.C. 1087a et seq.) is amended by adding at the end the following:

"SEC. 460A. STUDENT LOAN INTEREST FORGIVENESS.
"(a) PURPOSE.-It is the purpose of this section to forgive interest payments on student loans under this part for a student in repayment status who has obtained an undergraduate degree in science, mathematics, engineering, or a foreign language in order to provide additional incentives for undergraduate students to pursue degrees in these subjects.
"(b) PROGRAM AUTHORIZED.-
"(1) IN GENERAL.-From the sums appropriated pursuant to subsection (d), the Secretary shall cancel the obligation to pay interest on a loan amount, in accordance with subsection © for a loan under this part, for a borrower who-

"(A) is in need of the amount of the loan to pursue a course of study at an accredited institution of higher education;

"(B) is in good standing and is capable, in the opinion of the institution of higher education involved, of maintaining good standing in such course of study;

"© will obtain a bachelor's degree in either science, mathematics, engineering, or a foreign language;

"(D) has completed at least half of the course requirements toward such degree; and

"(E) is not in default on a loan for which the borrower seeks forgiveness of interest payments.

"(2) SELECTION OF RECIPIENTS.-The Secretary shall by regulation, establish a formula that ensures fairness and equality for applicants in the selection of borrowers for loan interest repayment under this section, based on the amount available pursuant to subsection (d).
"© TERMS.-After a borrower has obtained a bachelor's degree in science, mathematics, engineering, or a foreign language, the Federal Government shall assume any interest payments due for as long as the borrower is in loan repayment status, except that in failing to meet any of the obligations set forth in this section, the borrower will reimburse the Federal Government for the amount of the assistance provided including interest, at a rate and schedule to be determined by the Secretary.
"(d) AUTHORIZATION OF APPROPRIATIONS.-There are authorized to be appropriated to carry out this section, $100,000,000 for fiscal year 2005, and such sums as may be necessary for each of the 5 succeeding fiscal years.
"(e) DEFINITIONS.-In this section:
"(1) FOREIGN LANGUAGE.-The term 'foreign language' includes the languages of Arabic, Chinese, Japanese, Korean, Pashto, Persian-Farsi, Portuguese, Russian, Serbian-Croatian, and any language identified by the National Security Education Program as a critical foreign language need.

"(2) SCIENCE.-The term 'science' means any of the natural and physical sciences including, but not limited to, chemistry, biology, physics, and computer science. Such term shall not include any of the social sciences.".
SEC. 102. REPORT TO CONGRESS.
Not later than 6 months after the date of enactment of this Act, the Secretary of Education shall propose regulations to carry out this title and submit to the appropriate committees of Congress a report on how the Secretary of Education plans to implement the programs under the amendments made by section 101 and advertise such programs to institutions of higher education and potential applicants. Not later than 6 months after the date on which the comment period for the regulations proposed under the preceding sentence ends, the Secretary of Education shall promulgate final regulations to carry out this title.
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TITLE II-STRENGTHENING SCIENCE AND MATHEMATICS INSTRUCTION AT ELEMENTARY AND SECONDARY SCHOOLS

SEC. 201. FEDERAL GRANTS TO PUBLIC SCHOOLS.
Title V of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7201 et seq.) is amended by adding at the end the following:

"PART E-STRENGTHENING SCIENCE AND MATHEMATICS INSTRUCTION

"SEC. 5701. FEDERAL GRANTS TO PUBLIC SCHOOLS.
"(a) GENERAL AUTHORITY.-
"(1) GRANT PROGRAM.-The Secretary shall establish a demonstration program under which the Secretary shall award grants to eligible local educational agencies to enable such agencies to develop programs that build or expand mathematics and science curriculum, upgrade existing laboratory facilities, and purchase equipment necessary to establish such programs.

"(2) PROGRAM REQUIREMENTS.-The program described in paragraph (1) shall be designed to provide students with a rich standards-based course of study in mathematics and science.
"(b) ELIGIBLE LOCAL EDUCATIONAL AGENCY.-A local educational agency shall be eligible to receive a grant under this section 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 ©; and

"(2) agrees to enter into an agreement with the Secretary to comply with the requirements of this section.
"© PRIVATE SECTOR PARTICIPATION.-The conditional agreements referred to in subsection (b)(1) shall describe participation by the private sector in programs carried out under this section, including-
"(1) the donation of technology tools;

"(2) the establishment of internship and mentoring opportunities for students who participate in a mathematics or science program, paying particular attention to those students who are members of traditionally under-represented groups in these fields; or

"(3) the donation of scholarship funds for students to pursue or continue a study of mathematics or science at accredited institutions of higher education.
"(d) APPLICATION.-
"(1) IN GENERAL.-To be eligible to receive a grant under this section, an eligible local educational agency (as described in subsection (b)) shall submit an application to the Secretary in accordance with guidelines established by the Secretary 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);

"(ii) a description of programs involving innovative experience learning such as laboratory experience;

"(iii) a description of any applicable higher education scholarship program, including criteria for selection, duration of scholarships, number of scholarships to be awarded each year, and funding levels for scholarships; and

"(iv) evidence of private sector participation and support in cash or in kind as specified under subsection ©.

"(B) GUIDELINE PUBLICATION.-Not later than 6 months after the date of enactment of this section, the Secretary shall issue and publish proposed guidelines under subparagraph (A). Not later than 6 months after the date on which the period for comment concerning the proposed guidelines ends, the Secretary shall issue final guidelines under such subparagraph.

"(3) SELECTION.-The Secretary shall select a local educational agency to receive a grant under this section on the basis of merit, as determined after the Secretary has conducted a comprehensive review, and in accordance with subsection (e).
"(e) PRIORITY.-The Secretary shall give special priority in awarding grants under this section to eligible high need local educational agencies (as such term is defined in section 201(b) of the Higher Education Act of 1965).
"(f) CONDITIONAL AGREEMENT.-In this section, 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 the donation of computer hardware and software, the donation of science laboratory equipment suitable for students in kindergarten through grade 12, 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.
"(g) APPROPRIATIONS AUTHORIZED.-There are authorized to be appropriated to carry out this section, $75,000,000 for fiscal year 2005, and such sums as may be necessary for each of the 5 succeeding fiscal years.

"SEC. 5702. SCIENCE AND MATHEMATICS EDUCATION STUDY.
"(a) IN GENERAL.-The Secretary, in cooperation with the Director of the National Science Foundation, shall conduct a study of how mathematics and science efforts at the National Science Foundation and the Department of Education relating to students in kindergarten through grade 12 are coordinated, and if such coordination does not exist, how such entities plan to coordinate such efforts.
"(b) REPORT.-Not later than 1 year after the date of enactment of this section, the Secretary shall prepare and submit to the appropriate committees of Congress a report concerning the findings made with respect to the study conducted under subsection (a).

"SEC. 5703. DEFINITION.
"In this part, the term 'science' means any of the natural and physical sciences including chemistry, biology, physics, and computer science. Such term does not include any of the social sciences.".

SEC. 202. NATIONAL MATHEMATICS AND SCIENCE NEEDS ASSESSMENT.
(a) IN GENERAL.-The Secretary of Education, jointly with the Director of the National Science Foundation, shall conduct an assessment of the long-term mathematics and science needs of the national security workforce and of the larger Federal workforce of which the national security workforce is a part.
(b) REPORT.-Not later than 18 months after the date of enactment of this section, the Secretary of Education shall prepare and submit to the appropriate committees of Congress a report concerning the findings made with respect to the assessment conducted under subsection (a).

TITLE III-PROMOTING FOREIGN LANGUAGE EDUCATION
SEC. 301. FINDINGS.
Congress makes the following findings:
(1) Foreign language skills and area expertise are integral to, or directly support, every foreign intelligence discipline and are essential factors in national security readiness, information superiority, and coalition peacekeeping or warfighting missions.

(2) Federal intelligence and defense agencies have been reporting shortfalls in language capability.

(3) Communicating in languages other than English and understanding and accepting cultural and societal differences are vital to the success of peacetime and wartime military operations.

(4) The optimum time to begin learning a second language is in elementary school, when children have the ability to learn and excel in several foreign language acquisition skills, including pronunciation.

(5) Foreign language study can increase children's capacity for critical and creative thinking skills, and children who study a second language show greater cognitive development in areas such as mental flexibility, creativity, tolerance, and higher order thinking skills.

(6) Children who have studied a foreign language in elementary school achieve expected gains and score higher on standardized tests in reading, language arts, and mathematics than children who have not studied a foreign language.

(7) Proficiency levels required to perform national security functions have been raised, and what was once considered proficiency is no longer the case. The ability to comprehend and articulate technical and complex information has become critical.

(8) Languages taught in universities are often not the languages that address national security needs. The top languages the United States Defense Language Institute requires are Arabic, Chinese, Japanese, Korean, Pashto, Persian-Farsi, Portuguese, Russian, and Serbian-Croatian. Existing foreign language proficiency in nontargeted languages also provides a foundation for subsequent foreign languages, even if unrelated.

(9) Immersion through work or schooling abroad is very beneficial for developing needed language proficiencies.

(10) Federal agencies have identified the need for employees proficient in foreign languages who have diverse skills including cryptography, translation (particularly with technical documents), debriefing, and interrogation.
SEC. 302. ENCOURAGING EARLY FOREIGN LANGUAGE STUDIES.
Title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6601 et seq.) is amended by adding at the end the following:
"PART E-ENCOURAGING EARLY FOREIGN LANGUAGE STUDIES
"SEC. 2501. ENCOURAGING EARLY FOREIGN LANGUAGE STUDIES.
"(a) DEFINITIONS.-In this section:
"(1) ELIGIBLE PARTNERSHIP.-The term 'eligible partnership' means a partnership that-

"(A) shall include-

"(i) a foreign language department of an institution of higher education; and

"(ii) a local educational agency; and

"(B) may include-

"(i) another foreign language or teacher training department of an institution of higher education;

"(ii) another local educational agency, or an elementary or secondary school;

"(iii) a business;

"(iv) a nonprofit organization of demonstrated effectiveness, including a museum;

"(v) heritage or community centers for language study;
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"(vi) language resource centers authorized under part A of title VI of the Higher Education Act of 1965; or

"(vii) the State foreign language coordinator or State educational agency.

"(2) HIGH NEED LOCAL EDUCATIONAL AGENCY.-The term 'high need local educational agency' has the meaning given the term in section 201(b) of the Higher Education Act of 1965.

"(3) LESS-COMMONLY TAUGHT FOREIGN LANGUAGES.-The term 'less-commonly taught foreign languages' includes the languages of Arabic, Chinese, Japanese, Korean, Pashto, Persian-Farsi, Portuguese, Russian, Serbian-Croatian, and any other language identified by the National Security Education Program as a critical foreign language need.

"(4) SUMMER WORKSHOP OR INSTITUTE.-The term 'summer workshop or institute' means a workshop or institute, conducted during the summer, that-

"(A) is conducted for a period of not less than 2 weeks;

"(B) provides for a program that provides direct interaction between students and faculty; and

"© provides for followup training during the academic year that-

"(i) except as provided in clause (ii) or (iii), shall be conducted in the classroom for a period of not less than 3 days, which may or may not be consecutive;

"(ii) if the program described in subparagraph (B) is for a period of not more than 2 weeks, shall be conducted for a period of more than 3 days; or

"(iii) if the program is for teachers in rural school districts, may be conducted through distance education.
"(b) PURPOSE.-It is the purpose of this section to improve the performance of students in the study of foreign languages by encouraging States, institutions of higher education, elementary schools, and secondary schools to participate in programs that-
"(1) upgrade the status and stature of foreign language teaching by encouraging institutions of higher education to assume greater responsibility for improving foreign language teacher education through the establishment of a comprehensive, integrated system of recruiting and advising such teachers;

"(2) focus on education of foreign language teachers as a career-long process that should continuously stimulate teachers' intellectual growth and upgrade teachers' knowledge and skills;

"(3) bring foreign language teachers in elementary schools and secondary schools together with linguists or higher education foreign language professionals to increase the subject matter knowledge and improve the teaching skills of teachers through the use of more sophisticated resources that institutions of higher education are better able to provide than the schools; and

"(4) develop more rigorous foreign language curricula that are aligned with-

"(A) professional accepted standards for elementary and secondary education instruction; and

"(B) the standards expected for post-secondary study in foreign language.
"© GRANTS TO PARTNERSHIPS.-
"(1) IN GENERAL.-The Secretary is authorized to award grants, on a competitive basis, to eligible partnerships to enable the eligible partnerships to pay the Federal share of the costs of carrying out the authorized activities described in this section.

"(2) DURATION.-The Secretary shall award grants under this section for a period of 5 years.

"(3) FEDERAL SHARE.-The Federal share of the costs of the activities assisted under this section shall be-

"(A) 75 percent of the costs for the first year that an eligible partnership receives a grant payment under this section;

"(B) 65 percent of such costs for the second such year; and

"© 50 percent of such costs for each of the third, fourth, and fifth such years.

"(4) NON-FEDERAL SHARE.-The non-Federal share of the costs of carrying out the authorized activities described in this section may be provided in cash or in kind, fairly evaluated.

"(5) PRIORITY.-In awarding grants under this section, the Secretary shall give priority to eligible partnerships-

"(A) that include high need local educational agencies; or

"(B) that emphasize the teaching of the less-commonly taught foreign languages.
"(d) APPLICATIONS.-
"(1) IN GENERAL.-Each eligible partnership desiring a grant under this section shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require.

"(2) CONTENTS.-An application under paragraph (1) shall include-

"(A) an assessment of the teacher quality and professional development needs of all the schools and agencies participating in the eligible partnership with respect to the teaching and learning of foreign languages;

"(B) a description of how the activities to be carried out by the eligible partnership will be based on a review of relevant research, and an explanation of why the activities are expected to improve student performance and to strengthen the quality of foreign language instruction; and

"© a description of-

"(i) how the eligible partnership will carry out the authorized activities described in subsection (e); and

"(ii) the eligible partnership's evaluation and accountability plan as described in subsection (f).
"(e) AUTHORIZED ACTIVITIES.-Eligible activities to be conducted by an eligible partnership shall be related to elementary schools or secondary schools and shall include-
"(1) creating opportunities for enhanced and ongoing professional development that improves the subject matter knowledge of foreign language teachers;

"(2) recruiting university students with foreign language majors for teaching;

"(3) promoting strong teaching skills for foreign language teachers and teacher educators;

"(4) establishing foreign language summer workshops or institutes (including followup training) for teachers;

"(5) establishing distance learning programs for foreign language teachers;

"(6) designing programs to prepare a teacher at a school to provide professional development to other teachers at the school and to assist novice teachers at such school, including (if applicable) a mechanism to integrate experiences from a summer workshop or institute; and

"(7) developing instruction materials.
"(f) EVALUATION AND ACCOUNTABILITY PLAN.-Each eligible partnership receiving a grant under this section shall develop an evaluation and accountability plan for activities assisted under this section that includes strong performance objectives. The plan shall include objectives and measures for-
"(1) increased participation by students in advanced courses in foreign language;

"(2) increased percentages of secondary school classes in foreign language taught by teachers with academic majors in foreign language; and

"(3) increased numbers of foreign language teachers who participate in content-based professional development activities.
"(g) REPORT.-Each eligible partnership receiving a grant under this section shall annually report to the Secretary regarding the eligible partnership's progress in meeting the performance objectives described in subsection (f).
"(h) TERMINATION.-If the Secretary determines that an eligible partnership is not making substantial progress in meeting the performance objectives described in subsection (f) by the end of the third year of a grant under this section, the grant payments shall not be made for the fourth and fifth year of the grant.
"(i) APPROPRIATIONS AUTHORIZED.-There are authorized to be appropriated to carry out this section, $50,000,000 for fiscal year 2005, and such sums as may be necessary for each subsequent fiscal year.".
SEC. 303. SCIENCE AND TECHNOLOGY ADVANCED FOREIGN LANGUAGE EDUCATION GRANT PROGRAM.
(a) PURPOSE.-It is the purpose of this section to support programs in colleges and universities that encourage students-
(1) to develop an understanding of science and technology;

(2) to develop foreign language proficiency; and

(3) to foster future international scientific collaboration.
(b) DEVELOPMENT.-The Secretary of Education shall develop a program for the awarding of grants to institutions of higher education that develop innovative programs for the teaching of foreign languages.
(c) REGULATIONS AND REQUIREMENTS.-The Secretary of Education shall promulgate regulations for the awarding of grants under subsection (b). Such regulations shall require institutions of higher education to use grant funds for, among other things-
(1) the development of an on-campus cultural awareness program by which students attend classes taught in the foreign language and study the science and technology developments and practices in a non-English speaking country;

(2) immersion programs where students take science or technology related coursework in a non-English speaking country; and

(3) other programs, such as summer workshops, that emphasize the intense study of a foreign language and science or technology.
(d) GRANT DISTRIBUTION.-In distributing grants to institutions of higher education under this section, the Secretary of Education shall give priority to-
(1) institutions that have programs focusing on curriculum that combines the study of foreign languages and the study of science and technology and produces graduates who have both skills; and

(2) institutions teaching the less-commonly taught languages of Arabic, Chinese, Japanese, Korean, Pashto, Persian-Farsi, Portuguese, Russian, Serbian-Croatian, and any language identified by the National Security Education Program as a critical foreign language need.
(e) DEFINITIONS.-In this section:
(1) INSTITUTION OF HIGHER EDUCATION.-In this section, the term "institution of higher education" has the meaning given to such term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001).

(2) SCIENCE.-The term "science" means any of the natural and physical sciences including chemistry, biology, physics, and computer science. Such term does not include any of the social sciences.
(f) APPROPRIATIONS AUTHORIZED.-There are authorized to be appropriated to carry out this section, $15,000,000 for fiscal year 2005, and such sums as may be necessary for each subsequent fiscal year.
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SEC. 304. NATIONAL FLAGSHIP LANGUAGE INITIATIVE.
The David L. Boren National Security Education Act of 1991 (50 U.S.C. 1901 et seq.) is amended-
(1) in section 802(i)(1), by inserting ", including those establishing, operating, or improving foreign language immersion programs and activities at sites overseas," after "activities"; and

(2) in section 811, by striking "$10,000,000" and inserting "$20,000,000".
SEC. 305. STUDY ON THE FEASIBILITY OF A NATIONAL LANGUAGE FOUNDATION.
(a) IN GENERAL.-The Secretary of Education shall enter into an agreement with the National Research Council to conduct a study on the feasibility of establishing a National Language Foundation whose mission would include-
(1) research and development of teaching and learning curriculum and software;

(2) the establishment or advancement of standards to be used in the performance of language instruction and testing;

(3) service as a national resource center and provider for both public and private sectors in language education and training;

(4) the development of, and advocacy for, national policy and programs to improve the skills and certify the qualification of language teachers;

(5) the development of, and advocacy for, national policy and programs related to the development of foreign language capabilities and expansion of country and regional studies;

(6) the development of, and advocacy for, national professional criteria for qualification, employment, and adequate compensation for language services; and

(7) the development of a better understanding of the changing level of language proficiency and language needs of the Federal Government.
(b) REPORT.-Not later than 18 months after the date of enactment of this Act, the Secretary of Education shall transmit to the Committee on Governmental Affairs of the Senate, the Committee on Health, Education, Labor, and Pensions of the Senate, the Committee on Government Reform of the House of Representatives, and the Committee on Education and the Workforce of the House of Representatives a report setting forth the findings, conclusions, and public policy recommendations of the National Research Council relating to the creation of a National Language Foundation.
Mr. AKAKA. Mr. President, today I rise to join my good friend from Illinois, Senator Durbin, in reintroducing the Homeland Security Education Act. Our legislation would improve science, math, and foreign language education in the United States by offering incentives for students to study these subjects and provide much needed funding to elementary, secondary, and post secondary institutions to improve educational programs in these critical subject areas.
As my colleagues know, the demand for individuals with technical and language expertise is growing. In 2001 the United States Commission on National Security/21st Century, also known as the Hart-Rudman Commission, concluded that America's need for many skilled people in science, math, computer science, and engineering is not being met. If we do not address this problem, America's position as a global leader would be challenged. With the acceleration of the internationalization of science and technology activities, assets, and capabilities, U.S. advantages in many critical fields are shrinking and may be eclipsed in the years ahead.
While science, math, and engineering skills are especially critical for the defense and homeland security industries, expertise in these fields is also critical to the United States' success in the global economy. America's ability to lead depends particularly on the depth and breadth of its scientific and technical communities. Our education system must produce significantly more scientists and engineers to meet demand and maintain our global leadership in science and technology. We need to develop more qualified math and science teachers and provide educational incentives to encourage students to pursue careers in these fields. However, there will not be enough qualified workers to perform new technology jobs including those jobs critical to maintaining national security. It is more important than ever that we prepare the children of today with the skills necessary to succeed tomorrow.
Also critical for success in today's world is proficiency in foreign languages. The terrorist attacks of September 11, 2001, placed renewed emphasis on the need for individuals possessing critical language skills. Shortly after the terrorist attacks, FBI Director Robert Mueller made a public plea requesting speakers of Arabic and Farsi to translate intelligence documents, left untranslated due to the lack of foreign language speakers.
The investigations surrounding the attacks underscore how critical foreign language proficiency is to our national security. The joint Congressional Intelligence Committee inquiry into the terrorist attacks found that prior to September 11, the Intelligence Community was not prepared to handle the challenge of translating the volumes of foreign language counter-terrorism intelligence it had collected. Agencies within the Intelligence Community experienced backlogs in material awaiting translation, a shortage of language specialists and language-qualified field officers, and a readiness level of only 30 percent in the most critical languages used by terrorists. These backlogs still exist.
Our foreign language needs have grown significantly over the past decade with increasing globalization and a changing security environment. Foreign language skills are needed to support traditional diplomatic efforts and public diplomacy programs, military and peacekeeping missions, intelligence collection, counter-terrorism efforts, and international trade.
Unfortunately, the United States faces a critical shortage of language proficient professionals government-wide. According to the General Accounting Office, agencies have shortages in translators and interpreters and an overall shortfall in the language proficiency levels needed to carry out their missions. Our national security would be enhanced if our law enforcement officers, intelligence officers, scientists, military personnel, and other federal employees could decipher and interpret information from foreign sources, as well as interact with foreign nationals.
America needs people who are fluent in local languages and who understand foreign cultures. The stability and economic vitality of the United States and our national security depend on American citizens who are knowledgeable about the world. We need civil servants, area experts, diplomats, business people, educators, and other public servants with the ability to communicate at an advanced level in foreign languages and understand the cultures of the people with whom they interact.
The good news is that there has been a recent jump in enrollment in foreign language courses at the university level, according to the Modern Language Association. A total of 1.4 million students enrolled in foreign language classes in the Fall of 2003. This is a 17.9 percent jump since 1998 and represents the highest foreign language enrollment ever.
At the same time, many foreign language programs at the elementary school level have suffered deep cuts. Many school districts are responding to funding shortages by reducing or eliminating their foreign language programs. In some districts, French and German programs have been cut to save Spanish programs, while less commonly taught languages, such as Russian and Japanese, are being phased out altogether. Although my own state of Hawaii leads the nation in cutting edge foreign language immersion programs for elementary school students and is one of the top nine states in the nation in the percentage of public primary schools offering foreign language immersion programs, more must be done.
Experts tell us we should develop long-term relationships with people from every walk of life all across the world, whether or not the languages they speak are considered "critical" at the time. Experts also tell us that an ongoing commitment to maintaining these relationships and language expertise helps prevent crises from occurring and provides diplomatic and language resources when needed.
They are right. We cannot afford to seek out foreign language skills after a terrorist attack occurs. The failures of communication and understanding have already done their damage. We must provide an ongoing commitment to language education and encourage knowledge of foreign languages and cultures.
In 2001, my good friend and former colleague, the late Senator Paul Simon said, "In every national crisis, our nation has lamented its foreign language shortfalls. But then the crisis goes away, and we return to business as usual. One of the messages of September 11 is that business as usual is no longer an acceptable option." Senator Durbin and I are reintroducing this important legislation today in order to reaffirm our ongoing commitment to foreign language and science education.

In addition to the legislation we are introducing today, I have also introduced, with Senator Durbin and several of our colleagues, S. 589, the Homeland Security Federal Workforce Act, to address these skill shortfalls in the federal government. The Senate passed S. 589 in November, and the bill is pending before the House. However, we must now ensure that we not only provide incentives to recruit individuals with these skills, but also ensure that there is a talented applicant pool from which to recruit. This new bill, the Homeland Security Education Act, will do just that.
The Homeland Security Education Act would provide incentives for students to obtain degrees in science, math, and foreign languages by offering to repay the interest on their student loans. Our legislation would also strengthen science and math instruction in elementary and secondary schools and promote foreign language education at all levels of study by encouraging greater training of foreign language teachers and the development of more rigorous foreign language education. These measures could have a significant impact on strengthening our nation's expertise in areas critical to national security.
I urge my colleagues to support this important legislation and improve our science, math, and foreign language education programs.