GEORGE M. WHITESIDES [NAS/NAE] is the Woodford L. & Ann A. Flowers University Professor at Harvard University. He has served as an adviser for the National Science Foundation and the Defense Advanced Research Projects Agency. RICHARD N. ZARE [NAS] is the Marguerite Blake Wilbur Professor of Natural Science at Stanford University. He was Chair of the National Science Board from 1996 to 1998.

BIOGRAPHY FOR NORMAN R. AUGUSTINE

NORMAN R. AUGUSTINE was raised in Colorado and attended Princeton University where he graduated with a BSE in Aeronautical Engineering, magna cum laude, an MSE and was elected to Phi Beta Kappa, Tau Beta Pi and Sigma Xi.

In 1958 he joined the Douglas Aircraft Company in California where he held titles of Program Manager and Chief Engineer. Beginning in 1965, he served in the Pentagon in the Office of the Secretary of Defense as an Assistant Director of Defense Research and Engineering. Joining the LTV Missiles and Space Company in 1970, he served as Vice President, Advanced Programs and Marketing. In 1973 he returned to government as Assistant Secretary of the Army and in 1975 as Under Secretary of the Army and later as Acting Secretary of the Army. Joining Martin Marietta Corporation in 1977, he served as Chairman and CEO from 1988 and 1987, respectively, until 1995, having previously been President and Chief Operating Officer. He served as President of Lockheed Martin Corporation upon the formation of that company in 1995, and became its Chief Executive Officer on January 1, 1996, and later Chairman. Retiring as an employee of Lockheed Martin in August, 1997, he joined the faculty of the Princeton University School of Engineering and Applied Science where he served as Lecturer with the Rank of Professor until July, 1999. Mr. Augustine served as Chairman and Principal Officer of the American Red Cross for nine years and as Chairman of the National Academy of Engineering, the Association of the United States Army, the Aerospace Industry Association, and the Defense Science Board. He is a former President of the American Institute of Aeronautics and Astronautics and the Boy Scouts of America. He is currently a member of the Board of Directors of ConocoPhillips, Black & Decker and Procter & Gamble and a member of the Board of Trustees of Colonial Williamsburg and Johns Hopkins and a former member of the Board of Trustees of Princeton and MIT. He is a member of the President's Council of Advisors on Science and Technology and the Department of Homeland Security Advisory Board and was a member of the Hart/Rudman Commission on National Security.

Mr. Augustine has been presented the National Medal of Technology by the President of the United States and has five times been awarded the Department of Defense's highest civilian decoration, the Distinguished Service Medal and has received the Joint Chiefs of Staff Distinguished Public Service Award. He is co-author of The Defense Revolution and Shakespeare In Charge and author of Augustine's Laws and Augustine's Travels. He holds eighteen honorary degrees and was selected by Who's Who in America and the Library of Congress as one of the Fifty Great Americans on the occasion of Who's Who's fiftieth anniversary. He has traveled in nearly 100 countries and stood on both the North and South Poles.

Chairman BOEHLERT. Thank you very much.
Dr. Vagelos.

STATEMENT OF DR. P. ROY VAGELOS, RETIRED CHAIRMAN AND CEO, MERCK & CO.

Dr. VAGELOS. Thank you, Mr. Chairman and Committee Members. I am delighted to be here to talk about my specific interest in this committee work.

And let me start with K-12 education since that was mentioned by both the Chairman and Mr. Gordon. Mr. Gordon made the statement that much of what is recommended is a rehash of old material. And to some degree, that is true. The problem is that if you go to the American public today, they will tell you that they are not pleased with the results of what we are doing in K-12 education, and therefore, the committee looked very hard. And as

Norm just mentioned, among the committee of 20 people, the unanimous number one priority was to do something in K-12 education. So let me tell you a couple of things that we focused on. First of all, a recognition that if one is going to teach in science and mathematics, that one should have had some expertise and some courses in those fields that are going to be taught in K-12, especially in grades eight through twelve. What we have found is that many of the teachers have had no major, and not even a good course in the subjects that they are teaching. So you will have a teacher teaching physics or chemistry or mathematics never having had a major course in those areas. And so can we expect such teachers to turn on our young people to be able to enter these fields?

We decided not, and therefore, what are we recommending?

We are suggesting several programs that are aimed at just that kind of thing. For instance, there are students who are already majoring as undergraduates in mathematics, science, and engineering, and there is a program, for instance, it is called "U Teach" at the University of Texas in Austin, which selects these students and offers them scholarships if they will also take some courses in education and learn to teach during the four years that they are already majoring in these subjects that they are going to potentially teach. Now these are the people who really understand their subjects.

And so one of the recommendations is 10,000 students per year of that sort nationally who are going to be expert in their field and who are becoming teachers, and the payback is that they teach for five years.

Another program that we have. So that would cover 10,000 new teachers coming through the mill. If you take the large numbers of people who are already teaching in these subjects and say can we resuscitate them because they don't really have the expertise. And we have a program, several programs for them.

The one I like best is those people who are willing to come back for a Master's degree and spend two years, two summers and weekends to take a Master's in subject matter, whether it is physics, chemistry, technology, or mathematics, and they end up, at the end of two years, as master teachers, really understanding deeply their subject and being able to turn out other teachers and certainly to recruit and excite students.

In addition to these Master's programs, there are programs that are summer institutes, large numbers of these, where teachers come back for two to four weeks annually have their education in specific subject matter improved. So these are the kinds of people who can turn people on and students on.

Now we can do that for teachers. We can also increase the number of students that are going through middle and high schools who go into science and math by inducing them to take advanced placement courses and tests or international baccalaureate subjects. And there is a program, again which was tested and has been going for 10 years in Texas, centered in Dallas in this instance, where both the teachers are trained in the summer institutes to teach advanced courses, and students are induced by offering them scholarships, and then if they pass the test, they get a bonus of $100. Not

only do the students get $100, but the teachers get $100. Now this program has been going on for 10 years, and the number of students taking these advanced placement courses and tests has gone up tenfold, 10 times over the course of 10 years. Now the beauty of that is that these students who are now taking advanced courses are more likely to go into such courses when they go to college.

Okay. So those are two programs that I think are really important and have been demonstrated to work. And so this is what we would recommend.

We would also recommend a development of a curriculum, a national curriculum, that would be voluntary and available through the Internet to, available to all teachers nationally and all school districts that could be optimizing all of these subjects that we are talking about.

To jump ahead, to get students then to go into science, engineering, mathematics, computer sciences, there would be scholarships, undergraduate scholarships at the level of $25,000 per year, competitive, picking the best students in the country to go into these, also 5,000 fellowships for graduate study in such subjects to get our students in there and in the same subjects, and finally, as Norm just talked about the international students, we would like to have a correction and improvement in both the visa and the immigration policies so that we can continue to attract or attract again those kinds of top students internationally who were coming to the United States and have been slowed down because of various problems since 9/11.

So I think, in summary, I think we all agree that K-12 is important. Certainly our higher education is also important. But it is not only important for competitiveness, it is important for the jobs, the high-knowledge jobs of the future that are going to dictate our

economy.

Thank you, Mr. Chairman.

[The prepared statement of Dr. Vagelos follows:]

PREPARED STATEMENT OF P. ROY VAGELOS

Mr. Chairman and Members of the Committee.

Thank you for this opportunity to appear before you on behalf of the National Academies' Committee on Prospering in the Global Economy of the 21st Century. As you know, our effort was sponsored by the National Academy of Sciences, National Academy of Engineering and Institute of Medicine (collectively known as the National Academies). The National Academies were chartered by Congress in 1863 to advise the government on matters of science and technology.

Mr. Augustine, Chair of the Committee, has discussed the overall concerns the Committee has about the future vitality of the United States economy. During my testimony, I will focus on the problems that we're having in K through 12 education. The Committee believes the education issue is the most critical challenge the United States is facing if our children and grandchildren are to inherit ever-greater opportunities for high-quality, high-paying jobs—and our solution and recommendations to respond to the Nation's challenge in K-12 science, mathematics, engineering, and technology education were the Committee's top priority.

The Committee found that the American public is not satisfied with the K through 12 education available for their children. They are worried about the international comparative surveys that show that children outside the United Stateseven those in countries with far less resources than ours-rank higher than their own children in their understanding of mathematics or science.

The Committee then made the recommendation we call "10,000 teachers, 10 million minds" which proposes increasing America's talent pool by vastly improving K12 science and mathematics education.

In developing its action steps to reach this goal, the Committee first focused on what part of K-12 science, mathematics, engineering, and technology education was of greatest concern. The Committee immediately recognized that many of these teachers do not have sufficient education in these fields, and its recommendations respond to that concern.

Of all its action steps, the Committee's highest priority is a program that would annually recruit 10,000 of America's brightest students to the science, mathematics, and technology K-12 teaching profession. The program would recruit and train excellent teachers by providing scholarships to students obtaining Bachelor's degrees in the physical or life sciences, engineering, or mathematics to gain concurrent certification as K-12 science and mathematics teachers. Over their careers, each of these teachers would educate 1,000 students, so that each annual cadre of teachers educated in this program would impact 10 million minds.

The program would provide merit-based scholarships of up to $20,000 a year for four years for qualified educational expenses, including tuition and fees, and would require a commitment to five years of service in public K-12 schools. A $10,000 annual bonus would go to program graduates working in under-served schools in inner cities and rural areas.

To provide the highest-quality education for undergraduates who want to become K-12 science and mathematics teachers, it would be important to award matching grants, perhaps $1 million a year for up to five years, to as many as 100 universities and colleges to encourage them to establish integrated four-year undergraduate programs leading to Bachelor's degrees in science, engineering, or mathematics with concurrent teacher certification.

This program, modeled after a very successful program in Texas (and which is being replicated in California), takes advantage of those people who are already in science, mathematics, engineering, and technology higher education programs and offer them the ability to get into teaching. It also incorporates in-classroom teaching experiences, master K-12 teachers, and ongoing mentoring-the combination of which produces highly qualified teachers with the skills and support to remain effective in the classroom.

Our second action step focuses on strengthening the skills of 250,000 current K12 science and mathematics teachers through summer institutes, Master's programs, and Advanced Placement and International Baccalaureate (AP and IB) professional development programs. Each of these activities also builds on very successful model programs that can be scaled up to the national level.

In the case of the summer institutes, the Committee recommends that the Federal Government provide matching grants for state-wide and regional one- to two-week summer institutes to upgrade the content knowledge and pedagogy skills of as many as 50,000 practicing teachers each summer. The material covered would allow teachers to keep current with recent developments in science, mathematics, and technology and allow for the exchange of best teaching practices. The Merck Institute for Science Education is a model for this recommendation.

For the science and mathematics Master's programs, the Committee recommends that the Federal Government provide grants to universities to develop and offer 50,000 current middle-school and high-school science, mathematics, and technology teachers (with or without undergraduate science, mathematics, or engineering degrees) two-year, part-time Master's degree programs that focus on rigorous science and mathematics content and pedagogy. The model for this recommendation is the University of Pennsylvania Science Teachers Institute.

In the case of AP, IB, and pre-AP or pre-IB training, the Committee recommends that the Federal Government support the training of an additional 70,000 AP or IB and 80,000 pre-AP or pre-IB instructors to teach advanced courses in mathematics and science. Assuming satisfactory performance, teachers may receive incentive payments of up to $2,000 per year, as well as $100 for each student who passes an AP or IB exam in mathematics or science. There are two models for this program: the Advanced Placement Incentive Program and Laying the Foundation, a pre-AP program.

The Committee also proposes that high-quality teaching be fostered with worldclass curricula, standards, and assessments of student learning. Here, the Committee recommends that the Department of Education convene a national panel to collect, evaluate, and develop rigorous K–12 materials that would be available free of charge as a voluntary national curriculum. The model for this recommendation is the Project Lead the Way pre-engineering courseware.

Why are we doing this? Because, as Mr. Augustine mentions, many of the teachers who are teaching subjects have no background in the subjects that they are teaching. It is very hard for someone who does not have a physics education to turn students on to physics, because they have no basic feeling for the subject. Teachers

with strong content knowledge, either through a Bachelor's or Master's program, who also have strong pedagogy skills and access to ongoing skills updates can be truly effective at encouraging students in science, mathematics, and technology fields. That is the thesis that we've built on.

The Committee also proposes a program that will enlarge the pipeline by encouraging more students to take AP and IB science and mathematics courses and tests through providing more opportunities and incentives for middle-school and highschool students to pursue advanced work in science and mathematics. The Committee suggests a national goal of increasing the number of students in AP and IB mathematics and science courses from 1.2 million to 4.5 million, and setting a goal of tripling the number who pass those tests, to 700,000, by 2010. Student incentives for success would include 50 percent examination fee rebates and $100 mini-scholarships for each passing score on an AP or IB mathematics and science examination. The reason we are encouraging more students to participate in AP/IB courses is because we have found, through the Dallas-based AP Incentive Program, that those students who take AP/IB courses are twice as likely to enter and complete college as those who do not. Of particular interest is the ability of programs such as the University of California College Prep Program to reach currently under-served areas or populations of students with specific learning needs through online access to teachers and tutors.

We also propose scholarships for American undergraduates who are willing to go into science and technology and engineering and fellowship programs for those pursing graduate science and engineering degrees in areas of national need.

In sum, the Committee is proposing a whole spectrum of recommendations that will enhance the quality of science, mathematics, engineering, and technology education for all American students and providing incentives for Americans to pursue higher education degrees in these fields. By taking the proposed actions, we believe that the United States will be better positioned to compete as a country for future high knowledge jobs.

Thank you for providing me with this opportunity to testify before the Committee. I would be pleased to answer any questions you have about the report.

BIOGRAPHY FOR P. ROY VAGELOS

Dr. Vagelos served as Chief Executive Officer of Merck & Co. Inc., for nine years from July 1985 to June 1994. He was first elected to the Board of Directors in 1984 and served as its Chairman from April 1986 to November 1994.

Dr. Vagelos joined the worldwide health products firm in 1975 as Senior Vice President of Research and became President of its research division in 1976; in addition, starting in January 1982, he served as Senior Vice President of Merck with responsibility for strategic planning. He continued to hold both positions until 1984, when he was elected Executive Vice President.

Before assuming broader responsibilities of business leadership, Dr. Vagelos had won scientific recognition as an authority on lipids and enzymes and as a research manager. This followed a decision early in his career to put his principal energies into research rather than the practice of medicine.

Dr. Vagelos received a A.B. degree (1950) from the University of Pennsylvania, where he was elected to Phi Beta Kappa, the academic honor society. He received his M.D. from Columbia University (1954) and was elected to Alpha Omega Alpha, the medical honor society. After internship and residency (1954-56) at Massachusetts General Hospital in Boston, he joined the National Institutes of Health in Bethesda, Maryland.

At the NIH (1956-66) he served in the National Heart Institute, holding positions in cellular physiology and biochemistry-first as Senior Surgeon and then as Head of Section of Comparative Biochemistry, both in the Laboratory of Biochemistry.

In 1966, Dr. Vagelos joined Washington University in St. Louis, Missouri, as Chairman of the Department of Biological Chemistry of the School of Medicine. In addition, from 1973 to 1975, he assumed more extensive responsibilities as Director of the University's Division of Biology and Biochemical Sciences, which he founded. Dr. Vagelos has received honorary Doctor of Science degrees from Washington University (1980) for his research achievements and important influence on national science policy; Brown University (1982) for distinguished contributions to the advancement of knowledge as a teacher, research scientist, and head of one of the Nation's outstanding laboratories; the University of Medicine and Dentistry of New Jersey (1984) for outstanding leadership in biomedical research leading to drugs and other therapeutic agents of direct benefits to mankind; New York University (1989) for contributions in helping to discover and produce medicines that both extend and enhance life; Columbia University (1990) for an extraordinary range of accomplish