H.R.885 - Teaching Geography is Fundamental Act

To improve and expand geographic literacy among kindergarten through grade 12 students in the United States by improving professional development programs for kindergarten through grade 12 teachers offered through institutions of higher education. view all titles (2)

All Bill Titles

  • Official: To improve and expand geographic literacy among kindergarten through grade 12 students in the United States by improving professional development programs for kindergarten through grade 12 teachers offered through institutions of higher education. as introduced.
  • Short: Teaching Geography is Fundamental Act as introduced.

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  • Today: 1
  • Past Seven Days: 2
  • All-Time: 2,771
 
Introduced
 
House
Passes
 
Senate
Passes
 
President
Signs
 

 
03/02/11
 
 
 
 
 
 
 

Sponsor

Representative

Chris Van Hollen

D-MD

View Co-Sponsors (71)

Official Summary

Teaching Geography is Fundamental Act - Amends the Higher Education Act of 1965 to establish a geography education grant program under title II (Teacher Quality Enhancement). Authorizes the Secretary of Education to award a grant to a national nonprofit educational organization or consortiu

Official Summary

Teaching Geography is Fundamental Act - Amends the Higher Education Act of 1965 to establish a geography education grant program under title II (Teacher Quality Enhancement). Authorizes the Secretary of Education to award a grant to a national nonprofit educational organization or consortium, with 75% to be used for matching subgrants to institutions of higher education associated with state geographic alliances, nonprofit educational organizations, or state or local educational agencies. Requires program participants to use their grants and subgrants to enhance the geographic literacy of students in kindergarten through grade 12 by supporting specified activities, including:
(1) educational research;
(2) teacher training;
(3) the development of effective teaching tools and learning materials;
(4) the application of rigorous academic standards and assessment techniques;
(5) comparative studies of world cultures, economies, and environments; and
(6) the exchange of information regarding the state of geographic literacy and strategies for its improvement.

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