[Senate Report 108-71]
[From the U.S. Government Publishing Office]
Calendar No. 140
108th Congress Report
SENATE
1st Session 108-71
======================================================================
AMERICAN HISTORY AND CIVICS EDUCATION ACT OF 2003
_______
June 13, 2003.--Ordered to be printed
_______
Mr. Gregg, from the Committee on Health, Education, Labor, and
Pensions, submitted the following
R E P O R T
[To accompany S. 504]
The Committee on Health, Education, Labor, and Pensions, to
which was referred the bill (S. 504) to establish academies for
teachers and students of American history and civics and a
national alliance of teachers of American history and civics,
and for other purposes, having considered the same, reports
favorably thereon without amendment and recommends that the
bill do pass.
CONTENTS
Page
I. Purpose and summary of the bill..................................1
II. Background and need for legislation..............................2
III. History of legislation and committee action......................2
IV. Explanation of legislation and committee views...................2
V. Cost estimate....................................................4
VI. Regulatory impact statement......................................6
VII. Application of law to the legislative branch.....................6
VIII.Section-by-section analysis......................................6
I. PURPOSE AND SUMMARY OF THE BILL
It is the purpose of the American History and Civics
Education Act of 2003 to create, as a pilot program,
residential academies for teachers and students in the fields
of American History and Civics. Up to 12 Presidential Academies
for teachers and 12 Congressional Academies for students would
be sponsored by educational institutions for 2-year renewable
grants. The bill also provides for the establishment of a
National Alliance of Teachers of American History and Civics.
II. BACKGROUND AND NEED FOR LEGISLATION
American children lack sufficient knowledge of U.S. history
and civics. By providing for academies to teach both teachers
and students, the bill hopes to reverse this alarming trend.
According to the National Assessment of Educational
Progress (NAEP), three-quarters of the Nation's 4th, 8th and
12th graders are not proficient in civics knowledge and one-
third do not have even basic knowledge, making them ``civic
illiterates.''
Children are not learning about American history and civics
because they are not being taught it. American history has been
watered down, and civics is too often dropped from the
curriculum entirely.
Until the 1960's, civics education, which teaches the
duties of citizenship, was a regular part of the high school
curriculum, but today's college graduates probably have less
civics knowledge than high school graduates of 50 years ago.
Misguided reform theories in the '60's and '70's resulted in
the widespread elimination of required classes and curricula in
civics education. Today, more than half the States have no
requirement for students to take a course--even for one
semester--in American government.
The proposed Presidential and Congressional Academies would
help reverse this trend. Participating teachers would gain
greater depth in the field as well as garner new ideas for
teaching the subjects to their students. Participating students
would have the opportunity to concentrate on American history
and civics in a challenging environment. The pilot academies
are modeled after Governors' Schools that have succeeded across
the country. The schools are usually summer residential
academies for students and/or teachers in specific fields of
study. Today there are more than 100 Governors' Schools in 28
States.
III. HISTORY OF LEGISLATION AND COMMITTEE ACTION
On March 4, 2003, Senator Alexander proposed S. 504, the
American History and Civics Education Act which was referred to
the Committee on Health, Education, Labor, and Pensions. On May
14, 2003, the committee met in executive session to consider
the American History and Civics Education Act of 2003. No
amendments were offered. The bill was subsequently approved by
voice vote.
IV. EXPLANATION OF LEGISLATION AND COMMITTEE VIEWS
Overview
The American History and Civics Education Act of 2003
authorizes the National Endowment for the Humanities to
administer a grant program to establish up to twelve
Presidential Academies for Teachers at an annual level of $7
million for fiscal years 2004-2007, up to 12 Congressional
Academies for Students at an annual level of $14 million for
fiscal years 2004-2007, and a National Alliance of Teachers of
American History and Civics at an annual level of $4 million
for fiscal years 2004-2007.
Program goals
The purpose of the Academies would be to inspire better
teaching and more learning of the key events, documents,
persons, and ideas that shaped the institutions and democratic
heritage of the United States. This legislation creates a pilot
program. Up to twelve Presidential Academies for teachers and
up to 12 Congressional Academies for students would be
sponsored by educational institutions. The National Endowment
for the Humanities would award 12-year renewable grants to
those institutions after a peer review process. Each grant
would be subject to rigorous review after 3 years to determine
whether the entire Academies program should continue, expand or
end. The legislation authorizes $25 million annually for the 4-
year pilot program. This program is authorized through 2007,
beginning in fiscal year 2004.
Eligible grantees
The committee recognizes that there are a number of
educational institutions that are focused on the teaching of
American history and civics. The committee recommends that the
chairperson administer grants to educational institutions that
demonstrate a focus on content knowledge of American History.
The National Endowment for the Humanities, if feasible, should
try to attain geographic diversity in the selection of
grantees. This is to attempt to ensure that Academies are
dispersed throughout the United States so that students and
teachers nationwide can participate.
The Smithsonian Institution, the National Park Service, the
Library of Congress, and public libraries are stewards of
millions of objects, historical landmarks, books, and documents
that preserve the memories and experiences of the American
people. Their work is a valuable asset in the teaching of
American history and civics. The committee recognizes the
Smithsonian Institution, the Library of Congress, the National
Park Service, and public libraries as examples of nonprofit
educational institutions, which should be considered as
eligible potential recipients of grants made by the National
Endowment for the Humanities under this act.
The committee recognizes how important it is for citizens
to understand the principles that have united all Americans
since our Nation's founding. Most countries are united by a
common ethnicity, but the United States is united by our
commitment to these principles. Therefore, the committee has
not referenced particular ethnic groups' roles in American
history and civics. However, the committee acknowledges the
unique position of Native Americans and their contribution to
American history. Although America's variety and diversity is a
great strength, Americans' greatest accomplishment is that we
found unity amidst that variety and diversity. The three Latin
words that were the first motto of our Nation, E Pluribus Unum,
are still in the right order--out of many, one. The committee
encourages the chairperson to award grants to educational
institutions that will enhance students' and teachers' content
knowledge of the key ideas, events, persons, and documents
defined in section 2 of this act, particularly E Pluribus Unum.
Teacher and student participant requirements
It is the committee's intent that teachers and students
from across the United States, including those from any public
or private school, as well as home-schooled children, would be
eligible to apply to the academies. Additionally, the
committeerecognizes the necessity for educational institutions
receiving these grants to ensure that low-income students and teachers
teaching at title I schools are aware of the workshops and know how and
when to apply to an academy.
Educational institutions applying for Presidential Academy
grants may permit all kindergarten through twelfth grade
teachers of American history and civics to apply to the
Academy. However, the committee does not intend for every
Presidential Academy to serve kindergarten through twelfth
grade teachers. A grantee might design an academy with a
curriculum that is grade level-specific, such as an academy for
kindergarten through third grade teachers of American history
and civics. The committee encourages the Chairperson to award
grants to a diverse group of educational institutions to ensure
that a variety of teachers of American history and civics will
have the opportunity to attend an appropriate Presidential
Academy.
Teachers applying to a Presidential Academy do not need to
be certified history or civics teachers. Selected teachers may
be those who plan to use these subjects in their classroom to
help increase students' content knowledge of American history
and civics. The committee recognizes the potential for these
Academies to help teachers meet the highly qualified criteria
required by the No Child Left Behind Act (Public Law 107-110).
National alliance of teachers of American history and civics
This legislation authorizes the awarding of a grant or
grants for the creation of a national alliance of American
history and civics teachers that would facilitate the sharing
of ideas. The alliance would serve as a resource for the
sharing of best practices in the teaching of American history
and civics and would connect teachers by using the Internet. It
is the committee's suggestion that this alliance might be
modeled after an alliance the National Geographic Society began
during the 1980s to put geography back into the American school
curriculum. The State of Tennessee and the University of
Tennessee were among the first sponsors of that alliance.
It is the committee's intent that this alliance would help
to create State chapters of the national alliance and
coordinate with other alliances that study subjects related to
American history, government, and civics. The committee views
the national alliance of teachers of American history and
civics as a vital entity needed to restore the teaching of
American history and civics to its rightful place the
classroom.
V. COST ESTIMATE
U.S. Congress,
Congressional Budget Office,
Washington, DC, May 20, 2003.
Hon. Judd Gregg,
Chairman, Committee on Health, Education, Labor, and Pensions,
U.S. Senate, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for S. 504, the American
History and Civics Education Act of 2003.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Donna Wong.
Sincerely,
Douglas Holtz-Eakin, Director.
Enclosure.
S. 504--American History and Civics Education Act of 2003
Summary: S. 504 would establish three new grant programs
within the National Endowment for the Humanities (NEH). The
bill would authorize the appropriations of $100 million over
the 2004-2007 period, and CBO estimates that appropriations of
the authorized levels would result in additional outlays of
$100 million over the 2004-2008 period. Enacting the bill would
not affect direct spending or revenues.
S. 504 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act (UMRA)
and would impose no costs on state, local, or tribal
governments.
Estimated cost to the Federal Government: The estimated
budgetary impact of S. 504 is shown in the following table. The
costs of this legislation fall within budget function 500
(education, training, employment, and social services). The
estimate assumes that outlays will follow historical spending
rates for similar competitive grant programs.
------------------------------------------------------------------------
By fiscal year, in millions of
dollars--
---------------------------------------
2004 2005 2006 2007 2008
------------------------------------------------------------------------
SPENDING SUBJECT TO APPROPRIATION
Presidential Academics for
Teaching of American History
and Civics:
Authorization Level......... 7 7 7 7 0
Estimated Outlays........... 3 7 7 7 4
Congressional Academies for
Students of American History
and Civics:
Authorization Level......... 14 14 14 14 0
Estimated Outlays........... 6 14 14 14 8
National Alliance of Teachers of
American History and Civics:
Authorization Level......... 4 4 4 4 0
Estimated Outlays........... 2 4 4 4 2
Total Authorizations under S.
504:
Authorization Level......... 25 25 25 25 0
Estimated Outlays........... 10 25 25 25 15
------------------------------------------------------------------------
Note: Components may not sum to totals because of rounding.
S. 504 would create three new American history and civics
grant programs and authorize funding of $25 million a year for
the next four years. If the authorized amount is appropriated
for each year, outlays would increase by $10 million in 2004,
and by $100 million over the 2004-2008 period.
Presidential Academies for Teaching of American History and Civics
S. 504 would authorize the appropriation of $7 million in
each fiscal year from 2004 through 2007 for a new competitive
grant program for nonprofit educational institutions to
establish Presidential Academies for Teaching of American
History and Civics. The academies would offer summer workshops
for elementary and secondary school teachers of American
history and civics to strengthen their knowledge and
preparation for teaching these subjects.
Congressional Academies for Students of American History and Civics
The bill also would authorize the appropriation of $14
million a year through 2007 for a new competitive grant program
for nonprofit educational institutions to establish
Congressional Academies for Students of American History and
Civics. These academies would offer summer workshops for
outstanding students of American history and civics to broaden
their understanding of these subjects.
National Alliance of Teachers of American History and Civics
S. 504 would authorize the appropriation of $4 million a
year through 2007 and would direct the Chairperson of the NEH
to award a grant to an organization for the creation of a
national alliance of elementary and secondary school teachers
of American history and civics. The purpose of the national
alliance would be to facilitate the sharing of ideas among
teachers of American history and civics and encourage best
practices in teaching through a national Web site, seminars,and
other activities.
Intergovernmental and private-sector impact: S. 504
contains no intergovernmental or private-sector mandates as
defined in UMRA and would impose no cost on state, local, or
tribal governments.
Estimates prepared by: Federal Costs; Donna Wong. Impact on
State, Local, and Tribal Governments: Greg Waring. Impact on
the Private Sector: Nabeel Alsalam.
Estimate approved by: Peter H. Fontaine, Deputy Assistant
Director for Budget Analysis.
VI. REGULATORY IMPACT STATEMENT
A. Regulatory Impact
In accordance with paragraph 11(b) of rule XXVI of the
Standing Rules of the Senate, the Committee has determined that
there will be minimal increases in the regulatory burden
imposed by this bill.
B. Unfunded Mandates Statement
According to the Congressional Budget Office, the bill
contains no intergovernmental or private-sector mandates as
defined in the Unfunded Mandates Reform Act (UMRA). It would
authorize a $25 million pilot program to be administered by the
National Endowment for the Humanities if such sums are
appropriated.
VII. APPLICATION OF LAW TO THE LEGISLATIVE BRANCH
The Committee has determined that there is no legislative
impact.
VIII. SECTION-BY-SECTION ANALYSIS
Section 1. Short title
This Act may be cited as the ``American History and Civics
Education Act of 2003.''
Section 2. Definitions
This Section makes the following definitions:
(1) American History--The term ``American history and
civics'' means the key events, key persons, key ideas, and key
documents that shaped the institutions and democratic heritage
of the United States.
(2) Chairperson--The term ``Chairperson'' means the
Chairperson of the National Endowment for the Humanities.
(3) Institution of Higher Education--The term ``institution
of higher education'' has the meaning given the term in section
101(a) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)).
(4) Key Documents--The term ``key documents'' means the
documents that established or explained the foundational
principles of democracy in the United States, including the
United States Constitution and the amendments of the
Constitution (particularly the Bill of Rights), the Declaration
of Independence, the Federalist Papers, and the Emancipation
Proclamation.
(5) Key Events--The term ``key events'' means the critical
turning points in the history of the United States (including
the American Revolution, the Civil War, the world wars of the
twentieth century, the civil rightsmovement, and the major
court decisions and legislation) that contributed to extending the
promise of democracy in American life.
(6) Key Ideas--The term ``key ideas'' means the ideas that
shaped the democratic institutions and heritage of the United
States, including the notion of equal justice under the law,
freedom, individualism, human rights, and a belief in progress.
(7) Key Persons--The term ``key persons'' means the men and
women who led the United States as founding fathers, elected
officials, scientists, inventors, pioneers, advocates of equal
rights, entrepreneurs, and artists.
(8) Nonprofit Educational Institution--The term ``nonprofit
educational institution'' means (A)(i) an institution of higher
education or (ii) a nonprofit educational research center; and
(B) includes a consortium of entities described in subparagraph
(A).
(9) State--The term ``State'' means each of the 50 states
and the District of Columbia.
Section 3. Presidential Academies for Teaching of American History and
Civics
This section establishes a competitive grant program to be
administered by the National Endowment for the Humanities.
Grantees will offer an approximately two week long workshop for
kindergarten through twelfth grade teachers who teach History
and Civics in their classrooms. Workshops shall have the
flexibility to select teachers from different regions and
public or private schools, including schools in low-income
communities. This section authorizes the Chairperson to
establish a grant application process in order to award up to
twelve two-year renewable grants to educational institutions.
After the first two years the NEH may renew a grant for an
additional two years. The bill does not, however, require that
the NEH do so; it may determine that such a grant is not worthy
of renewal and thereby award the grant to another applicant, if
the NEH approves the new applicant's application. Teachers
shall not incur costs for attendance at or participation in the
Academies. The Chairperson shall evaluate all Academies in
their third year of the grant to determine their overall
success and highlight best grantees' practices in order to
become models for future grantees. In this section, there is
authorized to be appropriated $7 million for each of the fiscal
years 2004 through 2007 for this purpose.
Section 4. Congressional Academies for Students of American History and
Civics
This section establishes a competitive grant program to be
administered by the National Endowment for the Humanities.
Educational institutions awarded grants shall offer workshops
for approximately 300 outstanding students of American History
and Civics going into their junior or senior year for
approximately four weeks in the summer (or at another
appropriate time when students would be free to attend). The
NEH may award up to twelve two-year grants that may be renewed
for an additional two years. As in Section 3, the NEH is not
obligated by this bill to renew grants, but may choose to renew
or award the grants to new applicants. The Primary Professor or
scholar who will design a curriculum for the workshop and will
select core teachers to lead the workshop, shall be named in
the grant application. A student will be eligible to attend the
workshop if the student is recommended by the principal,
headmaster, or other head of academic program, and will be a
junior or senior year in the academic year following the
Academy. A student who attends the workshop shall not incur any
costs associated with attendance at the program, including
meals, lodging and material. Costs associated with travel may
be funded with non-Federal dollars. The NEH shall evaluate all
workshops in the third year of the grant to determine the
overall success and highlight grantees' best practices in order
to become models for future grantees. In this section, there is
authorized to be appropriated $14 million for each of the
fiscal years 2004 through 2007 for this purpose.
Section 5. National Alliance of Teachers of American History and Civics
This section authorizes the Chairperson to award grants to
an organization for the creation of a national alliance of
elementary school and secondary school teachers of American
History and Civics. The purpose of the national alliance is to
facilitate the sharing of ideas among American History and
Civics teachers and to encourage best practices in the teaching
of these subjects. A grant awarded shall be for two years and
may be renewed. As in Sections 3 and 4, the NEH is not
obligated by this bill to renew the grant, but may choose to
renew or award the grant to a new applicant. An organization
that receives this grant shall use the funds for the
development of a website to facilitate discussions of new
ideas, for the creation of in-State chapters of the national
alliance, and for seminars, lectures, and other events on
American History and Civics oriented towards teachers of those
subjects. In this section, there is authorized to be
appropriated $4 million for each of the fiscal years 2004
through 2007 for this purpose.