I began my professional career as an educator. Fighting to ensure a prosperous future for our country and for Hawaii's children is why I am in Congress today. I hope this year we will see real progress by the enactment of legislation to make a real difference, for both the short- and long-term, in science, math, and foreign language education.

I applaud President Bush's call in his State of Union address for increasing the number of teachers in math and science and making college-level courses more available to low income high school students. It is unfortunate that the Budget Reconciliation bill recently passed by the House cut $12 billion from the federal student loan program, while the Tax Reconciliation bill we considered last week provides $70 billion in tax cuts for the wealthy. I know I am not alone when I say supporting college level courses in high school is no substitute for going to college. We need both, and more of each.

Robbing Peter to pay Paul robs our youth of their future.

We need to make a sustained commitment to addressing critical educational issues in science, math, and foreign languages. The President is correct that America's ability to compete in global markets, and to defend ourselves against foreign threats, depend on our ability to educate future generations.

Four years ago, Senator Durbin and I joined forces with a bipartisan group of Senators to introduce legislation to strengthen national security by encouraging the development and expansion of programs to meet critical needs in science, math, and foreign languages at the elementary, secondary, and higher education levels. I also introduced legislation to strengthen education opportunities for federal employees in these critical areas, and improve the government's recruitment and retention of individuals possessing these skills. Last year, Senators Cochran, Dodd, and I introduced legislation to develop a national foreign language strategy.

Some of our proposals have become law. Others were passed by the Senate, but the House refused to consider them. The Intelligence Reform Act of 2004 established two things promoted in our legislation. First, a rotation program to help mid-level federal employees in the Intelligence Community improve their skills. And second, a scholarship program for individuals who possess critical skills, especially those in science, math, and foreign language, in exchange for service with the federal government.

Still, America should rightly ask: why has it been so hard to make even these modest improvements? Especially when there have been numerous national studies and commissions that conclude we need to do better at educating Americans.

In 2001, the Hart-Rudman Commission said that America need a workforce skilled in science, math, computer science, and engineering. They said that the failure to foster these skills was jeopardizing America's position as a global leader. The Commission also found that the maintenance of American power in the world depends upon the quality of U.S. government personnel. It requires employees with more expertise in more countries, regions, and issues. This includes a commitment to language education.

Legislation that I introduced along with my colleagues, some of which dates back to 2001, contains vital components that should be considered as we debate the President's proposed education initiatives.

Some of these programs include:

• Funding the federal government's student loan repayment program for positions critical to national security and for staff with science and foreign language skills;

• Providing financial incentives, including subsidized loans, for students earning degrees in science, mathematics, engineering, or a foreign language;

• Establishing grant programs for local educational agencies that engage in private-public partnerships to improve science and math education;

• Awarding fellowships to students who agree to work for the Federal government and to Federal workers who wish to develop skills in critical national security fields;

• Encouraging early foreign language study in our elementary and secondary schools by establishing foreign language partnerships for teacher training;

• Promoting innovative foreign language programs through grants to higher education institutions; and

• Establishing a National Foreign Language Coordination Council and Language Director to develop and oversee the implementation of a national language strategy that reflects input from all sectors of society.

The intent of these programs is to support a revitalized, re-energized educational system in these critical areas from elementary through graduate school and improve the skills of our current labor force.

Some of the programs would enhance certain skills of our nation's teachers at all levels while providing them with the tools they need to sustain the development of our nation's youth.

For example, one program would develop foreign language partnerships between local schools and higher education foreign language departments to enhance teacher training and develop appropriate foreign language curricula.

If we want to ensure America's future competitiveness in global markets, we need to engage America's industry in assisting our youth to develop the skills industry needs to compete.

Another program proposed in our legislation establishes private-public partnerships to encourage the donation of scientific laboratory equipment, provide internship and mentoring opportunities, and to award scholarship funds for students in critical areas.

To survive in a diverse world, Americans need to harness their natural diversity and expand linkages to their larger community. Education must be seen as a community effort.

We must think more broadly when it comes to foreign languages. The program that Senator Durbin and I envisioned includes immersion programs where students take a science or technology related class in a non-English speaking country, or a cultural awareness program in which foreign language students study the science and technology issues of that country. It is important to understand what other countries are doing in science and technology before foreign innovations surpass our own.

I am glad that President Bush has recognized that action must be taken to improve education in these critical areas by calling for increasing the ranks of Advanced Placement and International Baccalaureate teachers and expanding access to AP and IB classes. I also thank him for finally taking steps to strengthen foreign language education in the U.S. with the National Security Language Initiative.

However, real commitments need to be made. If we do not see education as a continual process for both the student and the teacher, a process designed to engage younger and older generations alike, then we will have created a product of only limited duration -- a band-aid for our intellectual security.

We need to think beyond high school and college level work. We need to engage all levels of schooling and, beyond that, we need to enhance our current workforce. We cannot afford to neglect today's workforce if we want to be successful building our future.