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The FY 2002 Budget Request for
the Education and Human Resources (EHR) Activity is $872.41 million,
an increase of $86.79 million, or 11.0 percent, over the FY 2001
Current Plan of $785.62 million. In addition, $144.0 million in
funds are projected from H-1B Nonimmigrant Petitioner Receipts in
FY 2002.
(Millions of Dollars)
The EHR Activity defines and implements an investment
strategy that advances the vision and goals of NSF's Strategic Plan
in areas related to improving education and human resource development.
Its interconnected and comprehensive portfolio of programs - unique
within the federal enterprise -encompasses every educational level
and type of learning (formal and informal) in all parts of the country.
Its programs develop models and strategies for providing all students
access to high quality, standards-based educational opportunities,
thus enabling a well-prepared citizenry. They also play a major
role in helping meet NSF's commitment to developing human resources
for the U.S. scientific and technological workforce. EHR programs
are subject to continuous improvements based on program reviews,
evaluation, dissemination of best practices, and evolving knowledge
bases.
Across its programs, EHR provides support for approximately
124,000 people, including teachers, students, researchers, post-doctorates,
and trainees. Support for programs specifically addressing NSF's
Strategic Goal, "People - A diverse, internationally competitive
and globally-engaged workforce of scientists, engineers, and well-prepared
citizens," totals nearly $700 million in FY 2002, an increase
of 14.3 percent over FY 2001. Moreover, about 37 percent of the
funding for research grants and tool development provides support
for researchers and students, including more than 25,000 post-doctorates,
and graduate and undergraduate students.
The strength of EHR science, mathematics, engineering,
and technology (SMET) programming resides in its ability to integrate
research and education, combining the expertise of the research
and education communities. Its products include cutting-edge research
on learning and teaching that informs education practice; comprehensive,
standards-based instructional materials effective in increasing
student achievement and providing essential workplace skills; strategies
for developing content knowledge and teaching skills of the instructional
workforce; and research, development, and implementation of next
generation learning technologies.
EHR programs promote NSF goals by supporting:
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development of partnerships among stakeholders
in SMET education for improving student achievement;
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preK-16 systemic reform to achieve standards-based,
inquiry-centered science and mathematics education;
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development of resources (e.g., curricula, student
assessments, learning technologies) as well as strategies (e.g.,
professional development, education reform) that facilitate
all students' access to quality, standards-based education;
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advanced training of scientists, mathematicians,
and engineers for the 21st century;
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increased scientific and technological literacy
for all Americans;
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integration of research and education through
strong linkages between both communities; and
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broad participation in SMET by individuals and
institutions currently underrepresented in the enterprise.
EHR preK-12 programs are based on the conviction
that all students can learn and achieve at much higher levels than
are presently attained in science and mathematics. This conviction
forms the basis for NSF's development and implementation of the
Math and Science Partnerships initiative, which is a part of the
President's broader agenda to strengthen and reform K-12 education.
NSF's systemic reform projects, which treat whole systems and build
educational capacity at state, urban, rural, and district levels,
as well as more targeted projects in teacher preparation and enhancement,
have provided successful models for improving the quality of teaching
and the performance of students. They position NSF well for implementing
the Partnerships initiative. For example:
During the fifth year of the El Centro City School
District Local Systemic Change (LSC) project, 4th and 6th grade
students were tested using the Science Section of the Stanford
Achievement Test. For 4th grade students, the average percentile
for those with no experience with the LSC program was 21, and
for those with 4 years experience it was 53; for 6th grade students,
the average was 28 for students with no experience with the LSC
program, 64 for students with experience in the program. It should
also be noted that after being in the program for four years,
the average percentile ranking for all students was above 50.
Results are particularly dramatic when considered in context.
The El Centro City School District is in the largest city in the
poorest county in California with an unemployment rate approaching
30 percent. The students, 81 percent of whom are Hispanic, are
primarily from families of agricultural workers and most come
to the system with limited English language skills.
This systemic approach extends to higher education
as well, where EHR programs work to strengthen undergraduate and
graduate SMET programs while encouraging greater participation on
the part of members of groups currently underrepresented among professionals
in these fields. For example:
The development of a diverse, globally-oriented
science and engineering workforce is being fostered through the
substantive collaborations that have been formed among Historically
Black Colleges and Universities Undergraduate program (HBCU-UP),
the Louis Stokes Alliances for Minority Participation (LSAMP)
and the Alliances for Graduate Education and the Professoriate
(AGEP) projects, aimed at providing smoother transitions between
educational levels for minority SMET majors. An example of this
collaboration is found in the state of Alabama. While student
participants of the Miles College HBCU-UP benefit from technology-enhanced
SMET curricula, faculty mentoring and financial support, faculty-supervised
research experiences are acquired through LSAMP-sponsored summer
internships at the University of Alabama, Birmingham. The Alabama
AGEP provides graduate school awareness, preparation and recruitment
activities targeting Miles College undergraduates. Once admitted
to University of Alabama graduate programs, students benefit from
AGEP-sponsored faculty mentoring and advising, and are eligible
for financial support to ensure timely graduate degree completion.
All EHR programs are informed by the research base
on learning and education that is currently emerging; for example,
recent results from research on the learning of science and mathematics
have shown that:
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Elementary school children are capable of more
sophisticated forms of reasoning, modeling and higher order
learning than previously thought or than are currently embedded
in teaching materials and teaching practice;
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Homeless students and Latino students for whom
English is a second language (or whose command of English is
limited) can learn to high national standards when properly
taught;
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Fourth and fifth graders can talk appropriately
about sampling and distributions and how these ideas can help
explain the growth of organisms and populations of organisms;
and
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Research projects constructed by elementary school
students reveal understanding of experimental controls and extraneous
variables even at the first grade level.
In FY 2002, EHR continues to address emerging needs
and opportunities in priority areas. The intent is to capitalize
on synergy across programs with related goals, challenge the field
to develop innovative strategies to serve as models for the nation,
and aggressively pursue opportunities for collaboration with other
NSF programs, as well as with federal and private organizations.
Math and Science Partnerships Initiative
In FY 2002, NSF requests $200.0 million to initiate
the President's Math and Science Partnerships initiative. The initiative
emphasizes ensuring that all students have the opportunity to perform
to high standards, using effective, research-based approaches, improving
teacher quality, and insisting on accountability. It addresses issues
specific to math and science education, such as too many teachers
in these areas teaching out of field, too few students taking advanced
coursework, and too few schools offering a challenging curriculum
with appropriate materials to support it.
The initiative aims to provide funds for states and
local school districts to join with institutions of higher education.
It also provides a mechanism to mobilize mathematicians, scientists,
and engineers of higher education to be part of the solution to
K-12 education - to help in raising math and science standards,
providing math and science training for teachers, and creating innovative
ways to reach underserved schools and students.
NSF's implementation of the Math and Science Partnerships
initiative is grounded in research; that is, it aims to implement
research-based effective strategies, while simultaneously serving
as a testbed for future research. The emphases on accountability
and the use of data in decision-making help demonstrate successful
models for improving the quality of teaching and the performance
of students.
As the initiative begins, state and local education
agencies will be at different stages of readiness for partnering
with institutions of higher education, as will the institutions
themselves. While many states have already instituted similar partnerships,
some will be exploring partnerships of this type for the first time.
Implementation of the initiative recognizes these differences in
readiness, allowing state and local education agencies and their
partnering institutions to determine the challenges they face and
to design collaborations that fit their needs.
Information Technology Research: EHR will
participate in NSF's Information Technology Research priority area
by enhancing support for research related to the use of information
technology in educational settings. Support for such information
technology research projects will total $2.0 million in FY 2002.
Learning for the 21st Century: Key to meeting
the challenges of the 21st century is understanding how people learn
as individuals and transferring that knowledge for use in learning
environments or for enabling people of diverse interests and skill
levels to maximize their learning potential. EHR plays a leadership
role in activities designed to address Learning for the 21st Century
by virtue of its extensive programming in research on learning and
education, its development of IT-enabled tools for learning, its
programmatic linkages between K-12 and higher education, and its
development of comprehensive, action-oriented activities that address
all elements of this priority area. EHR's FY 2002 investment in
this priority area will increase to $106.31 million, an increase
of $2.35 million, or 2.3 percent, over the FY 2001 level of $103.96
million.
Research on learning and education forms
the EHR contribution to the Multidisciplinary Learning Research.
Funding will remain at $39.13 million in FY 2002. This includes
$15.13 million toward the Interagency Education Research Initiative
(IERI), a joint effort between NSF, the Department of Education,
and the National Institutes of Health. The EHR research effort under
IERI will link to an additional $10.0 million from the Research
and Related Activities appropriation, for total NSF support of $25.13
million.
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Electronic dissemination of high-quality education
materials, information on effective pedagogical practices, and
data from scientific research show great promise in broadening
access to quality SMET education. Networking may be of particular
benefit for learners in regions and institutions where local
resources are limited. A key element in this effort is development
of the National Science, Mathematics, Engineering, and Technology
Education (SMETE) Digital Library, to which EHR will contribute
$24.60 million in FY 2002.
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Graduate Teaching Fellows in K-12 Education addresses
instructional workforce issues by placing graduate students
and advanced undergraduates in K-12 classrooms as resources
for teachers. EHR funding for this program will be $22.41 million
in FY 2002.
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Centers for Learning and Teaching (CLT) partner
higher education and K-12 school systems to address national
needs for strengthening SMET education, with a special focus
on strengthening current and future instructional workforces.
In FY 2002, CLT funding remains constant at $20.17 million.
STRATEGIC GOALS
EHR's support for ongoing and new activities contributes
to NSF efforts to achieve its strategic goals, as well as to the
administration and management activities necessary to achieve these
goals.
Support by Strategic Goal
(Millions of Dollars)
|
FY 2001
Estimate |
FY 2002
Estimate |
Change |
Amount |
Percent |
PreK-12 |
267.99 |
357.68 |
89.69 |
33.5% |
Undergraduate |
150.87 |
150.62 |
-0.25 |
-0.2% |
Graduate and Professional |
95.85 |
103.60 |
7.75 |
8.1% |
Other |
94.36 |
84.50 |
-9.86 |
-10.4% |
Subtotal, People |
$609.07 |
$696.40 |
87.33 |
14.3% |
Ideas |
139.44 |
139.25 |
-0.19 |
-0.1% |
Tools |
24.95 |
24.60 |
-0.35 |
-1.4% |
Administration & Management1
|
12.16 |
12.16 |
0.00 |
0.0% |
Total, EHR Appropriation |
$785.62 |
$872.41 |
$ 86.79 |
11.0% |
H-1B Nonimmigrant Petitioner Receipts2
|
121.00 |
144.00 |
23.00 |
19.0% |
Total, EHR |
$906.62 |
$1,016.41 |
$109.79 |
12.1% |
People
EHR's principal contributions to meeting NSF's goals
come in developing a diverse, internationally-competitive workforce
of scientists and engineers as well as citizens who are well-prepared
to face an increasingly technological world. EHR programs aimed
at progress toward this goal cover all educational levels and lay
the groundwork for increasing the participation of underrepresented
groups.
PreK-12 Activities
The FY 2002 Budget Request includes $357.68 million
for PreK-12 activities, an increase of $89.69 million over FY 2001.
PreK-12 programs are operated within the Math and Science Partnerships;
Educational System Reform; Elementary, Secondary, and Informal Education;
and Undergraduate Education Subactivities. Evaluation and monitoring
systems within the Research, Evaluation, and Communication Subactivity
assess program impact and operational effectiveness.
Math and Science Partnerships Initiative (MSPI):
NSF anticipates two major categories of activity under the President's
Math and Science Partnerships initiative: Infrastructure Partnerships
and Action Partnerships. Each requires the establishment or intensification
of partnerships, plans for improving math and science education,
and accountability mechanisms. They differ in the nature of the
partnership and the location of leadership for the activity.
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Infrastructure Partnerships will provide
a framework for states to partner with institutions of higher
education to gauge their current status with respect to math
and science education and to develop and implement plans for
improvement. Infrastructure activities are expected to be broad
in scope, aimed at statewide coordinating functions such as
teacher certification and concomitant teacher education programs,
data generating capabilities, or aligning assessments to high
standards. They would also target areas for more intense activity
through other mechanisms.
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Action Partnerships will enable partners
at state and local levels to act to improve math and science
education through design and exploration of new models of action
and adaptation of existing models to local circumstances. These
awards assume an intensity of action that requires their control
to be vested locally, presumably in a school district or collection
of school districts.
The MSPI will form the centerpiece of EHR's K-12
education activities in FY 2002, totaling $200 million. Its projects
will expand the reach of outcomes from NSF's past and on-going activities.
In order to accomplish this, a total of $110 million is redirected
from other EHR K-12 education programs. Reductions are most significant
in the longer running programs where activities are most consistent
with the objectives of the MSPI and where past outcomes demonstrate
effective models for action under the Initiative. Continuing activities
will target development of models for action in specific areas of
national need, new experimental approaches to addressing long term
issues, development of instructional materials and assessments,
and the new Centers for Learning and Teaching.
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Systemic Reform of PreK-12: In FY 2002,
funding of large-scale systemic reform for states, cities, and
rural areas totals $45.25 million, a reduction of $65.19 million
from FY 2001 which enables a redirection of funds to support
the new Math and Science Partnerships initiative. Systemic reform
projects provide access to high-quality science and mathematics
educational resources for many of the nation's children who
are educationally disadvantaged and expand professional development
opportunities for the instructional workforce. No new awards
will be made in FY 2002 under the Urban Systemic Program (USP),
Statewide Systemic Initiatives (SSI), or Rural Systemic Initiatives
(RSI) programs. Recent program innovations to strengthen the
interface between the K-12 and higher education sectors set
the stage for future participation of some systemic reform sites
in the new Math and Science Partnerships initiative.
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Teacher Enhancement (TE) funds are reduced
by $32.02 million, to total $56.12 million, to enable a redirection
of funds to the Math and Science Partnerships initiative. TE
efforts expand the nation's ability to strengthen its K-12 instructional
workforce, creating materials for training teachers and providing
leadership training for in-service teachers and school administrators.
Many projects creatively involve school systems, universities,
informal science performers, and the private sector. The bulk
of resources in FY 2002 will maintain existing projects. Focused
FY 2002 efforts will target areas of national need, including
enhancing the disciplinary knowledge of teachers teaching out
of their field of expertise, and providing mentors for teachers
who are in their initial years of teaching. Results from such
activities can provide information to projects supported through
the Math and Science Partnerships initiative.
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Teacher Preparation (TP) funding is reduced
by $8.0 million, to total $6.52 million, due to a combination
of phasing out the Collaboratives for Excellence in Teacher
Preparation (CETP) program and a redirection of funds to the
Math and Science Partnerships initiative. TP addresses PreK-12
teacher preparation through meaningful collaborations between
SMET disciplinary and education departments at universities
and colleges. Funds will support a mix of continuing activities
and new experimental approaches that can inform projects supported
through the Math and Science Partnerships initiative.
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Instructional Materials Development (IMD)
funding is reduced by $5.10 million, to total $28.99 million,
due to a redirection of funds to the Math and Science Partnerships
initiative. IMD projects develop rigorous, validated standards-based
comprehensive curricula and instructional materials for K-12
science and mathematics education. Funding is also provided
for resource centers that foster awareness and implementation
of standards-based curriculum models.
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Centers for Learning and Teaching (CLT):
The CLT program develops comprehensive, research-based approaches
to improve teaching and enhance learning. CLTs focus on (1)
fostering high quality research into the nature of learning,
effective teaching, policies, and outcomes of standards-based
reform; (2) developing a diverse cadre of SMET education experts
to guide the education of future K-12 teachers, and developing
instructional materials, assessments, education research and
evaluation, and future directions in informal science education;
(3) significantly increasing the numbers and quality of K-16
SMET educators who have solid content knowledge and skills in
implementing standards-based instruction and assessments as
well as in using information technology as an aid to student
understanding. Funding remains constant at $20.17 million in
FY 2002.
Undergraduate Activities
The FY 2002 Budget Request for undergraduate support
is $150.62 million, a decrease of $250,000 from FY 2001. Support
is primarily in the Undergraduate Education and Human Resource Development
Subactivities. Major undergraduate programs include:
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Advanced Technological Education (ATE)
funding is maintained at $39.16 million. ATE strengthens the
science and mathematics preparation of technicians for the high-performance
workplace. ATE currently supports eleven Centers and about 160
smaller-scale projects. Emphasis is placed on adaptation and
implementation of exemplary curricula or programs. Currently,
ATE involves over 1,000 faculty and 300 teachers in developmental
activities and more than 1,000 large, medium, and small companies.
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Scholarship for Service (SFS) was initiated
in FY 2001 to engage students in developing the skills needed
to provide high-quality security for the nation's information
infrastructure, particularly in the federal sector. This interagency
effort is maintained at $11.18 million in EHR.
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Course, Curriculum, and Laboratory Improvement
(CCLI) funding is maintained at $49.63 million. CCLI focuses
on institution-wide implementation of quality instruction in
classrooms and laboratories. The funding level includes $3.0
million for work in assessment of student performance and program
quality at the undergraduate level.
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Distinguished Teaching Scholars (DTS),
a new program in FY 2001, recognizes and rewards undergraduate
faculty whose integration of research and education enhances
the quality of the future workforce and understanding of science
by the general public. Funding for DTS is maintained at $1.51
million in EHR.
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Louis Stokes Alliances for Minority Participation
(LSAMP) decreases by $250,000 to a total of $26.53 million
within EHR. LSAMP is intended to raise the achievement and number
of underrepresented minority degree recipients in undergraduate
science, mathematics, and engineering. Projects utilize the
knowledge, resources and capabilities of academic, federal,
industrial, and private sectors. LSAMP supports 27 alliances
of two- and four-year colleges and universities.
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Minority-Serving Institutions funding
is maintained at $26.47 million in EHR. The program for Tribal
Colleges ($9.98 million requested in FY 2002) encourages Native
Americans to pursue information technology and other science
and technology fields of study, as well as increases the capability
of these colleges to offer relevant science and technology courses
and enhance K-12 education in feeder school systems. Historically
Black Colleges and Universities-Undergraduate Program (HBCU-UP)
funding is $13.97 from EHR, which is augmented by an additional
$1.0 million through Research and Related Activities account,
for total NSF funding of $14.97 million. HBCU-UP is designed
to strengthen research infrastructure and education in participating
institutions and contributes to the goal of increasing numbers
of minorities obtaining SMET baccalaureate degrees. The Model
Institutions of Excellence program, another Foundation-wide
effort, is funded at $2.52 million in EHR ($10.02 million in
total NSF funding).
Graduate and Professional Activities
The FY 2002 Budget Request provides support for graduate
and professional activities totaling $103.60 million, an increase
of $7.75 million. Support is primarily located within the Graduate
Education and Human Resource Development Subactivities. Programs
include:
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Graduate Research Fellowship (GRF) funding
increases $3.67 million to a total of $58.75 million. The increase
permits NSF to raise the stipend of graduate fellows while raising
the number of offers for new fellowships to 900. Fellowships
recognize and support the nation's most promising science, mathematics,
and engineering graduate students. Within this program, high
priority is placed on maintaining diversity of the applicant
and awardee pools.
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Graduate Teaching Fellows in K-12 Education
(GK-12) funding in EHR increases by $2.70 million to a total
of $22.41 million. GK-12 supports graduate and advanced undergraduate
SMET students as content resources for K-12 teachers to help
strengthen classroom instruction. GK-12 Fellows will assist
teachers in the science and mathematics content of their teaching,
demonstrate key science and mathematics concepts, and gain necessary
pedagogical skills for improving their potential as future educators.
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Integrative Graduate Education and Research
Traineeships (IGERT) funding increases $2.39 million to
total $14.34 million in EHR. IGERT provides support for universities
to engage graduate students in interdisciplinary science and
engineering research training programs. An additional $24.84
million is provided through the R&RA account for IGERT,
for total Foundation support of $39.18 million.
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Alliances for Graduate Education and the Professoriate
(formerly the Minority Graduate Education program) funding totals
$11.80 million, to refine and implement innovative strategies
for increasing substantially the number of minority science,
mathematics, and engineering doctorates, and their representation
in the professoriate.
Efforts Across Education Levels
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Informal Science Education (ISE) funding
totals $56.0 million, investing in activities across a variety
of venues including museums, print, film, broadcast, and community-based
organizations that increase public appreciation and understanding
of science and technology, and the processes of research that
create them. ISE continues to increase access to informal learning
opportunities in inner cities and rural areas; strengthens linkages
between informal and formal learning experiences; and works
to disseminate the latest findings from scientific research
to the public.
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Program Evaluation and Accountability:
In FY 2002, evaluation efforts within the Research, Evaluation,
and Communication (REC) Subactivity are funded at $12.64 million.
Growing emphasis is placed on building robust data systems that
can fully respond to Government Performance and Results Act
(GPRA) reporting requirements. Full-scale evaluation activities
of selected major ongoing programs, specialized implementation
studies, and development of evaluations for new activities continue
to identify best practices.
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Program for Gender Equity (PGE) supports
education and research activities that foster increased participation
of women and girls in SMET. Funding is maintained at $11.19
million.
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Program for Persons with Disabilities (PPD)
supports efforts to increase the participation and achievement
in SMET education and research of individuals with disabilities.
Emphasis is placed on projects building and strengthening alliances
among higher education, K-12 educational systems, and business
and industry. Funding is maintained at $5.28 million.
Ideas
EHR's FY 2002 Budget Request for efforts aimed at
discovery across the frontier of science and engineering connected
to learning, innovation, and service to society includes:
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Education Research funding totals $40.43
million in FY 2002. EHR mounts a comprehensive and integrated
agenda covering the spectrum from fundamental cognitive research
to large-scale efforts implementing educational technologies
in support of NSF's emphasis on the Science of Learning. In
addition to this funding, the Interagency Education Research
Initiative (IERI), an NSF-wide activity in partnership with
the Department of Education and the National Institutes of Health,
is supported at $15.13 million in EHR.
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Centers of Research Excellence in Science
and Technology (CREST) remains unchanged at $8.88 million
with nine centers and a special effort to help Center faculty
become more competitive in other NSF research programs.
-
Experimental Program to Stimulate Competitive
Research (EPSCoR) funding remains constant at $74.81 million.
The program continues to strengthen the research infrastructure
of participating states through infrastructure awards and co-funding
of research projects. Up to $25.0 million more will be provided
in co-funding within the Research and Related Activities Appropriation
to enable EPSCoR researchers to participate more fully in NSF
research activities; total NSF support for EPSCoR in FY 2002
approaches $100.0 million.
Tools
In FY 2002, EHR support for the National Science,
Mathematics, Engineering, and Technology Education (SMETE) Digital
Library (NSDL) decreases by $350,000 to a total of $24.60 million.
NSDL lays the foundation for a national resource to increase the
quality, quantity, and comprehensiveness of Internet-based SMET
educational resources while enabling virtual learning communities
that link students, teachers, and faculty with each other and to
a wide array of standards-based educational materials.
Administration and Management
Administration and Management provides for administrative
activities necessary to enable NSF to achieve its strategic goals.
This includes the cost of Intergovernmental Personnel Act appointments
and contractors performing administrative functions.
Number of People Involved in
EHR Activities
|
FY 2000
Estimate |
FY 2001
Estimate |
FY 2002
Estimate |
Senior Researchers |
5,150 |
5,510 |
5,720 |
Other Professionals |
2,050 |
2,190 |
2,280 |
Postdoctorates |
280 |
290 |
300 |
Graduate Students |
4,280 |
4,580 |
4,830 |
Undergraduate Students |
18,600 |
19,360 |
20,140 |
K-12 Students |
11,720 |
10,670 |
10,670 |
K-12 Teachers |
89,300 |
82,500 |
80,440 |
Total Number of People |
131,380 |
125,100 |
124,380 |
Changes in Budget Structure
A new Subactivity is established in FY 2002 with
respect to commencement of the President's Math and Science Partnerships
Initiative (MSPI). Support for this initiative is provided partially
through new funds, and partially through a redirection of funds
from other K-12 activities. Total support in FY 2002 for the MSPI
is comprised of the following elements:
Redirected from the Elementary,
Secondary, and Informal Education Subactivity |
$37 million |
Redirected from the Educational
System Reform Subactivity |
$65 million |
Redirected from the Undergraduate
Education Subactivity |
$8 million |
Redirected from the Innovation
Partnerships Program Element |
$10 million |
New Funds |
$80 million |
Total MSPI Support: |
$200 million |
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