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Age 47 - Height 5'10'," - Height 170 lbs. Excellent health
Married (20 years) - 4 children: two boys, two girls, ages 3-19

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Program llanager, Science Education Development and
Research, National Science Foundation (on assignment
from St. Louis Community College)
The NSF position involved several activities:
1) Complete responsibility for a congressionally

7/76 - 7/79

mandated $500,000 program for a comprehensive assessment of Science Education in the nation's

two-year colleges; 2) Complete responsibility for the computer system

design and implementation of a computerized proposal record, office automation, and reviewer analysis local management system at the National Science Foundation;

7172 - 6/76

3) Program manager for projects involving a wide

range of innovative projects from elementary
school science through graduate level course

development in several subject fields;
4) Extensive travel, giving talks and assistance in

faculty development and funding at colleges and

universities throughout the United States. Chairperson, Science Division, St. Louis Conmunity College at Florissant Valley (6 departments, 33 fulltime and 12 part-time faculty. Chemistry, Physics, Geology, Nursing, llome Economics, Biology) Director, NSF Physics of Technology Project ($270,000) Staff of & persons; 6 professional (6171-6/75) Director, NSF Science and Engineering Technology llational Curriculum Development Project. (Staff of 30 professionals at 12 colleges, $344,000, 6/74-6/76).

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Course Director, "ISF Chautauqua-type Short Courses
Prograni for College Teachers, Eastern, Central and
Western Circuits (for over 300 College Teachers from
as many colleges, 10/72-3/75).
Professor of Physics (teaching two courses per semester)
Director, NSF Physics of Technology Project
Writer, NSF Course Material Development Project,
University of Michigan, 6/70 - 5/72.
Chairperson, Physics Department (6 faculty)
Associate Professor of Physics (teaching 2 courses per
semester)

7/70 - 6/72

8/68 - 6770

8/67 - 7/68

NSF Science Faculty Fellow, University of Kansas
(Doctoral studies and research, physics, math, and
computer science). On leave of absence from St. Louis.

8/63 - 5/67

Chairperson, Physics Department
Instructor to Associate Professor of Physics (full-
time teaching).
Director, USOE research project on Programmed
Instruction via Television (6/64 - 7/65).

Helped in Creation of Colleges - from 25 faculty to
500, from 300 students to 25,000 students.

8/57 - 7/62

High school physics teacher; graduate student, University of Kansas and Harvard University.

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Participant International Conferences on Physics Education: Edinburgh, Scotland, July 1975; Oxford, England, July, 1978.

National Science Foundation representative to the Federal Interagency Committee on Energy Education.

Member, Editorial Board, The Physics Teacher (1977-1979).
Member, Executive Board, Anerican Association of Physics Teachers (1970-1973).
Consultant for numerous college and publishing companies with special expertise
in course and curriculum development, technical education.
Member of various advisory committees (American Institute of Physics; Educational
Testing Service; University of Michigan NSF Project; Technical Education Research
Centers).
Representative of St. Louis Community College to the League for Innovation in the
Cormunity College (1970-1971).
Assisted faculty with, and prepared proposals and plans for various instructional
research and developinent projects.

PUBLICATIONS (In the past 10 years)
Threc books, eight monographs, and one book in progress (McGraw-Hill; Merrill;
Macllillan).

Articles (The Physics Teacher; Physics Today; Engineering Education; School Science and llathematics).

HIONORS AND AWARDS Outstanding Performance Award (8/78) from the National Science Foundation ("For outstanding performance in carrying out the Foundation's mandate to improve science education in the nation's two-year colleges," and "for important contributions to the utilization of the computer"). Distinguished Service Citation of American Association of Physics Teachers ("For exceptional contributions to the teaching of physics," January, 1975). NSF Science Faculty Fellow (1967-1968).

STATEMENT OF BILL G. ALDRIDGE, EXECUTIVE DIRECTOR,

NATIONAL SCIENCE TEACHERS ASSOCIATION

Mr. ALDRIDGE. Thank you, Mr. Pease.

I would like only to emphasize certain points in my written testimony, so that what I say will be somewhat disjointed.

I come as a representative of the National Science Teachers Association.

I note that most of the people who come before you in one way or the other, I suppose myself included, represent some vested interest. But we don't have the students here, and we don't have the teachers here. There is a serious problem, and that problem is not being addressed in the budget or in the authorizations for the National Science Foundation education directorate.

The range of problems and the kinds of problems which exist for people who are trying to teach science in the schools either at the undergraduate level or in particular, at the precollege level are every serious, and they are not being addressed adequately at this time by anyone at the Federal level.

You listen to the testimony by different groups who have their own special concerns with regard to the NSF budget and each of these concerns is legitimate. Each is very important and something that ought to be considered.

But then we have Jim Rutherford with $86 million in the science education directorate trying to find out where he is going to put it to meet all of the expressed concerns.

We have a situation in science education where there is not sufficient money to do a single research project well. Yet in the research directorates we have money for replication. You have industries doing applied research with the findings of basic research, but essentially nobody doing applied research in education.

The amount of money that you have provided for science education is so far below the threshold to do anything significant, that you are going to face serious consequences as a result. What we see happening now will become even worse. The reports are there; the evidence is there; the people need only look at it to see what has happened.

The moneys in this budget will not solve or even begin to solve those problems. I have tried to point out the contrast between the problems and the level of effort in my written testimony.

I would like to comment just a bit about what is happening with local resources. Dr. Zacharias suggests that there is something like $100 billion out there in local resources. Let me point out that about 20 percent of that amount is being absorbed this year in increasing energy costs and other inflationary costs by those institutions.

We are facing a time when the salaries of teachers are diverging rapidly from salaries of other workers and professional personnel. Teachers salaries are not keeping up with those of other workers. Teachers must go out and work in summers. They can no longer afford to go to school. The NSF does not have programs for them which will provide even modest stipends. Teachers are not going back to school to improve themselves for their performance in the classroom when they can't even provide for their families,

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I tried to identify a couple of areas of support shown in the new Department of Education budget. They show a rather sharp contrast between the kinds of support that is being provided for the NSF Science Education Directorate and what is available in other agencies.

Let me refer to an example. This happens to be at a community college where we were attempting to work with blind students in a physics class for technicians.

There would be quite a bit of money available, were the course in vocational education. But because it was a service course for students in vocational programs, there was no source of support.

That is happening not only at the community college level. It is happening throughout the school system. Schools are being pushed into situations where they must adapt to requirements of the Federal Government with regard to handicapped, disadvantaged, and minorities, but without any support to make those adaptations. It cannot be done without additional resources.

The point I am trying to make, of course, is that somebody is neglecting science education, particularly at the precollege level.

In my judgment, that neglect is not a consequence of actions of the NSF Science Education Directorate. It appears to me that the responsibility for that rests directly with the National Science Board, and with the Office of Management and Budget.

It seems to me that those are the people who make the decisions on what the science education directorate is going to have. The only way that we are going to have any significant increase in support for NSF science education is for the Congress to say that this is what you are going to do and you are going to add it on. That is what happened in the past and that is the only thing that makes a difference and all the rest of the talk will be for naught.

I made a number of specific recommendations at the end of my written testimony. I won't go into those now. I prefer to respond to any questions you may have and I would be happy to respond to any questions that you may send later.

[The prepared statement of Mr. Aldridge follows:]

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