Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action

Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action

Order Code RL33434
Science, Technology, Engineering, and
Mathematics (STEM) Education: Background,
Federal Policy, and Legislative Action
Updated March 21, 2008
Jeffrey J. Kuenzi
Specialist in Education Policy
Domestic Social Policy Division

Science, Technology, Engineering, and Mathematics
(STEM) Education: Background, Federal Policy, and
Legislative Action
Summary
There is growing concern that the United States is not preparing a sufficient
number of students, teachers, and practitioners in the areas of science, technology,
engineering, and mathematics (STEM). A large majority of secondary school
students fail to reach proficiency in math and science, and many are taught by
teachers lacking adequate subject matter knowledge.
When compared to other nations, the math and science achievement of U.S.
pupils and the rate of STEM degree attainment appear inconsistent with a nation
considered the world leader in scientific innovation. In a recent international
assessment of 15-year-old students, the U.S. ranked 28th in math literacy and 24th in
science literacy. Moreover, the U.S. ranks 20th among all nations in the proportion
of 24-year-olds who earn degrees in natural science or engineering.
A 2005 study by the Government Accountability Office found that 207 distinct
federal STEM education programs were appropriated nearly $3 billion in FY2004.
Nearly three-quarters of those funds and nearly half of the STEM programs were in
two agencies: the National Institutes of Health and the National Science Foundation.
Still, the study concluded that these programs are highly decentralized and require
better coordination. Though uncovering many fewer individual programs, a 2007
inventory compiled by the American Competitiveness Council also put the federal
STEM effort at $3 billion and concurred with many of the GAO findings regarding
decentralization and coordination.
STEM education (and competitiveness) issues have received a lot of attention
in recent years. Several high-profile proposals were forwarded by the academic and
business communities. In February of 2006, the President released the American
Competitiveness Initiative. During the 109th Congress, three somewhat modest
STEM education programs were passed and signed into law. Finally, in the spring
and summer of 2007, some of the major STEM education legislative proposals were
combined into the America Competes Act of 2007, passed by the 110th Congress and
signed by the President on August 9, 2007.
This report provides the background and context to understand these legislative
developments. The report first presents data on the state of STEM education in the
United States. It then examines the federal role in promoting STEM education. The
report concludes with a discussion of the legislative actions recently taken to address
federal STEM education policy.

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
STEM Education in the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Elementary and Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Assessments of Math and Science Knowledge . . . . . . . . . . . . . . . . . . . 3
U.S. Students Compared to Students in Other Nations . . . . . . . . . . . . . 5
Math and Science Teacher Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Postsecondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
STEM Degrees Awarded in the United States . . . . . . . . . . . . . . . . . . . 11
U.S. Degrees Awarded to Foreign Students . . . . . . . . . . . . . . . . . . . . 15
International Postsecondary Educational Attainment . . . . . . . . . . . . . 15
International Comparisons in STEM Education . . . . . . . . . . . . . . . . . 18
Federal Programs that Promote STEM Education . . . . . . . . . . . . . . . . . . . . . . . . 19
Government Accountability Office Study . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Academic Competitiveness Council Study . . . . . . . . . . . . . . . . . . . . . . . . . 20
Program Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Description of Selected Federal STEM Programs . . . . . . . . . . . . . . . . . . . . 23
NIH Ruth L. Kirschstein National Research Service Awards . . . . . . . 23
NSF Graduate Research Fellowships . . . . . . . . . . . . . . . . . . . . . . . . . . 24
NSF Mathematics and Science Partnerships . . . . . . . . . . . . . . . . . . . . 24
NSF Research Experiences for Undergraduates . . . . . . . . . . . . . . . . . 26
ED Science and Mathematics Access to Retain Talent Grants . . . . . . 26
ED Mathematics and Science Partnerships . . . . . . . . . . . . . . . . . . . . . 26
Recommendations to Improve Federal STEM Education Policy . . . . . . . . 27
Legislation Action on STEM Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Major Legislative Actions in the 109th Congress . . . . . . . . . . . . . . . . . . . . . 29
The America COMPETES Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Department of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Education Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
National Science Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
List of Figures
Figure 1. NAEP Math Scores, Selected Years: 1990-2005 . . . . . . . . . . . . . . . . . 4
Figure 2. STEM Degrees Awarded, 1970-2003 . . . . . . . . . . . . . . . . . . . . . . . . . 14
Figure 3. Tertiary Education by Country, 1980 and 2000 . . . . . . . . . . . . . . . . . . 17
Figure 4. Federal STEM Education Funding FY2006, by Agency . . . . . . . . . . . 21
List of Tables
Table 1. TIMSS Scores by Grade and Country/Jurisdiction, 2003 . . . . . . . . . . . . 6
Table 2. PISA Math and Science Scores, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Table 3. Teachers Lacking a Major or Minor in Subject Taught, 1999-2000 . . . 11
Table 4. Degrees Conferred by Level and Field of Study, 2002-2003 . . . . . . . . 13
Table 5. Field of Study, by Selected Region and Country, 2002 . . . . . . . . . . . . 18

Science, Technology, Engineering, and
Mathematics (STEM) Education:
Background, Federal Policy, and
Legislative Action
Introduction
There is growing concern that the United States is not preparing a sufficient
number of students, teachers, and professionals in the areas of science, technology,
engineering, and mathematics (STEM).1 Although the most recent National
Assessment of Educational Progress (NAEP) results show improvement in U.S.
pupils’ knowledge of math and science, the large majority of students still fail to
reach adequate levels of proficiency. When compared to other nations, the
achievement of U.S. pupils appears inconsistent with the nation’s role as a world
leader in scientific innovation. For example, among the 40 countries participating
in the 2003 Program for International Student Assessment (PISA), the U.S. ranked
28th in math literacy and 24th in science literacy.
Some attribute poor student performance to an inadequate supply of qualified
teachers. This appears to be the case with respect to subject-matter knowledge:
many U.S. math and science teachers lack an undergraduate major or minor in those
fields — as many as half of those teaching in middle school math. Indeed, post-
secondary degrees in math and physical science have steadily decreased in recent
decades as a proportion of all STEM degrees awarded. Although degrees in some
STEM fields (particularly biology and computer science) have increased in recent
decades, the overall proportion of STEM degrees awarded in the United States has
historically remained at about 17% of all postsecondary degrees awarded.
Meanwhile, many other nations have seen rapid growth in postsecondary educational
1 In 2005 and early 2006, at least six major reports were released by highly respected U.S.
academic, scientific, and business organizations on the need to improve science and
mathematics education: The Education Commission of the States, Keeping America
Competitive: Five Strategies To Improve Mathematics and Science Education, July 2005;
The Association of American Universities, National Defense Education and Innovation
Initiative, Meeting America’s Economic and Security Challenges in the 21st Century,
January 2006; The National Academy of Sciences, Committee on Science, Engineering, and
Public Policy, Rising Above the Gathering Storm: Energizing and Employing America for
a Brighter Economic Future, February 2006; The National Summit on Competitiveness,
Statement of the National Summit on Competitiveness: Investing in U.S. Innovation,
December 2005; The Business Roundtable, Tapping America’s Potential: The Education
for Innovation Initiative, July 2005; the Center for Strategic and International Studies,
Waiting for Sputnik, 2005.

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attainment — with particularly high growth in the number of STEM degrees
awarded. According to the National Science Foundation, the United States currently
ranks 20th among all nations in the proportion of 24-year-olds who earn degrees in
natural science or engineering. Once a leader in STEM education, the United States
is now far behind many countries on several measures.
What has been the federal role in promoting STEM education? A study by the
Government Accountability Office (GAO) found 207 distinct federal STEM
education programs that were appropriated nearly $3 billion in FY2004.2 A more
recent study by the newly established Academic Competitiveness Council (ACC)
found 105 STEM education programs that were appropriated just over $3 billion in
FY2006.3 The ACC report attributed the difference between the number of programs
found by the two inventories to (1) programmatic changes, (2) differing definitions
of what constitutes a “program,” and (3) GAO’s reliance on unverified, agency-
reported data.4 Apart from these differences, both reports came to similar
conclusions. Both found that federal STEM education programs had multiple goals,
provided multiple types of assistance, and were targeted at multiple groups, but that
the bulk of this effort supports graduate and post-doctoral study in the form of
fellowships to improve the nation’s research capacity. Both studies concluded that
the federal effort is highly decentralized and could benefit from stronger
coordination, while noting that the creation of the National Science and Technology
Council in 1993 was a step in the right direction.5 The ACC study also contained an
evaluative portion and concluded that “there is a general dearth of evidence of
effective practices and activities in STEM education.”6
Several pieces of legislation have been introduced in the 110th Congress that
would support STEM education in the United States. Many of the proposals in these
bills have been influenced by the recommendations of several reports recently issued
by the scientific, business, and policy-making communities. Of particular influence
has been a report issued by the National Academy of Sciences (NAS), Rising Above
the Gathering Storm: Energizing and Employing America for a Brighter Economic
Future — also known as the “Augustine” report. Many of the recommendations
appearing in the NAS report are also contained in the Administration’s American
2 U.S. Government Accountability Office, Federal Science, Technology, Engineering, and
Mathematics Programs and Related Trends, GAO-06-114, October 2005.
3 The ACC was created by the Deficit Reduction Act of 2005 (P.L. 109-171) and charged
with conducting a year-long study to identify all federal STEM education programs. U.S.
Department of Education, Report of the Academic Competitiveness Council, Washington,
D.C., 2007 [http://www.ed.gov/about/inits/ed/competitiveness/acc-mathscience/index.html].
4 U.S. Department of Education, Report of the Academic Competitiveness Council,
Washington, D.C., 2007, p. 11.
5 These points were reiterated by Cornelia M. Ashby, Director of GAO’s Education,
Workforce, and Income Security Team. Her testimony can be found on the GAO website
at [http://www.gao.gov/new.items/d06702t.pdf].
6 U.S. Department of Education, Report of the Academic Competitiveness Council,
Washington, D.C., 2007, p. 3.

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Competitiveness Initiative.7 Among the report’s many recommendations, five are
targeted at improving STEM education. These five recommendations seek to
increase the supply of new STEM teachers, improve the skills of current STEM
teachers, enlarge the pre-collegiate pipeline, increase postsecondary degree
attainment, and enhance support for graduate and early-career research.
The purpose of this report is to put these legislative proposals into a useful
context. The first section analyzes data from various sources to build a more
thorough understanding of the status of STEM education in the United States. The
second section looks at the federal role in promoting STEM education, providing a
broad overview of nearly all of the programs in federal agencies and a detailed look
at a few selected programs. Finally, the third section discusses legislative options
currently being considered to improve STEM education. This discussion focuses
primarily on the proposals that have seen congressional action to date.
STEM Education in the United States
Elementary and Secondary Education
Assessments of Math and Science Knowledge. National-level
assessment of U.S. students’ knowledge of math and science is a relatively recent
phenomenon, and assessments in other countries that provide for international
comparisons are even more recent. Yet the limited information available thus far is
beginning to reveal results that concern many individuals interested in the U.S.
educational system and the economy’s future competitiveness. The most recent
assessments show improvement in U.S. pupils’ knowledge of math and science;
however, the large majority still fail to reach adequate levels of proficiency.
Moreover, when compared to other nations, the achievement of U.S. students is seen
by many as inconsistent with the nation’s role as a world leader in scientific
innovation.
The National Assessment of Educational Progress (NAEP) is the only nationally
representative, continuing assessment of elementary and secondary students’ math
and science knowledge. Since 1969, NAEP has assessed students from both public
and nonpublic schools at grades 4, 8, and 12. Students’ performance on the
assessment is measured on a 0-500 scale, and beginning in 1990 has been reported
in terms of the percentages of students attaining three achievement levels: basic,
proficient, and advanced.8
Proficient is the level identified by the National Assessment Governing Board
as the degree of academic achievement that all students should reach, and “represents
7 Office of Science and Technology Policy, Domestic Policy Council, American
Competitiveness Initiative — Leading the World In Innovation, February 2006.
8 For more information on NAEP and other assessments, see CRS Report RL31407,
Educational Testing: Implementation of ESEA Title I-A Requirements Under the No Child
Left Behind Act, by Wayne C. Riddle.

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solid academic performance. Students reaching this level have demonstrated
competency over challenging subject matter.” In contrast, the board states that
“Basic denotes partial mastery of the knowledge and skills that are fundamental for
proficient work at a given grade.”9
The most recent NAEP administration occurred in 2005. Figure 1 displays the
available results from the NAEP math tests administered between 1990 and 2005.
Although the proportion of 4th and 8th grade students achieving the proficient level
or above has been increasing each year, overall math performance in these grades has
been quite low. The percentage performing at the basic level has not improved in 15
years. About two in five students continue to achieve only partial mastery of math.
In 2005, only about one-third of 4th and 8th grade students performed at the proficient
level in math — 36% and 30%, respectively.10 The remainder of students —
approximately 20% of 4th graders and just over 30% of 8th graders — scored below
the basic level.
Figure 1. NAEP Math Scores, Selected Years: 1990-2005
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1990 1992 1996 2000 2003 2005 1990 1992 1996 2000 2003 2005 1990 1992 1996 2000 2005
4th Grade
8th Grade
12th Grade
At Basic
Proficient or Above
Source: U.S. Department of Education, National Center for Education Statistics, The Nation’s Report
Card, various years.
9 The National Assessment Governing Board is an independent, bipartisan group created by
Congress in 1988 to set policy for the NAEP. More information on the board and NAEP
achievement levels can be found at [http://www.nagb.org/].
10 U.S. Department of Education, National Center for Education Statistics, The Nation’s
Report Card: Mathematics 2005, (NCES 2006-453), October 2005, p. 3.

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The results among 12th grade students are mixed. Although the percent scoring
at the basic level is higher among these students than among 4th and 8th grade
students, the percent scoring proficient or above is smaller. Moreover, the results
from recent years indicate that these percentages are in decline. [Note: changes in the
testing instrument may account for much if not all of this drop.11]
Similarly low levels of achievement have been found with regard to knowledge
of science. Less than one-third of 4th and 8th grade students and less than one-fifth
of 12th grade students score at or above proficient in science. In 2005, the percentage
of 4th, 8th, and 12th grade students scoring proficient or above was 29%, 29%, and
18%, respectively; compared to 27%, 30%, and 18% in 2000 and 28%, 29%, and
21% in 1996.12
U.S. Students Compared to Students in Other Nations. Another
relatively recent development in the area of academic assessment has been the effort
by a number of nations to produce reliable cross-national comparison data.13 The
Trends in International Mathematics and Science Study (TIMSS) assesses
achievement in these subjects at grades 4 and 8 among students in several countries
around the world. TIMSS has been administered to 4th grade students on two
occasions (1995 and 2003) and to 8th grade students on three occasions (1995, 1999,
and 2003). In the latest administration, 25 countries participated in assessments of
their 4th grade students, and 45 countries participated in assessments of their 8th grade
students. Unlike NAEP, TIMSS results are reported only in terms of numerical
scores, not achievement levels.
U.S. 4th grade pupils outscored the international average on the most recent
TIMSS assessment.14 The international average score for all countries participating
in the 2003 4th grade TIMSS was 495 in math and 489 in science.15 The average
score for U.S. students was 518 in math and 536 in science. U.S. 4th grade students
11 The 2005 mathematics framework for grade 12 introduced changes from the previous
framework in order to reflect adjustments in curricular emphases and to ensure an
appropriate balance of content. For further information on these changes, go to
[http://nationsreportcard.gov/reading_math_grade12_2005/s0413.asp].
12 U.S. Department of Education, National Center for Education Statistics, The Nation’s
Report Card: Science 2005 (NCES 2006-466) May 2006, Figures 4, 14, and 24.
13 More information on the development of this assessment can be found in archived CRS
Report 86-683, Comparison of the Achievement of American Elementary and Secondary
Pupils with Those Abroad — The Examinations Sponsored by the International Association
for the Evaluation of Educational Achievement (IEA), by Wayne C. Riddle (available on
request).
14 Performance on the 1995 TIMSS assessment was normalized on a scale in which the
average was set at 500 and the standard deviation at 100. Each country was weighted so that
its students contributed equally to the mean and standard deviation of the scale. To provide
trend estimates, subsequent TIMSS assessments are pegged to the 1995 average.
15 All the TIMSS results in this report were taken from, Patrick Gonzales, Juan Carlos
Guzmán, Lisette Partelow, Erin Pahlke, Leslie Jocelyn, David Kastberg, and Trevor
Williams, Highlights From the Trends in International Mathematics and Science Study
(TIMSS) 2003 (NCES 2005 — 005), December 2004.

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outscored students in 13 of the 24 countries participating in the math assessment in
2003. In science, U.S. students outperformed students in 16 of the 24 countries.
Among the 10 Organization for Economic Co-operation and Development (OECD)
member states participating in the 2003 TIMSS, U.S. 4th grade students ranked fourth
in math and tied for second in science.
U.S. 8th grade pupils also outscored the international average. Among 8th grade
students, the international average on the 2003 TIMSS was 466 in math and 473 in
science. The average score for U.S. students was 504 in math and 527 in science.
Among the 44 countries participating in the 8th grade assessments in 2003, U.S.
students outscored students in 25 countries in math and 32 countries in science.
Twelve OECD countries participated in the 8th grade TIMSS in 2003 — five
outscored the United States in math and three outscored the United States in science.
TIMSS previously assessed students at grade 4 in 1995 and grade 8 in 1995 and
1999. Although there was no measurable difference between U.S. 4th graders’
average scores in 1995 and 2003, the standing of the United States declined relative
to that of the 14 other countries participating in both math and science assessments.
In math, U.S. 4th graders outperformed students in nine of these countries in 1995,
on average, compared to six countries in 2003. In science, U.S. 4th graders
outperformed students in 13 of these countries in 1995, on average, compared to
eight countries in 2003.
Among 8th graders, U.S. scores increased on both the math and science
assessments between 1995 and 2003. The increase in scores translated into a higher
ranking of the United States relative to other countries. In math, 12 of the 21
participating countries outscored U.S. 8th graders in 1995, while seven did so in 2003.
In science, 15 of the 21 participating countries outscored U.S. 8th graders in 1995,
while 10 did so in 2003. Table 1 displays the 2003 TIMSS math and science scores
of 4th and 8th grade students by country (scores in bold are higher than the U.S.
score).
Table 1. TIMSS Scores by Grade and Country/Jurisdiction, 2003
4th Grade
8th Grade
Math
Science
Math
Science
International Average
495
489
466
473
United States
518
536
504
527
United Kingdom
531
540
—
—
Tunisia
339
314
410
404
Sweden
—
—
499
524
South Africa
—
—
264
244
Slovenia
479
490
493
520
Slovak Republic
—
—
508
517
Singapore
594
565
605
578
Serbia
—
—
477
468
Scotland
490
502
498
512
Saudi Arabia
—
—
332
398

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4th Grade
8th Grade
Math
Science
Math
Science
Russian Federation
532
526
508
514
Romania
—
—
475
470
Philippines
358
332
378
377
Palestinian National Authority
—
—
390
435
Norway
451
466
461
494
New Zealand
493
520
494
520
Netherlands
540
525
536
536
Morocco
347
304
387
396
Moldova, Republic of
504
496
460
472
Malaysia
—
—
508
510
Macedonia, Republic of
—
—
435
449
Lithuania
534
512
502
519
Lebanon
—
—
433
393
Latvia
536
532
508
512
Korea, Republic of
—
—
589
558
Jordan
—
—
424
475
Japan
565
543
570
552
Italy
503
516
484
491
Israel
—
—
496
488
Iran, Islamic Republic of
389
414
411
453
Indonesia
—
—
411
420
Hungary
529
530
529
543
Hong Kong SAR
575
542
586
556
Ghana
—
—
276
255
Estonia
—
—
531
552
Egypt
—
—
406
421
Cyprus
510
480
459
441
Chinese Taipei
564
551
585
571
Chile
—
—
387
413
Bulgaria
—
—
476
479
Botswana
—
—
366
365
Belgium-Flemish
551
518
537
516
Bahrain
—
—
401
438
Australia
499
521
505
527
Armenia
456
437
478
461
Source: U.S. Department of Education, National Center for Education Statistics, Highlights From
the Trends in International Mathematics and Science Study (TIMSS) 2003, NCES 2005-005, Dec.
2004.

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The Program for International Student Assessment (PISA) is an OECD-
developed effort to measure, among other things, mathematical and scientific literacy
among students 15 years of age, that is, roughly at the end of their compulsory
education.16 In 2003, U.S. students scored an average of 483 on math literacy —
behind 23 of the 29 OECD member states that participated and behind four of the 11
non-OECD countries. The average U.S. student scored 491 on science literacy —
behind 19 of the 29 OECD countries and behind three of the 11 non-OECD
countries. Table 2 displays the 2003 PISA scores on math and science literacy by
country (scores in bold are higher than the U.S. score).
16 Like the TIMSS, PISA results are normalized on a scale with 500 as the average score,
and results are not reported in terms of achievement levels. In 2003, PISA assessments were
administered in just over 40 countries.

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Table 2. PISA Math and Science Scores, 2003
2003
Math
Science
OECD Average
500
500
United States
483
491
Turkey
423
434
Switzerland
527
513
Sweden
509
506
Spain
485
487
Slovak Republic
498
495
Portugal
466
468
Poland
490
498
Norway
495
484
New Zealand
524
521
Netherlands
538
524
Mexico
385
405
Luxembourg
493
483
Korea, Republic of
542
538
Japan
534
548
Italy
466
487
Ireland
503
505
Iceland
515
495
Hungary
490
503
Greece
445
481
Germany
503
502
France
511
511
Finland
544
548
Denmark
514
475
Czech Republic
517
523
Canada
533
519
Belgium
529
509
Austria
506
491
Australia
524
525
Non-OECD Countries
Uruguay
422
438
United Kingdom
508
518
Tunisia
359
385
Thailand
417
429
Serbia and Montenegro
437
436
Russian Federation
468
489
Macao SAR
527
525
Liechtenstein
536
525
Latvia
483
489
Indonesia
360
395
Hong Kong SAR
550
540
Source: U.S. Department of Education, National Center for Education Statistics, International
Outcomes of Learning in Mathematics Literacy and Problem Solving, NCES 2005-003, Dec. 2004.

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Math and Science Teacher Quality
Many observers look to the nation’s teaching force as a source of national
shortcomings in student math and science achievement. A recent review of the
research on teacher quality conducted over the last 20 years revealed that, among
those who teach math and science, having a major in the subject taught has a
significant positive impact on student achievement.17 Unfortunately, many U.S. math
and science teachers lack this credential. The Schools and Staffing Survey (SASS)
is the only nationally representative survey that collects detailed data on teachers’
preparation and subject assignments.18 The most recent administration of the survey
for which public data are available took place during the 1999-2000 school year.
That year, there were just under 3 million teachers in U.S. schools, about evenly split
between the elementary and secondary levels. Among the nation’s 1.4 million public
secondary school teachers, 13.7% reported math as their main teaching assignment
and 11.4% reported science as their main teaching assignment.19
Nearly all public secondary school math and science teachers held at least a
baccalaureate degree (99.7%), and most had some form of state teaching certification
(86.2%) at the time of the survey.20 However, many of those who taught middle
school (classified as grades 5-8) math and science lacked an undergraduate or
graduate major or minor in the subject they taught. Among middle-school teachers,
51.5% of those who taught math and 40.0% of those who taught science did not have
a major or minor in these subjects. By contrast, few of those who taught high school
(classified as grades 9-12) math or science lacked an undergraduate or graduate major
or minor in that subject. Among high school teachers, 14.5% of those who taught
math and 11.2% of those who taught science did not have a major or minor in these
subjects.21 Table 3 displays these statistics for teachers in eight subject areas.
17 Michael B. Allen, Eight Questions on Teacher Preparation: What Does the Research
Say?, Education Commission of the States, July 2003.
18 The sample is drawn from the Department of Education Common Core of Data, which
contains virtually every school in the country.
19 U.S. Department of Education, Digest of Education Statistics, 2004, NCES 2005-025,
October 2005, Table 67.
20 CRS analysis of Schools and Staffing Survey data, March 29, 2006.
21 U.S. Department of Education, Qualifications of the Public School Teacher Workforce,
May 2002, Tables B-11 and B-12.

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Table 3. Teachers Lacking a Major or Minor in Subject Taught,
1999-2000
Middle School
High School
English
44.8%
13.3%
Foreign language
27.2%
28.3%
Mathematics
51.5%
14.5%
Science
40.0%
11.2%
Social science
29.6%
10.5%
ESL/bilingual education
57.6%
59.4%
Arts and music
6.8%
6.1%
Physical/health education
12.6%
9.5%
Source: U.S. Department of Education, National Center for Education Statistics, Qualifications of
the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000,
NCES 2002-603, May 2002.
Given the link between teachers’ undergraduate majors and student achievement
in math and science, these data appear to comport with some of the NAEP findings
discussed earlier. Recall that those assessments revealed that only about one-third
of 4th and 8th grade students performed at the proficient or higher level in math and
science. On the other hand, at the high school level, the data seem to diverge. While
four-fifths of math and science teachers at this level have a major in the subject, only
two-fifths of high school students scored proficient or above on the NAEP in those
subjects.
Postsecondary Education
STEM Degrees Awarded in the United States. The number of students
attaining STEM postsecondary degrees in the U.S. more than doubled between 1960
and 2000; however, as a proportion of degrees in all fields, STEM degree awards
have stagnated during this period.22 In the 2002-2003 academic year, more than 2.5
million degrees were awarded by postsecondary institutions in the United States.23
That year, just under 16% (399,465) of all degrees were conferred in STEM fields;
all STEM degrees comprised 14.6% of associate degrees, 16.7% of baccalaureate
degrees, 12.9% of master’s degrees, and 34.8% of doctoral degrees.24 Table 4
displays the distribution of degrees granted by academic level and field of study.
At the associate and baccalaureate levels, the number of STEM degrees awarded
was roughly equivalent to the number awarded in business. In 2002-2003, 92,640
22 Through various “completions” surveys of postsecondary institutions administered
annually since 1960, ED enumerates the number of degrees earned in each field during the
previous academic year.
23 U.S. Department of Education, National Center for Education Statistics, Digest of
Education Statistics, 2004, NCES 2005-025, October 2005, Table 169.
24 Includes Ph.D., Ed.D., and comparable degrees at the doctoral level, but excludes
first-professional degrees, such as M.D., D.D.S., and law degrees.

CRS-12
associate degrees and 224,911 baccalaureate degrees were awarded in STEM fields,
compared to 102,157 and 293,545, respectively, in business. However, nearly twice
as many master’s degrees were granted in business (127,545) as in STEM (65,897),
and an even larger number of master’s degrees were awarded in education (147,448).
At the doctoral level, STEM plays a larger role. Doctoral degrees awarded in STEM
fields account for more than one-third of all degrees awarded at this level. Education
is the only field in which more doctoral degrees (6,835) were awarded than in the
largest three STEM fields — biology, engineering, and the physical sciences (5,003,
5,333, and 3,858, respectively).
Specialization within STEM fields also varies by academic level. Engineering
was among the most common STEM specialties at all levels of study in 2002-2003.
Biology was a common specialization at the baccalaureate and doctoral levels, but
not at the master’s level. Computer science was common at all but the doctoral level.
Physical sciences was a common specialization only at the doctoral level.
Figure 2 displays the trends in STEM degrees awarded over the last three
decades (excluding associate degrees). The solid line represents the number of
STEM degrees awarded as a proportion of the total number of degrees awarded in all
fields of study. The flat line indicates that the ratio of STEM degrees to all degrees
awarded has historically hovered at around 17%. The bars represent the number of
degrees awarded in each STEM sub-field as a proportion of all STEM degrees
awarded. The top two segments of each bar reveal a consistent decline, since 1970,
in the number of degrees awarded in math and the physical sciences. The bottom
segment of each bar shows a history of fluctuation in the number of degrees awarded
in biology over the last 30 years. The middle two segments in the figure represent
the proportion of degrees awarded in engineering and computer science. The figure
reveals a steady decline in the proportion of STEM degrees awarded in engineering
since 1980, and a steady increase in computer science degrees (except for a
contraction that occurred in the late 1980s following a rapid expansion in the early
1980s).

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Table 4. Degrees Conferred by Level and Field of Study, 2002-2003
Associate
Baccalaureate
Master’s
Doctoral
Total
All fields
632,912
1,348,503
512,645
46,024
2,540,084
STEM fields, total
92,640
224,911
65,897
16,017
399,465
STEM, percentage of all fields
14.6%
16.7%
12.9%
34.8%
15.7%
Biological and biomedical sciences
1,496
60,072
6,990
5,003
73,561
Computer and information sciences
46,089
57,439
19,503
816
123,847
Engineering and engineering technologies
42,133
76,967
30,669
5,333
155,102
Mathematics and statistics
732
12,493
3,626
1,007
17,858
Physical sciences and science technologies
2,190
17,940
5,109
3,858
29,097
Non-STEM fields, total
540,272
1,123,592
446,748
30,007
2,140,619
Business
102,157
293,545
127,545
1,251
524,498
Education
11,199
105,790
147,448
6,835
271,272
English language and literature/letters
896
53,670
7,413
1,246
63,225
Foreign languages and area studies
1,176
23,530
4,558
1,228
30,492
Liberal arts and sciences, general studies, and humanities
216,814
40,221
3,312
78
260,425
Philosophy, theology, and religious studies/vocations
804
18,270
6,677
1,983
27,734
Psychology
1,784
78,613
17,123
4,831
102,351
Social sciences
5,422
115,488
12,109
2,989
136,008
History
316
27,730
2,525
861
31,432
Other
199,704
366,735
118,038
8,705
693,182
Source: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2004, NCES 2005-025, Oct. 2005, Table 249-252..

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Figure 2. STEM Degrees Awarded, 1970-2003

CRS-15
U.S. Degrees Awarded to Foreign Students. The increased presence of
foreign students in graduate science and engineering programs and in the scientific
workforce has been and continues to be of concern to some in the scientific
community. Enrollment of U.S. citizens in graduate science and engineering
programs has not kept pace with that of foreign students in these programs.
According to the National Science Foundation (NSF) Survey of Earned Doctorates,
foreign students earned one-third of all doctoral degrees awarded in 2003.
Doctoral degrees awarded to foreign students were concentrated in STEM fields.
The NSF reports that foreign students earned “more than half of those [awarded] in
engineering, 44% of those in mathematics and computer science, and 35% of those
in the physical sciences.”25 Many of these degree recipients remain in the United
States to work. The same NSF report indicates that 53% of those who earned a
doctorate in 1993 remained in the U.S. as of 1997, and 61% of the 1998 cohort were
still working in the United States in 2003. In addition to the number of foreign
students in graduate science and engineering programs, a significant number of
university faculty in the scientific disciplines are foreign, and foreign doctorates are
employed in large numbers by industry.26
International Postsecondary Educational Attainment. The United
States has one of the highest rates of postsecondary educational attainment in the
world. In 2003, the most recent academic year for which international data are
available, 38% of the U.S. population aged 25-64 held a postsecondary degree — 9%
at the tertiary-type B (vocational level) and 29% at the tertiary-type A (university
level) or above. The OECD compiled comparison data from 30 OECD member
states and 13 other nations. Three countries (Canada, Israel, and the Russian
Federation) had larger shares at the two tertiary levels combined; however, all three
had lower rates at the tertiary-type A level. At the tertiary-type A level, only one
country (Norway) had a rate as high as the United States. The average for OECD
member states was 16% at tertiary-type A and 8% at tertiary-type B.27
China and India were not included in the OECD data. Reliable information on
postsecondary educational attainment is very difficult to obtain for these countries.
25 National Science Board, Science and Engineering Indicators, 2006, (NSB 06-1).
Arlington, VA: National Science Foundation, January 2006, p. O-15.
26 For more information on issues related to foreign students and foreign technical workers,
see the following: CRS Report 97-746, Foreign Science and Engineering Presence in U.S.
Institutions and the Labor Force, by Christine M. Matthews; CRS Report RL31973,
Programs Funded by the H-1B Visa Education and Training Fee and Labor Market
Conditions for Information Technology (IT) Workers, by Linda Levine; and CRS Report
RL30498, Immigration: Legislative Issues on Nonimmigrant Professional Specialty (H-1B)
Workers, by Ruth Ellen Wasem.
27 Organization for Economic Co-operation and Development, Education at a Glance, OECD
Indicators 2005, Paris, France, September 2005. The OECD compiles annual data from
national labor force surveys on educational attainment for the 30 OECD member countries,
as well as 13 non-OECD countries that participate in the World Education Indicators (WEI)
program. More information on sources and methods can be found at [http://www.oecd.org/
dataoecd/36/39/35324864.pdf].

CRS-16
The World Bank estimates that, in 1998, tertiary enrollment of the population
between 18 and 24 years old was 6% in China and 8% in India, up from 1.7% and
5.2%, respectively, in 1980.28 Based on measures constructed by faculty at the
Center for International Development (CID), the National Science Foundation (NSF)
has generated an estimate of the distribution of the world’s population that possesses
a tertiary education.29 The NSF estimates that the number of people in the world who
had a tertiary education more than doubled from 73 million in 1980 to 194 million
in 2000. Moreover, the two fastest-growing countries were China and India. China
housed 5.4% of the world’s tertiary degree holders in 1980, and India had 4.1%; by
2000, the share in these countries was 10.5% and 7.7%, respectively. Indeed, as
Figure 3 indicates, China and India were the only countries to substantially increase
their share of the world’s tertiary degree-holders during that period.
28 The World Bank, Constructing Knowledge Societies: new challenges for tertiary
education, Washington, D.C., October 2002. Available at [http://siteresources.worldbank
.org/EDUCATION/Resources/278200-1099079877269/547664-1099079956815/
ConstructingKnowledgeSocieties.pdf].
29 Unlike the OECD data, which are based on labor-force surveys of households and
individuals, the CID data are based on the United Nations Educational, Scientific and
Cultural Organization (UNESCO) census and survey data of the entire population.
Documentation describing methodology as well as data files for the CID data is available
at [http://www.cid.harvard.edu/ciddata/ciddata.html].

CRS-17
Figure 3. Tertiary Education by Country, 1980 and 2000
Source: National Science Foundation, Science and Engineering Indicators, 2006, Volume 1,
Arlington, VA, NSB 06-01, Jan. 2006.

CRS-18
International Comparisons in STEM Education. The NSF has compiled
data for many countries on the share of first university degrees awarded in STEM
fields.30 According to these data, the United States has one of the lowest rates of
STEM to non-STEM degree production in the world. In 2002, STEM degrees
accounted for 16.8% of all first university degrees awarded in the United States (the
same NCES figure reported at the outset of this section). The international average
for the ratio of STEM to non-STEM degrees was 26.4% in 2002. Table 5 displays
the field of first university degrees for regions and countries that award more than
200,000 university degrees annually. Among these nations, only Brazil awards a
smaller share (15.5%) of STEM degrees than the United States. By contrast, the
world leaders in the proportion of STEM degrees awarded are Japan (64.0%) and
China (52.1%). Although the U.S. ranks near the bottom in the proportion of STEM
degrees, it ranks third (behind Japan and China) in the absolute number of STEM
degrees awarded.
Table 5. Field of Study, by Selected Region and Country, 2002
(or the Most Recent Year Available)
Region/Country
All Fields
STEM Fields
Percent STEM
All Regions
9,057,193
2,395,238
26.4%
Asia
3,224,593
1,073,369
33.3%
China
929,598
484,704
52.1%
India
750,000
176,036
23.5%
Japan
548,897
351,299
64.0%
South Korea
239,793
97,307
40.6%
Middle East
445,488
104,974
23.6%
Europe
2,682,448
713,274
26.6%
France
309,009
83,984
27.2%
Spain
211,979
55,418
26.1%
United Kingdom
282,380
72,810
25.8%
Central/Eastern Europe
1,176,898
319,188
27.1%
Russia
554,814
183,729
33.1%
North/Central America
1,827,226
341,526
18.7%
Mexico
321,799
80,315
25.0%
United States
1,305,730
219,175
16.8%
South America
543,805
96,724
17.8%
Brazil
395,988
61,281
15.5%
Source: National Science Foundation, Science and Engineering Indicators, 2006, Volume 1,
Arlington, VA, NSB 06-01, January 2006, Table 2-37.
30 First university degrees are those designated Level 5A by the International Standard
Classification of Education (ISCED 97), and usually require less than five years to complete.
More information on this classification and the ISCED is available at [http://www.unesco.
org/education/information/nfsunesco/doc/isced_1997.htm].

CRS-19
Federal Programs that Promote STEM Education
Government Accountability Office Study
According to a 2005 Government Accountability Office (GAO) survey of 13
federal civilian agencies, in FY2004 there were 207 federal education programs
designed to increase the number of students studying in STEM fields and/or improve
the quality of STEM education.31 About $2.8 billion was appropriated for these
programs that year, and about 71% ($2 billion) of those funds supported 99 programs
in two agencies. In 2004, the National Institutes of Health (NIH) received $998
million that funded 51 programs, and the National Science Foundation (NSF)
received $997 million that funded 48 programs. Seven of the 13 agencies had more
than five STEM-related education programs. In addition to the NIH and NSF, only
three other agencies received more than $100 million for STEM-related education
programs. In FY2004, the National Aeronautics and Space Administration (NASA)
received $231 million that funded five programs, the Department of Education (ED)
received $221 million that funded four programs, and the Environmental Protection
Agency (EPA) received $121 million that funded 21 programs.
The GAO study found that most of the 207 programs had multiple goals,
provided multiple types of assistance, and were targeted at multiple groups. The
analysis identified six major program goals, four main types of assistance, and 11
target groups. The findings revealed that federal STEM education programs are
heavily geared toward attracting college graduates into pursuing careers in STEM
fields by providing financial assistance at the graduate and postdoctoral levels.
Moreover, improving K-12 teacher education in STEM areas was the least frequent
of the major goals, improving infrastructure was the least frequent of the main types
of assistance, and elementary and secondary students were the least frequent group
targeted by federal STEM education programs.32
The major goals of these programs were found by GAO to be the following (the
number of programs with this goal is shown in parentheses):
! attract and prepare students at all educational levels to pursue
coursework in STEM areas (114),
! attract students to pursue STEM postsecondary degrees (two-year
through Ph.D.) and postdoctoral appointments (137),
31 U.S. Government Accountability Office, Federal Science, Technology, Engineering, and
Mathematics Programs and Related Trends, GAO-06-114, October 2005. The GAO study
does not include programs in the Department of Defense because the department decided
not to participate. Other programs were omitted from the report for various reasons;
typically because they did not meet the GAO criteria for a STEM-related educational
program (according to an April 26, 2006 conversation with the report’s lead author, Tim
Hall).
32 Attrition rates among college students majoring in STEM fields combined with the growth
of foreign students in U.S. graduate STEM programs suggest that pre-college STEM
education may be a major source of the nation’s difficulty in this area.

CRS-20
! provide growth and research opportunities for college and graduate
students in STEM fields (103),
! attract graduates to pursue careers in STEM fields (131),
! improve teacher education in STEM areas (73), and
! improve or expand the capacity of institutions to promote STEM
fields (90).
The four main types of assistance provided by these programs were as follows
(the number of programs providing this service is shown in parentheses):
! financial support for students or scholars (131),
! institutional support to improve educational quality (76),
! support for teacher and faculty development (84), and
! institutional physical infrastructure support (27).
The 11 target groups served by these programs were the following (the number
of programs targeting them is shown in parentheses):
! elementary school students (28),
! middle school students (34),
! high school students (53),
! two-year college students (58),
! four-year college students (96),
! graduate students (100),
! postdoctoral scholars (70),
! elementary school teachers (39),
! secondary school teachers (50),
! college faculty or instructional staff (79), and
! institutions (82).
Academic Competitiveness Council Study
The Academic Competitiveness Council (ACC) was created by the Deficit
Reduction Act of 2005 (P.L. 109-171). Section 401A(a)(2)(B) of the act charged the
ACC with conducting a year-long study to
(i) identify all federal programs with a mathematics or science focus;
(ii) identify the target populations being served by such programs;
(iii) determine the effectiveness of such programs;
(iv) identify areas of overlap or duplication in such programs; and
(v) recommend ways to efficiently integrate and coordinate such programs.

CRS-21
The ACC found 105 STEM education programs that were appropriated just over
$3 billion in FY2006.33 The authors of the ACC report attributed the difference
between the number of programs found by the GAO and ACC inventories to have
occurred for three reasons:
First, programmatic changes occurred between the time of the GAO study and
the time of the ACC effort. Second, the ACC program inventory and GAO
report used different definitions and guidelines for program inclusion.
Specifically, the ACC effort included all federal agencies that supported STEM
education programs while the GAO report did not. Lastly, differences in the
program inventories arose because the GAO report was based solely on
agency-reported data, whereas the ACC program inventory was also verified by
the Office of Management and Budget.34
According to the ACC inventory, three agencies account for nearly 80% of all
federal STEM education spending in FY2006. Figure 4 displays total federal
spending for that year by agency. According to the ACC, 29% ($924 million) of total
federal STEM funds went to NSF, 27% ($855 million) went to NIH (through the
Department of Health and Human Services (HHS)), and 23% ($706 million) went to
ED.
Figure 4. Federal STEM Education Funding
FY2006, by Agency
Source: U.S. Department of Education, Report of the Academic
Competitiveness Council, Washington, D.C., 2007
33 U.S. Department of Education, Report of the Academic Competitiveness Council,
Washington, D.C., 2007, at [http://www.ed.gov/about/inits/ed/competitiveness/acc-math
science/index.html].
34 U.S. Department of Education, Report of the Academic Competitiveness Council,
Washington, D.C., 2007, p. 11.

CRS-22
Apart from these differences, both the GAO and ACC studies came to similar
findings and conclusions about the state of the federal effort to promote STEM
education. Both found that federal STEM education programs had multiple goals,
provided multiple types of assistance, and were targeted at multiple groups. Both
concluded that the federal effort is highly decentralized and could benefit from
stronger coordination, while noting that the creation of the National Science and
Technology Council in 1993 was a step in the right direction.35 The ACC report
states that these programs
support activities in a wide variety of areas, including STEM curriculum
development; teacher professional development, recruitment, and retention;
institutional support (including programs to strengthen the educational
capabilities of minority-serving or similar institutions); mentoring; student
financial assistance; outreach and recognition to motivate interest in or continued
work in STEM fields; and research aimed at improving STEM education.36
Like the GAO results, the ACC study found that much of the federal effort in
this area comes through NSF and NIH support for graduate and post-doctoral study
in the form of fellowships to improve the nation’s research capacity. The ACC
identified 27 federally funded STEM graduate and post-doctoral fellowship and
traineeship programs with a total funding of $1.46 billion in FY2006, which is 47%
of the total FY2006 federal funding in STEM education. The ACC found an
additional 43 STEM programs in nine agencies primarily focused on improving
undergraduate education that received 30% ($943 million) of the total FY2006 funds.
The remaining 23% of federal STEM education funds went to 24 K-12 programs
($574 million) and 11 STEM “informal education and outreach” programs ($137
million).37
Program Effectiveness. The ACC study went beyond the scope of the GAO
study in one key area: the ACC was asked to evaluative the effectiveness of federal
STEM education programs. Due to the short time frame allotted to the study, the
ACC could not conduct its own evaluations and, instead, had to solicit examples of
evaluations from the agencies administering the programs. After a review of the
examples submitted, the ACC concluded that “there is a general dearth of evidence
of effective practices and activities in STEM education.”38
In particular, the report states that, “Of the 115 examples submitted: 10
evaluations were scientifically rigorous evaluations that produced preliminary
35 These points were reiterated by Cornelia M. Ashby, Director of GAO’s Education,
Workforce, and Income Security Team. Her testimony can be found on the GAO website
at [http://www.gao.gov/new.items/d06702t.pdf].
36 Ibid.
37 Ibid, pp. 21-29.
38 U.S. Department of Education, Report of the Academic Competitiveness Council,
Washington, D.C., 2007, p. 3.

CRS-23
findings about a program or project’s impact on education outcomes.”39 Of the ten
evaluations that were considered to be “scientifically rigorous,” only three had been
completed, were found to have a “meaningful positive impact,” and had published
results in academic journals. The report’s critique continued by stating that, “even
these well-designed studies with seemingly positive impacts would require additional
replication and validation before they could be useful” in determining what policies
and programs to promote.40
Description of Selected Federal STEM Programs
The GAO and ACC reports did not provide much detail on specific federal
STEM programs.41 This section describes the major federal STEM education
programs including the kinds of activities they support and how they operate at the
federal, state, and/or local levels. These are the largest STEM education programs
administered by the agencies with the largest STEM education budgets, including
NIH, NSF, and ED.
NIH Ruth L. Kirschstein National Research Service Awards. First
funded in 1975, the Kirschstein National Research Service Awards (KNRSA)
constitute the large majority of HHS/NIH’s spending on STEM education.42 Most
of these funds are used to support the Kirschstein Training Grants that provide
graduate and postdoctoral fellowships in health-related fields. About 15-20% of the
funds support the Kirschstein Postdoctoral Fellowships and Kirschstein Predoctoral
Fellowships. The Training Grants are awarded to institutions to develop or enhance
research training opportunities for individuals, selected by the institution, who are
training for careers in specified areas of interest to the institution or principal
investigator. The Fellowship Grants are awarded directly to individuals from various
organizations within the NIH (e.g., the National Institute on Aging) to support the
particular research interests of the individual receiving the award.
Kirschstein Award applicants must be U.S. citizens or nationals, or permanent
resident aliens of the United States — individuals on temporary or student visas are
not eligible. Predoctoral trainees must have received a baccalaureate degree by the
starting date of their appointment, and must be training at the postbaccalaureate level
and be enrolled in a program leading to a Ph.D. in science or in an equivalent
research doctoral degree program. Health-profession students who wish to interrupt
their studies for a year or more to engage in full-time research training before
completing their professional degrees are also eligible. Postdoctoral trainees must
have received, as of the beginning date of their appointment, a Ph.D., M.D., or
comparable doctoral degree from an accredited domestic or foreign institution.
39 Ibid, p. 26.
40 Ibid, p. 28.
41 Appendix III of the GAO report provides very brief descriptions of programs funded at
$10 million or more and the ACC report briefly describes the five largest programs in its
inventory.
42 More information on the NRSA program is available at [http://grants.nih.gov/
training/nrsa.htm].

CRS-24
Institutional grants are made for a five-year period. Trainee appointments are
normally made in 12-month increments, although short-term (two- to three-month)
awards are available. No individual trainee may receive more than five years of
aggregate Kirschstein support at the predoctoral level or three years of support at the
postdoctoral level, including any combination of support from institutional training
grants and individual fellowship awards. The annual stipend for predoctoral trainees
in 2005 was about $12,000, and the postdoctoral stipend was between $20,000 and
$32,000 (depending on years of experience).
In FY2004, Training Grants were awarded to 293 institutions in all but six
states. A total of 2,356 grants were awarded, which funded nearly 9,000 predoctoral
fellowships and nearly 5,500 postdoctoral fellowships. The Fellowship Grant
programs supported around 2,500 pre- and postdoctoral students in 2004. The large
majority of the Training Grants were awarded through the National Institute of
General Medical Sciences.
NSF Graduate Research Fellowships. The NSF Graduate Research
Fellowships is the largest of that agency’s STEM education programs. These
fellowships also represent one of the longest-running federal STEM programs
(enacted in 1952). The purpose of this program is to increase the size and diversity
of the U.S. workforce in science and engineering. The program provides three years
of support to approximately 1,000 graduate students annually in STEM disciplines
who are pursuing research-based master’s and doctoral degrees, with additional focus
on women in engineering and computer and information sciences. In 2006, 907
awards were given to graduate students studying in nine major fields at 150
instituions.
Applicants must be U.S. citizens or nationals, or permanent resident aliens of
the United States; must have completed no more than twelve months of full-time
graduate study at the time of their application; and must be pursuing an advanced
degree in a STEM field supported by the National Science Foundation.43 The
fellows’ affiliated institution receives a $40,500 award — $30,000 for a 12-month
stipend and $10,500 for an annual cost-of-education allowance. These awards are
for a maximum of three years and usable over a five-year period, and provide a
one-time $1,000 International Research Travel Allowance. All discipline-based
review panels, made up of professors, researchers, and others respected in their
fields, convene for three days each year to read and evaluate applications in their
areas of expertise. In 2005, there were 29 such panels made up of more than 500
experts.
NSF Mathematics and Science Partnerships. The Mathematics and
Science Partnerships program is among the NSF’s largest STEM education programs.
Since its inception in 2002, this program has awarded grants that support four types
of projects (the number of awards is shown in parentheses):
43 A list of NSF-supported fields of study can be found at [http://www.nsf.gov/pubs/
2005/nsf05601/nsf05601.htm#study].

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! Comprehensive Partnership projects (12) to implement change in
mathematics and science education across the K-12 continuum;
! Targeted Partnership projects (28) to improve K-12 student
achievement in a narrower grade range or disciplinary focus in
mathematics and/or science;
! Institute Partnership projects (8) to focus on improving middle and
high school mathematics and science through the development of
school-based intellectual leaders and master teachers; and
! Research, Evaluation & Technical Assistance projects (22) to build
research, evaluation, and infrastructure capacity for the MSP.
One of the Comprehensive Partnership projects is between the Baltimore
County Public Schools (BCPS) and the University of Maryland, Baltimore County
(UMBC). The two main goals of the UMBC-BCPS STEM Partnership are to (1)
facilitate the implementation, testing, refinement, and dissemination of promising
practices for improving STEM student achievement, and (2) improve teacher quality
and retention in selected high-need elementary, middle, and high schools in
Baltimore County Public Schools. Centered on creating and evaluating
performance-based pre-service (internship) teacher education programs and
sustainable professional development programs for teachers and administrators, the
project is designed to increase K-12 student achievement in STEM areas by
increasing teacher and administrator knowledge. Ongoing assessments of student
work and the differentiation of instruction based upon these assessments serve to
evaluate and refine instruction, curricula and assessments, professional development
programs, administrative leadership strategies, and directions for overall school
improvement in STEM areas. UMBC and BCPS collaboration is facilitated by the
creation of the Center for Excellence in STEM Education, where UMBC faculty and
BCPS teachers and administrators develop projects to serve the needs of the BCPS
district and the university. At the center, faculty and teachers work together to
simultaneously improve the university’s STEM and teacher education departments
and the teaching and learning culture in the BCPS.
One of the Targeted Partnership grants supports the Promoting Reflective
Inquiry in Mathematics Education Partnership, which includes Black Hills State
University, Technology and Innovations in Education (TIE) of the Black Hills
Special Services Cooperative, and the Rapid City School District in South Dakota.
The overall goal of the partnership is aimed at improving achievement in
mathematics for all students in Rapid City schools, with a particular goal of reducing
the achievement gap between Native American and non-Native American students.
The project seeks to improve the professional capacity and sustain the quality of
K-12 in-service teachers of mathematics in the Rapid City School District, and
student teachers of mathematics from Black Hills State University in order to provide
effective, inquiry-based mathematics instruction. Objectives include reducing the
number of high school students taking non-college preparatory mathematics,
increasing the number of students taking upper level mathematics, and increasing
student performance on college entrance exams. To accomplish these goals, the
project provides 100 hours of professional development in combination with
content-based workshops at the district level, and building-based activities involving
modeling of effective lessons, peer mentoring and coaching, and lesson study.
Mathematics education and discipline faculty from Black Hills State University are

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involved in district-wide professional development activities. A cadre of
building-based Mathematics Lead Teachers convenes learning teams composed of
mathematics teachers, mathematics student teachers, school counselors, and building
administrators to identify key issues in mathematics curriculum and instruction.
NSF Research Experiences for Undergraduates. The Research
Experiences for Undergraduates (REU) program is the largest of the NSF STEM
education programs that supports active research participation by undergraduate
students. REU projects involve students in research through two avenues. REU
Sites are based on independent proposals to initiate and conduct projects that engage
a number of students in research. REU Supplements are requested for ongoing
NSF-funded research projects or are included as a component of proposals for new
or renewal NSF grants or cooperative agreements. REU projects may be based in a
single discipline or academic department, or on interdisciplinary or multi-department
research opportunities with a coherent intellectual theme. Undergraduate student
participants in either Sites or Supplements must be citizens or permanent residents
of the United States or its possessions. Students apply directly to REU Sites (rather
that to the NSF) to participate in the program.
One of the grantees under this program is the REU Site in Microbiology at the
University of Iowa. The goals of this project are to (1) recruit and select bright
students, including women, individuals with diverse backgrounds with respect to
geographic origin and ethnicity, and students from non-Ph.D.-granting institutions
where research possibilities are limited; (2) involve students in basic, experimental
research in microbiology; (3) expose students to a broad range of bioscience research;
(4) develop each student’s critical-thinking skills; and (5) develop each student’s
ability to record, analyze, and present scientific information. The student participants
are integrated into faculty research programs and expected to perform like beginning
graduate students. Informal faculty-student discussions and weekly seminars
supplement laboratory research. Weekly informal lunches, two picnics, and a
banquet facilitate social and scientific interactions. At the end of each summer’s
program, the students prepare oral presentations to be given at a Summer Program
Symposium. Each student also prepares a written research report under the guidance
of a mentor.
ED Science and Mathematics Access to Retain Talent Grants. The
establishment of the Science and Mathematics Access to Retain Talent (SMART)
Grants through the Deficit Reduction Act of 2005 (P.L. 109-171) nearly doubled the
STEM education effort under ED. In its first year of funding, FY2006, the SMART
Grants accounted for over half of ED’s STEM education spending. The SMART
Grant provides up to $4,000 for each of the third and fourth years of undergraduate
study and is in addition to the student’s Pell Grant award.
To be eligible to receive a SMART Grant a student must be a citizen, eligible
to receive a Pell Grant, have a 3.0 cumulative grade point average, and enrolled as
a full-time third or fourth year student in a science-related baccalaureate degree
program.
ED Mathematics and Science Partnerships. Prior to creation of the
SMART Grants, the Mathematics and Science Partnership (MSP) program was the

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ED’s largest STEM program. The MSP is intended to increase the academic
achievement of students in mathematics and science by enhancing the content
knowledge and teaching skills of classroom teachers. These partnerships — between
state education agencies, high-need school districts, and STEM faculty in institutions
of higher education — are supported by state-administered formula grants and carried
out in collaboration with the NSF-MSP program. Partnerships must use their grants
for one or more of several specific activities. Among them are the following:
! professional development to improve math and science teachers’
subject knowledge;
! activities to promote strong teaching skills among these teachers and
teacher educators;
! math and science summer workshops or institutes with academic-
year followup;
! recruitment of math, science, and engineering majors to teaching
jobs through signing and performance incentives, stipends for
alternative certification, and scholarships for advanced course work;
! development and redesign of more rigorous, standards-aligned math
and science curricula;
! distance-learning programs for math and science teachers;
! and opportunities for math and science teachers to have contact with
working mathematicians, scientists, and engineers.
A review of projects funded in FY2004 revealed that most grantees focus on
math (as opposed to science) instruction in middle schools, and provide professional
development to roughly 46 teachers over a period of about 21 months.44 The survey
found that most projects link content to state standards, and that algebra, geometry,
and problem-solving are the top three math topics addressed by professional
development activities. Most projects administer content knowledge tests to
teachers, conduct observations, and make pre-and post-test comparisons. About half
of the projects develop their own tests for teachers, and most rely on state tests of
academic achievement to measure student knowledge.
Recommendations to Improve Federal STEM
Education Policy
Many prominent reports from the scientific community have received serious
consideration and their recommendations have been incorporated into legislative
proposals that have ultimately gained passage. These recommendations concern
every aspect of the educational pipeline. All of the recent reports issuing STEM
education policy recommendations focus on five areas: improving elementary and
secondary preparation in math and science, recruiting new elementary and secondary
math and science teachers, retooling current math and science teachers, increasing
the number of undergraduate STEM degrees awarded, and supporting graduate and
early-career research.
44 Analysts at the Brookings Institution conducted a survey of 266 winning MSP projects
from 41 states. Results of the survey are available at [http://www.ed.gov/programs/mathsci/
proposalreview.doc].

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As mentioned at the outset of this report, one report that has been of particular
influence in the STEM debate is from the National Academy of Sciences (NAS) —
Rising Above the Gathering Storm. This influence is perhaps due to the clear targets
and concrete programs laid out in the report. The NAS report’s five
recommendations to improve STEM education are to
! quadruple middle- and high-school math and science course-taking
by 2010,
! recruit 10,000 new math and science teachers per year,
! strengthen the skills of 250,000 current math and science teachers,
! increase the number of STEM baccalaureate degrees awarded, and
! support graduate and early-career research in STEM fields.

To enlarge the pipeline of future STEM degree recipients, NAS sets a goal of
quadrupling the number of middle and high school students taking Advanced
Placement (AP) or International Baccalaureate (IB) math or science courses, from the
current 1.1 million to 4.5 million by 2010. NAS further sets a goal of increasing the
number of students who pass either the AP or IB tests to 700,000 by 2010. To
enlarge the pipeline, NAS also supports the expansion of programs such as statewide
specialty high schools for STEM immersion and inquiry-based learning through
laboratory experience, summer internships, and other research opportunities.
To recruit 10,000 new STEM teachers, NAS advocates the creation of a
competitive grant program to award merit-based scholarships to obtain a four-year
STEM degree in conjunction with certification as a K-12 mathematics or science
teacher. These $10,000 to $20,000 awards could be used only for educational
expenses and would require a five-year service commitment. An additional $10,000
annual bonus would be awarded to participating teachers in underserved schools in
inner cities and rural areas. In further support of this scholarship program, NAS
recommends that five-year, $1 million matching grants be awarded to postsecondary
institutions to encourage the creation of programs that integrate the obtainment of a
STEM bachelor’s degree with teacher certification.
NAS proposes four approaches to achieving the goal of strengthening the skills
of 250,000 current STEM teachers. First, NAS proposes that matching grants be
awarded to support the establishment of state and regional summer institutes for
STEM teachers modeled after the Merck Institute for Science Education. Second,
NAS proposes that additional grants go to postsecondary institutions that support
STEM master’s degree programs for current STEM teachers (with or without STEM
bachelor’s degrees) modeled after the University of Pennsylvania Science Teachers
Institute. Third, NAS proposes that programs be created to train current teachers to
provide AP, IB, and pre-AP or pre-IB instruction modeled after the Advanced
Placement Initiative and the Laying the Foundation programs. Fourth, NAS proposes
the creation of a national panel to collect, evaluate, and develop rigorous K-12 STEM
curricula modeled after Project Lead the Way.
To increase STEM bachelor’s degree attainment, NAS proposes providing
25,000 new scholarships each year. These Undergraduate Scholar Awards in
Science, Technology, Engineering, and Mathematics (USA-STEM) would be
distributed to each state in proportion with its population, and awarded to students

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based on competitive national exams. The $20,000 scholarships could only go to
U.S. citizens, and could only be used for the payment of tuition and fees in pursuit
of a STEM degree at a U.S. postsecondary institution.
To increase graduate study in areas of national need, including STEM, NAS
proposes the creation of 5,000 new fellowships each year to U.S. citizens pursuing
doctoral degrees. The fellowships would be administered by the National Science
Foundation, which would also draw on the advice of several federal agencies in
determining the areas of need. An annual stipend of $30,000 would be accompanied
by an additional $20,000 annually to cover the cost of tuition and fees. These
fellowships would also be portable, so that students could choose to study at a
particular institution without the influence of faculty research grants.
Legislation Action on STEM Education Policy
In recent years, several pieces of legislation have been introduced with the
purpose of improving STEM education in the United States. As has been noted,
many of the proposals in these bills have been influenced by the recommendations
of several reports recently issued by leading academic, scientific, and business
organizations.45 These recommendations, particularly those from the business
community, are not limited to the educational system. This report does not discuss
these non-educational policy recommendations (e.g., immigration policies that affect
the supply of foreign workers to fill U.S. demand in STEM occupations or policies
designed to incent private-sector research and development). Rather, this concluding
section reviews proposals that have gained passage in the 109th and 110th Congresses
that seek to improve the various STEM education outcomes discussed at the outset
of this report.
Major Legislative Actions in the 109th Congress
Three bills containing STEM education-related proposals were passed in the
109th Congress and signed into law. The National Aeronautics and Space
Administration Authorization Act of 2005 (P.L. 109-155) directed the Administrator
to develop, expand, and evaluate educational outreach programs in science and space
that serve elementary and secondary schools. The National Defense Authorization
Act of 2006 (P.L. 109-163) made permanent the Science, Mathematics and Research
for Transformation pilot program initiated by the Defense Act of 2005 to address
45 The Education Commission of the States, Keeping America Competitive: Five Strategies
To Improve Mathematics and Science Education, July 2005; The Association of American
Universities, National Defense Education and Innovation Initiative, Meeting America’s
Economic and Security Challenges in the 21st Century, January 2006; The National
Academy of Sciences, Committee on Science, Engineering, and Public Policy, Rising Above
the Gathering Storm: Energizing and Employing America for a Brighter Economic Future,
February 2006; The National Summit on Competitiveness, Statement of the National Summit
on Competitiveness: Investing in U.S. Innovation, December 2005; The Business
Roundtable, Tapping America’s Potential: The Education for Innovation Initiative, July
2005; The Center for Strategic and International Studies, Waiting for Sputnik, 2005.

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deficiencies of scientists and engineers in the national security workforce. The
Deficit Reduction Act of 2005 (P.L. 109-171) established the Academic
Competitiveness Grants and the National Science and Mathematics Access to Retain
Talent Grants programs, which supplement Pell Grants for students studying
mathematics, technology, engineering, critical foreign languages, and physical, life,
and computer sciences. The act also established the Academic Competitiveness
Council, chaired by the Secretary of Education and charged with identifying and
evaluating all federal STEM programs, and recommending reforms to improve
program integration and coordination. The Council released the findings of its study
in May 2007 (discussed earlier in this report).
The America COMPETES Act
The 110th Congress passed the America Creating Opportunities to Meaningfully
Promote Excellence in Technology, Education, and Science Act (known as the
America COMPETES Act) which was signed into law on August 9, 2007 (P.L. 110-
69). The act expands existing STEM education programs and establishes several
new programs under the Department of Energy (DOE), Department of Education
(ED), and the National Science Foundation (NSF). A brief discussion of the major
provisions of the act follows.
Department of Energy. Title V of the act establishes several STEM
education programs under the DOE. In an effort to draw middle and secondary
school students into the STEM educational pipeline, the act creates (1) a pilot
program that awards grants to states to help establish or expand statewide Specialty
Schools for Mathematics and Science and (2) a program to provide internships to
support Experiential-Based Learning Opportunities for middle and high-school
students at the national labs, with priority given to students from high-needs schools.
To improve K-12 teaching, the act creates (1) a program to establish a Center of
Excellence in each national laboratory region in order to develop and disseminate
best practices in STEM education and (2) a program to support Summer Institutes at
the national labs and partner universities in order to improve the STEM content
knowledge of current teachers. To encourage the pursuit of STEM fields among
advanced students and young scholars, the act creates (1) grants to promote the
establishment of Talent Expansion academic programs in nuclear and hydrocarbon
studies, (2) PACE Graduate Fellowships for those studying a “mission area of the
Department,” and (3) Early Career Awards for new STEM research scientists. The
act also appoints a new Director for STEM Education at the Department who would
coordinate DOE education activities and serve as an interagency liaison for K-12
STEM education.
Education Department. Title VI of the act authorizes several new grant
programs in ED to enhance STEM education. Subtitle A authorizes three new
programs to improve K-12 teaching: (1) a Baccalaureate Degrees program that
encourages STEM majors to concurrently obtain teaching certification, (2) a Master’s
Degrees program to upgrade the skills of current teachers through two to three years
of part-time study or to support one-year programs to bring STEM professionals into
teaching, and (3) a program to increase the number of Advanced Placement and
International Baccalaureate teachers by 70,000. Subtitle B establishes three new
programs specifically directed at improving students’ math achievement. These

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programs award competitive grants to LEAs (through states) and include the Math
Now program to improve math instruction at elementary schools with low math
performance, the Summer Term Education program to provide additional instruction
in high-need LEAs, and the Secondary School program that funds the hiring of math
coaches. Subtitle D authorizes a new competitive state grant program to improve the
Alignment of Secondary School Graduation Requirements with postsecondary and
workforce demands and develop P-16 Data Systems. Subtitle E provides
Mathematics and Science Partnership Bonus Grants for high-poverty elementary and
secondary schools in each state.
National Science Foundation. Title VII of the act seeks to double spending
on NSF STEM education programs in seven years. Most of these funds are directed
at a number of existing STEM education programs at NSF. These programs include
the Robert Noyce Teacher Scholarship program that recruits and trains math and
science teachers, the Math and Science Education Partnerships program, the STEM
Talent Expansion program to increase the number of students receiving associate or
baccalaureate degrees, the Advanced Technological Education program to promote
improvement in the education of science and engineering technicians at the
undergraduate and secondary school levels, the Graduate Research Fellowship
program that provides three years of support for graduate study in STEM fields
leading to research-based master’s or doctoral degrees, and the Integrative Graduate
Education and Research Traineeship program that supports collaborative research
that transcends traditional disciplinary boundaries. The act amends the MSP program
to add a new Teacher Institutes for the 21st Century program that provides additional
professional development to STEM teachers in high-need schools and amends the
Noyce Scholarship program to add a new Teaching Fellowships program that
provides salary supplements. The act further creates a Laboratory Science Pilot
program to award grants to improve laboratories at the secondary school level and
a program to award grants to institutions of higher education to develop Professional
Science Master’s Degree programs.