Daniel Akaka

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise proudly today on behalf of our Nation's veterans and returning servicemembers to introduce the Healing the Invisible Wounds Act of 2006. This legislation will enhance the counseling and readjustment services provided by the Department of Veterans' Affairs (VA). And it will protect the rights of veterans to receive PTSD compensation--now or in the future. Many of the men and women who served in Iraq and Afghanistan are suffering from some of the most severe physical injuries. However, even more of these brave servicemembers have invisible wounds--difficulties with adjusting to not being on the battlefield or dealing with long- lasting visions and experiences that they encountered. My bill is intended to ensure that these men and women receive the readjustment counseling and mental health services necessary to transition into what we hope to be a full and productive life after combat. This issue is especially relevant following the release of a mental health care study conducted by the Army Institute of Research which revealed that as many as 35 percent of Iraq war veterans received mental health care services in the year after their return home. The study concluded that the high rate of using of mental health care services among Operation Iraqi Freedom veterans after deployment highlights challenges in ensuring that there be adequate resources to meet the mental health needs of returning veterans. As we all know, the transition period for these soldiers is extremely critical. So critical that it can, in some cases, mean the difference between short- term readjustment issues and severely chronic psychological conditions. This bill supports and encourages greater cooperation between VA and the Department of Defense, DoD, through the expansion of innovative Reunion and Re-entry activities carried out by Vet Center staff. These activities provide members of the National Guard and Reserves with counseling services during the transition from their deployment overseas to civilian life. Demobilization often occurs so rapidly for these returning servicemembers that they sometimes do not receive or are overwhelmed by the benefits information they need. It is understandable that our servicemembers are much more focused on being reunited with their loved ones than caring about what benefits they are eligible to receive. My bill provides a comprehensive approach by providing group session counseling, a one-hour private counseling session, a presentation to family members about counseling-related matters, and other services that are deemed appropriate by the Secretaries of Veterans Affairs and Defense. My bill ensures that these services are provided no later than 14 days upon return and that servicemembers be retained on active duty until they receive these crucial counseling services. In order to provide feedback and reflection about how to better serve veterans in this capacity, my bill requires a report from VA. The report would detail the costs associated with the provision of counseling services, an assessment of the efficacy of the services provided to meet the readjustment needs of veterans, and a survey-based assessment regarding the satisfaction of veterans receiving these services, that would include the manner in which these services are provided. Servicemembers have paid a great price in defending freedom. Access to treatment and counseling to heal invisible wounds must be considered a continuing cost of war. In that spirit, this legislation would authorize $180 million for the provision of readjustment counseling services. Colleagues, if there's one lesson we've learned thus far, it is that the earlier we provide these services, the better chance we have of preventing more serious mental health conditions. We need to invest in our future now. If we don't provide these services, we will be paying a much, much higher price in the future. The safe counseling havens of VA include Vet Centers, which are great conduits for the delivery of these types of transition activities. All Vet Centers are staffed by veterans who can relate to the experiences that these OIF/OEF veterans commonly share. In 2005, Vet Centers cared for more than 44,900 veterans of the Global War on Terrorism in Afghanistan and Iraq. In addition, Vet Centers provided bereavement counseling to more than 800 surviving family members of over 525 servicemembers who were killed while on active duty serving their country. Despite increases in the number of veterans coming to Vet Centers for care, the budget for the program has remained relatively stagnant. My bill would also address PTSD benefits for veterans. Instead of being proactive and allocating resources to address these challenges while at the same time caring for older veterans, a fear of rising costs prompted a reactionary response from many in Washington. Some policy makers believe that reducing veterans' compensation for PTSD by reexamining 72,000 previously awarded claims might be a good way to save money. This is a bad idea. Many times, VA compensation is the only source of income for severely disabled veterans and their families. I am thankful that VA set aside its plan to move forward with the PTSD Review late last year. However, there are ongoing efforts to re-evaluate how PTSD is compensated. The Institute of Medicine and Disability Benefits Commission are currently reviewing veterans' disability compensation. This bill requires the Secretary of Veterans Affairs to submit a report to Congress 6 months prior to modifying how PTSD is compensated under the disability compensation rating system. Veterans will no longer have to worry that the administration will cut disability compensation in order to save money. Through budget shortfalls and constraints, we must remain steadfast in ensuring that our servicemembers and their families do not suffer in silence from the invisible wounds that they receive in the name of freedom. Many of us fail to give invisible wounds the attention they require. I urge my colleagues to join me in taking another step towards healing our veterans by enacting this important measure. I ask unanimous consent that the full text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I extend my warmest congratulations to a secondary school in my State of Hawaii, on the island of Maui, that has reached a significant milestone this year. All my best to Lahainaluna High School, as it proudly celebrates its 175th anniversary. Lahainaluna sits in the foothills of the West Maui Mountains overlooking Lahaina, a former whaling village once the capital of Hawaii. As with many schools, Lahainaluna, known as ``the leading star of the Pacific,'' began as a seminary for young men. It opened on September 5, 1831, following a vote of the Hawaiian Mission of the American Board of Commissioners to create the institution. Rev. Lorrin Andrews served as the school's first headmaster for 25 students. By June of 1836, the class size increased to accommodate 32 boys, some of them beginning the tradition of boarding that continues today. Lahainaluna's initial curriculum included subjects that missionaries to Hawaii wished to require of teachers. These were traditional subjects such as arithmetic, writing, geography, and natural history, and later, advanced mathematics, astronomy, scriptural history, and theology. Students were also instructed in useful trades including farming, animal care, carpentry, navigation, surveying, printing, and engraving. Members of this institution were inventive and innovative, and on February 14, 1834, the first issue of Ka Lama Hawaii, the first newspaper published west of the Rocky Mountains, was printed at the school. The school's curriculum expanded tremendously from its original offerings by the turn of the century. Students learned grammar, bookkeeping, typing, mechanical and architectural drawing, sanitation, civics, business math and English, in addition to vocational subjects such as auto repair and agriculture. Lahainaluna kept pace with the times and in 1923 became known as a ``public high school'' for boys and girls, rather than as a ``special school.'' Two years later, the school became a 4-year high school and graduated its first senior class in June 1926. Statehood came for all of us in Hawaii on August 21, 1959. About 20 years after that, Lahainaluna's traditionally male boarding department opened its doors to admit female boarders. Lahainaluna was accredited in 2004 by the Western Association of Schools and Colleges for a 6-year term. It received a 2006 Superior Schools award at the Environmental and Spatial Technology conference in Hot Springs, AR. Today, Lahainaluna continues to be one of Maui's flagship high schools, educating a diverse student body of 1,000 students each year and sending them to colleges across the country. Certainly, the school has weathered many changes, particularly the rise and fall of Maui's sugar industry, and the inevitable impacts on the families of its student body. It is my hope that the school will continue for many years into the future to educate bright, young minds and inspire them to become productive citizens who give back to the community. Congratulations to Principal Michael Nakano, members of his administration, faculty, staff, current students, and their families, and all of its alumni who have continued Lahainaluna's proud traditions and seen the school to its memorable 175th anniversary this year. The school's philosophy is an enduring one, and I will end by noting part of it here, ``We recognize the importance of each student. All students can learn and we must give them the opportunity to maximize their potential. We encourage students to think independently, to have a sense of responsibility for themselves and for society and to experience the satisfactions and rewards that come from creativity.''

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today, as in years past, to submit a resolution to designate April as Financial Literacy Month. I thank my cosponsors, Senators Sarbanes, Cochran, Lautenberg, Kohl, Stabenow, Talent, Lincoln, Crapo, Johnson, Dodd, Martinez, Durbin, Inouye, DeMint, Baucus, Feinstein, Coleman, and Allen. I am pleased to once again work with colleagues on both sides of the aisle to promote financial and economic literacy for people of all ages all across America. This resolution highlights the need to combat financial and economic illiteracy in our homes, schools, workplaces, and communities, and mobilize everyone to better educate themselves and others around them. In my State of Hawaii, State Representative K. Mark Takai in a previous year sponsored legislation establishing April as Financial Literacy for Youth Month, as I had in a previous Senate resolution, and this year introduced HB 1920 to redesignate the name of the month as Financial Literacy Month to broaden the month's focus to people of all ages. Testimony from State and local officials and community leaders supporting the legislation included a statement from Ms. Kristine Castagnaro, Executive Director of the Hawai'i Council on Economic Education, who said, ``residents of all ages deserve to possess the skills necessary to make wise choices for their lives and communities.'' Mr. Brent Dillabaugh, Public Policy Director of the Hawai'i Alliance for Community Based Economic Development, said, ``Fostering basic financial and economic literacy is one of the most important aspects in achieving self sufficiency. As credit options become increasingly sophisticated and difficult to understand it is crucial that individuals have the capacity to make sound financial decisions.'' I support such State-level efforts in Hawaii and similar efforts across the country highlighting the need for us to focus on these important issues. Education in personal finance and economics means empowerment, because it can provide people with the tools they need for sound decisionmaking. Unfortunately, many individuals do not understand even the basics of our complex economic system. Although much continues to be done to provide more Americans with an education in personal finance and economics, a number of troubling indicators show that many people are ill-equipped to negotiate life's financial choices. For instance, scores went up for the first time on the Jump$tart Coalition's 2004 test of the financial literacy of high school seniors, but on average, students still failed the exam. States have responded so that now all recognize to some degree the need for economic or personal finance in their curriculum. However, according to the National Council on Economic Education, only 17 States require an economics course be offered in their high schools and only 15 require an economics course as a graduation requirement. Moreover, only 8 States require a course be offered with content in personal finance and only 7 States require students to take such a course. This picture must improve, as barriers to credit continue to decrease, and credit card holders become younger and younger. According to a recent national poll by Junior Achievement, 5 percent of teenagers 13-14 years of age reported having credit cards, and this percentage doubles to 10 percent for those 17 years of age, and doubles again to nearly 20 percent for those 18 and older. Early use of credit should be accompanied by early education in money management and the basics of economics. On the other end of the spectrum, a tenth of our Nation's families are without an account at a mainstream financial institution. The most common reason people give for not having a checking account is that they do not write enough checks to make it worthwhile. Still, checking accounts are useful in a number of other ways and typically serve as the first formal relationship one will have with a mainstream financial institution. Opening an account at a mainstream financial institution is a critical step in the path to homeownership and entrepreneurship and allows individuals to benefit from the relatively low fees, savings instruments, and other wealth building opportunities offered by banks and credit unions. Increased financial and economic literacy can help people navigate around the countless pitfalls found in the marketplace. Consumers with a variety of credit histories can easily find credit in many different forms. Lenders' aggressive marketing campaigns encourage families to take on substantial debt for indulgences and luxuries, which can be harmful if the families are already saddled with debt and are not saving toward an education or retirement nest egg. Taking out these loans is irrational, but abusive marketing efforts have resulted in unprecedented levels of borrowing. Thus, although the availability of credit has grown dramatically, financial literacy has not yet increased adequately in response. Consequently, we are presented with a number of troubling statistics. Last year's personal savings rate was negative for the first time since 1933, at the end of the Great Depression. A negative savings rate means that, on average, people are spending more money than they make. Moreover, the household debt service ratio, which gives a sense of the proportion of disposable income people are using to pay off their debt, increased to record levels in 2005. These findings suggest a serious problem exacerbated by the fact that most workers have not calculated how much they need to save for retirement, even if they believe they are behind schedule in their retirement savings. As policymakers, we need to focus on these issues year round. However, focusing on Financial Literacy Month in April means that we have a designated part of the year when we can reassess our efforts to highlight that worked and improve on those that have not. Once again, I thank my colleagues for their support of this resolution.

Mr. AKAKA

Mr. AKAKA. Mr. President, today I stand in recognition of America's public servants who provide the essential, often unseen services on which our great country thrives. As the ranking member of the Senate Homeland Security and Governmental Affairs Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia, I am honored to submit a resolution paying tribute to these employees in celebration of Public Service Recognition Week. I am delighted to be joined by the leadership of the Senate Homeland Security and Governmental Affairs Committee, Senators Voinovich, Collins, Lieberman, Coleman, Levin, Coburn, and Carper. The 22nd anniversary of Public Service Recognition Week, which takes place the week of May 1, 2006, showcases the talented individuals who serve their country as Federal, State and local government employees, both civilian and military. From Hawaii to Maine, throughout the Nation and around the world, America's public employees use this week to showcase the exciting challenges of a career in public service and demonstrate how government workers create a brighter future for us all. Public servants perform essential services that our nation relies on every day. They care for our veterans, protect our public lands, ensure the safety of our food and water, and deliver the mail and needed medical supplies, in addition to countless additional tasks. Over the past few years we have all been reminded of the remarkable work of public servants, including our men and women in uniform. Their steadfast devotion to the defense of this Nation and the ideals we hold most dear is commendable. Nearly 2,600 military and Department of Defense civilian employees have lost their lives since the beginning of Operation Enduring Freedom and Operation Iraqi Freedom. The sacrifice of these brave men and women remain a constant reminder of the courage with which the members of our Armed Forces serve. Nor should we forget those Federal civilian employees who work side-by-side with our troops abroad and provide needed support for their mission. Military and civilian employees alike continue to earn our admiration with their unwavering strength and dedication. The men and women who serve in the Coast Guard exemplify public service as demonstrated by their tireless efforts to rescue the people trapped in their homes by the flood waters from Hurricane Katrina. Another example of the countless contributions public servants give to the Nation is Orlando Figueroa, the Deputy Associate Administrator for Programs, Science Mission Directorate, at the National Aeronautics and Space Administration, who led the Mars Exploration Rover Project. Mr. Figueroa and his team created a mobile science lab used to conduct remote exploration on the surface of another planet, which allowed the exploration of regions beyond the original landing site. This fantastic accomplishment has produced a wealth of scientific discoveries revealing Mars as a potential habitat. The work of Mr. Figueroa and other Federal scientists spark the imagination, fuel the human spirit, and inspire us to pursue even greater things. President John F. Kennedy said, ``Let the public service be a proud and lively career.'' While Public Service Recognition week provides the opportunity to honor and celebrate the works of our Federal employees, it also serves as a time to call upon a new generation of Americans to explore the opportunities of such a ``proud and lively career.'' Through job fairs, agency sponsored events, and special exhibits, Public Service Recognition Week allows individuals from all walks of life to gain a deeper appreciation of the challenging, exciting, and rewarding work available in the federal government. I encourage my colleagues to bring to light the works and services of the federal employees in their states and join in this annual celebration.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today, along with my good friend and colleague Senator Daniel Inouye, to introduce the Senate companion to H.R. 1105, the Dam Rehabilitation and Repair Act, which was introduced by Representative Sue Kelly and co-sponsored by my colleagues from the State of Hawaii, Representatives Neil Abercrombie and Ed Case. The Dam Rehabilitation and Repair Act will improve the safety of our Nation's dams by establishing a Federal program to assist Hawaii and other states in rehabilitating publicly owned dams that pose a risk to public safety. Storms that struck Hawaii in recent weeks remind us that the devastation wrought by the collapse of a dam can be severe and tragic. All too often, these catastrophic collapses come with little or no warning, leaving those in the path of flooding with no time to avoid danger. Dam safety is a neglected aspect of our homeland security. While we plan for the possibility that terrorists may attack our infrastructure, we fail to fully recognize that critical infrastructure is also subject to the forces of nature and, therefore, prone to wear and tear. Just as we must guard against attacks on our critical infrastructure, we must also be attentive to its maintenance. Our Nation has thousands of dams. The homes and businesses of millions of Americans are in the path of potentially catastrophic flooding that could result from dam failures. Some of our great cities are at risk, as are vast tracts of our most productive agricultural land. Although dams are often out of sight and given little regard in everyday life, we put lives and property at peril when we fail to properly maintain them. The Dam Rehabilitation and Repair Act takes an important step forward by allocating Federal funds for the repair and rehabilitation of publicly owned dams that are deemed to be unsafe. Specifically, this bill will: Mandate the Director of the Federal Emergency Management Agency (FEMA) to establish a program providing grant assistance to states for the repair of dams that pose a public safety risk; require the FEMA Director to determine appropriate procedures for awarding grants and allocating funds; establish a risk-based priority system to identify dams in need of repair; and establish a cost sharing arrangement between the Federal Government and States. In addition, I am working to ensure that both public and private dams receive the maintenance they need for the public's safety, and I appreciate the technical assistance that the American Society of Civil Engineers has given me on this critical problem. I look forward to working with my colleagues to pass legislation that augments the National Dam Safety Program and provides states with the necessary assistance to protect the public. I ask unanimous consent to print in the Record at this point a letter from the Dam Safety Coalition endorsing this legislation and that text of the legislation be printed in the Record.

Mr. AKAKA. Mr. President, I rise today to reintroduce legislation with Senator Durbin that will increase educational opportunities in science, technology, engineering, mathematics (STEM), and foreign languages for all students. Last month, I shared with my colleagues the need to expand educational opportunities in these areas so that the youth of today can meet the challenges of tomorrow. The President, in his State of the Union address, said that America's ability to compete in global markets and to defend the nation against foreign threats depends on the strength of our educational system. On this point, he and I agree. Our future national and economic security are tied directly to our mathematical, scientific, and linguistic acumen. For example, prior to 9/11, the Intelligence Community was not prepared to handle the challenge of translating the volumes of foreign language counter-terrorism intelligence it had collected. The Intelligence Community faced backlogs in material awaiting translation, a shortage of language specialists and language-qualified field officers, and a readiness level of only 30 percent in the most critical foreign languages. This news, however, was not new. In 2000, Ellen Laipson, Vice Chairman of the National Intelligence Council, reported similar problems and said that thousands of technical papers providing details on foreign research and development in scientific or technical areas were not being translated because of the lack of personnel to interpret the material, which could lead to the possibility of ``a technological surprise.'' It is clear that our national security relies on having a workforce skilled in the areas of science, technology, engineering, math, and foreign languages. We need to take action to strengthen education in these areas so that the United States can compete, prosper, and be secure in the 21st Century. A major investment in America's education system is necessary to ensure that we can communicate with and understand the cultures of our world partners and competitors. In the words of the Committee for Economic Development, ``we must redefine, as each generation has done, what it means to be an educated American in a changing world.'' Enactment of the Homeland Security Education Act provides the framework to enhance our education system to ensure that our nation's youth will have the skills needed for success. Our education system must be reenergized and reinvigorated to meet the needs of our nation by preparing students to be proficient in foreign languages and leaders in the scientific and engineering fields. Our schools need the equipment and the materials to teach the critical STEM and foreign language courses and bring these subjects to life. To address these issues our bill would: encourage public private partnerships to improve science and math curricula; upgrade laboratory facilities; provide scholarships for students to study math, science, or engineering at the university level; and establish internship and mentoring opportunities for students in grades K through 12; develop cultural awareness and immersion programs in colleges and universities that combine science, technology, and engineering instruction with foreign language to expand international understanding and scientific collaboration; and create language learning pathways to facilitate proficiency in critical foreign languages from Kindergarten through graduate school. However, no amount of funding or new programs will address the problem if there are not enough teachers trained in these subjects. To address the shortage of STEM and foreign language teachers, our bill includes provisions to award scholarships in the amount of $15,000 to language-proficient individuals and practicing scientists and engineers to return to school and earn their degrees and become certified to teach these critical skills to students in high-need, low income schools. Our bill would also allow National Security Education Program scholarship and fellowship recipients to meet their service requirements by teaching in these critical areas if they cannot find a national security position in the Federal Government. A key provision in the Homeland Security Education Act focuses on foreign language teacher training by awarding grants to facilitate partnerships between K through 12 schools and institutions of higher education to build professional development programs, summer workshops or institutes, and foreign language distance learning programs for elementary and secondary school teachers. In addition to providing new programs and teachers, we must encourage students to study these subjects. The U.S. currently lags far behind other countries in the number of students majoring in these critical areas. We must reverse this trend if we are to ensure an adequate supply of science, technology, engineering, and mathematics expertise in the years ahead. For example, only 32 percent of undergraduates in the United States receive their degrees in science and engineering, compared to 59 percent in China and 66 percent in Japan. The statistics are even worse for foreign language education, where fewer than one in 10 college students enroll in a foreign language class. Our bill would provide financial incentives for students to take the tough classes, earn their degrees, and be trained in the skills that will help America succeed by providing them with $5,000 scholarships to earn degrees in STEM or a foreign language. I am proud of my home State of Hawaii, which appreciates the importance of learning other languages and understanding other cultures and where high school seniors take Advanced Placement (AP) exams in calculus, chemistry, physics, and science at rates that are higher than, and in some cases nearly double, the national average. Still, there definitely is room for more students to take AP exams and excel in these important areas. The Homeland Security Education Act would help make this a reality by complementing efforts such as the PACE bills, Senator Kennedy's legislation, and the President's education initiatives--all of which I support because they are positive steps to increasing educational opportunities in critical STEM and foreign language studies. Professor Richard Schmidt, Director of the National Foreign Language Resource Center at the University of Hawaii, said that ``this legislation has strong potential to produce the kind of close articulation between K through 12 and higher education programs that has been very difficult in the past.'' I wish to thank Professor Schmidt, the University of Hawaii College of Education, and the National Council for Languages and International Studies for supporting this bill. I ask unanimous consent that letters of support be printed in the Record Education serves as the catalyst to ensure our Nation's long-term security. To remain a world leader we need Americans who are well- educated and who can communicate in the global marketplace. The bill we introduce today will help us meet these essential requirements. I urge my colleagues to support the Homeland Security Education Act, and I look forward to working with them to strengthen our national security through enactment of our bill.

Mr. AKAKA

Mr. AKAKA. Mr. President, I ask unanimous consent that the reading of the amendment be dispensed with.

Mr. AKAKA. Mr. President, I call up amendment No. 3044 and ask for its immediate consideration.

Mr. AKAKA. Mr. President, this amendment restores $3 billion to title I in No Child Left Behind educational programs. The amendment was offered because this budget resolution underfunds title I by more than $12 billion. You should know that a $3 billion increase would bring title I up to what the President requested since fiscal year 2004. Without this increase, 29 States could lose title I funding, and another 7 States would be level funded. Vote aye on the amendment.

Mr. AKAKA. Mr. President, I ask unanimous consent that Senators Boxer and Johnson be added as cosponsors of my amendment.

Mr. AKAKA. I ask unanimous consent that the reading of the amendment be dispensed with.

Mr. AKAKA. Mr. President, I ask that the pending amendment be set aside, and I call up my amendment, No. 3071, and ask for its consideration.

Mr. AKAKA. Mr. President, my amendment would provide nonservice- connected pensions to Filipino veterans of World War II. In 1941, President Roosevelt issued an Executive order which called into the order of the Armed Forces of the United States all organized military forces of the Commonwealth of the Philippines. These veterans fought alongside American troops and were commanded by General MacArthur. There was no question when they were fighting that they would be treated the same as American troops. Congress betrayed these veterans by enacting the Rescission Act which deemed the service of soldiers of the Commonwealth Army of the Philippines not to be service in the United States military. This was after they already served with the U.S. military. These veterans have been waiting for 60 years to have their benefits reinstated. It is time that the United States fulfill its responsibility to these veterans. I yield back my time.

Mr. AKAKA. Mr. President, I ask for the yeas and nays.

Mr. AKAKA. Mr. President, I yield my time.

Mr. AKAKA. Mr. President, I thank the managers of this bill for accommodating this amendment. I am very grateful. I rise with Senators Clinton, Kennedy, Bingaman, Dodd, Menendez, Kerry, Lieberman, Cantwell, Schumer, Landrieu, Mikulski, Salazar, Lincoln, Durbin, and Kohl to offer an amendment to the FY 2007 Budget Resolution to restore Title I funding within the No Child Left Behind Act. Certainly, NCLB has come under fire as schools across the country struggle to comply with its requirements, particularly for higher student test scores and teacher qualifications. My colleagues and I have gone on record several times about what we need to do to change the NCLB, to respond to the urgent concerns and needs in all of our communities, including those in my state of Hawaii. However, today, we are not talking about deficiencies in the Act, but a shortfall in its funding, and about misplaced budget priorities. This budget resolution is similar to the President's budget in its stated priorities. It has debt-financed tax cuts that largely benefit the well-off and special interests. It presents a five year plan, which does not recognize the significant negative impact on revenues that tax cuts will have beyond the next five years. It proposes $14 billion in net mandatory spending cuts. It also omits war costs beyond 2007. We somewhat improved the measure by increasing veterans and defense funding, even if I do not fully agree with the budget gimmick that was used to offset these increases. However, if we pass this budget as is, we fail our students and teachers once again by underfunding education. The President's FY 2007 budget proposed the largest cut to federal education funding in the Education Department's 26-year history, a $2.1 billion reduction. As approved by the Budget Committee, the budget resolution did not do much better, including the same total amount for discretionary spending, with no guarantee that education would be increased. We must not underfund an area that represents the future of this country. As we debate the need to remain competitive in the world, and worry about other countries overtaking us in producing scientists, engineers, and professionals in other areas important to our industries and national security, we cannot let education take the hit. The Title I funding shortfall, the amount below authorized levels, is $12.3 billion for FY 2007. This increases the cumulative Title I shortfall since NCLB's enactment to $43.7 billion. Actual funding has barely increased since 2002, which continued to grow the gap between authorized and actual funding. The rightful amount in FY 2007 for Title I, as authorized, should be $25 billion. This budget resolution puts the amount at $12.7 billion. Mr. President, we are being realistic with our amendment, given our current budgetary climate. We are asking for a modest, responsible increase of almost $3 billion, which is what the President's initial budget requests sought to do. Let me underscore that point--our amendment would do what the President said he wanted to do in previous years, which is to secure an additional $4 billion in funding--$1 billion annually--since FY 2004. Actual increases since then add up to just over $1 billion. In addition, the amendment is fully offset by closing abusive corporate tax loopholes. If we don't pass our amendment, Mr. President, 3.7 million students will not be served by the Title I program. A total of 29 states stand to lose Title I funding, according to the Department of Education, including Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Jersey, New Mexico, Oklahoma, Pennsylvania, Texas, Utah, Virginia, Washington, and Wisconsin. Another 7 states will be level-funded, including Alaska, Delaware, New Hampshire, North Dakota, South Dakota, Vermont, and Wyoming. The remaining states that gain overall funding will still have many districts--maybe even a majority of those districts--lose funding. In addition, we must not forget history--even if states would gain this year, they likely lost in a previous year. My state of Hawaii is in this last category, for example, having received $47.5 million in FY 2005, and more than a million dollars less in FY 2006 including across- the-board cuts, at about $46.4 million. To extend this last point further, many states will have cuts a second year in a row, and some would be cut for four or even five years in a row. Twenty-nine states will receive less Title I money than they did two years ago in FY 2005: Alaska, Arkansas, California, Connecticut, Delaware, Hawaii, Iowa, Kentucky, Maine, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Oklahoma, Rhode Island, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming. Fifteen states will receive less Title I money than they did three years ago in FY 2004: California, Connecticut, Iowa, Kansas, Maine, Massachusetts, Montana, New Jersey, New Mexico, New York, North Dakota, Oklahoma, Oregon, Wisconsin, and Wyoming. Nine states will receive less Title I money than they did 4 years ago in FY 2003: Connecticut, Kansas, Maine, Massachusetts, Minnesota, Missouri, Montana, New Jersey, and North Dakota. Three states will receive less Title I money than they did 5 years ago in FY 2002, which is less than they got before NCLB: Connecticut, Massachusetts, Minnesota. The District of Columbia will receive less money than it did in FY 2004 or FY 2005. The Northern Mariana Islands will receive less Title I money in FY 2007 than it had received in any of the years since the NCLB's enactment. Let me remind my colleagues who we are hurting by failing to adequately fund Title I. This comprehensive education program focuses help on disadvantaged children--those from lower-income families. Title I helps these students meet state and local academic standards, with scientifically-proven instructional support, in basic subjects such as reading, language arts, and mathematics. Title I provides support through guidance, health, nutrition, and social services. It also provides resources for comprehensive school-wide planning, professional development, curriculum development, parental involvement, and acquisition of instructional materials and equipment. Now some may say that federal assistance does not help all schools, only Title I schools, but that is not true--the statewide accountability system required under Title I applies to all public schools. So this program, this central piece of the NCLB, works to meet urgent needs in all of public education. Students, school faculty and staff, parents, and education administrators have been trying, mightily in some cases, to meet the challenges posed by NCLB and raise student academic achievement. We need to do this--to ensure that our citizens have the knowledge and skills they need to succeed when they leave school and enter the workforce or other pursuits. However, this is very difficult to do if they lack adequate funding. I can give you concrete examples of how our schools are suffering that I just heard of this week, when I met with a representative of Hawaii's PTSA, our affiliate of national PTA. Some students in Hawaii are having bread and water for lunch. Why? Because the schools don't have enough resources to ensure that parents know how to apply for reduced and free lunch. Parents who have raised funds to install air conditioners in hot classrooms, to allow students and teachers to concentrate on learning, cannot do so because the education system cannot afford the additional electricity costs. Students are not receiving extra help through tutoring in reading and math because funds are needed for other services that are deemed essential. Hawaii's schools are suffering because they need a greater infusion of resources, and we need to help them from the federal level, as we said we would when we approved the NCLB. Our schools will continue working to serve our kids and achieving the biggest bang for the buck, which is what education has been forced to do all along. I know this to my core, because I know what it's like to be in the shoes of those in education. I spent nearly two decades in education. I taught in several of Hawaii's elementary, middle, and high schools. Public and private. In the classroom, in music rooms, and in labs. In administration--as a vice principal and a principal. As a representative of Hawaii's principals to a national organization. And as a statewide administrator for the Hawaii Department of Education for the Model Cities program. I know what it's like to stretch the education dollar. However, we must stop being behind the curve with education funding. Education funding must be a given, not just a goal. Our Title I amendment goes partway toward making that happen, and I urge my colleagues to support it. The American Federation of Teachers, National Education Association, Council of State School Officers, and other education organizations support this increase for Title I. I ask unanimous consent that letters of support from the AFT and NEA be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today, along with my good friend and colleague Senator Daniel Inouye, to introduce the Senate companion to H.R. 1105, the Dam Rehabilitation and Repair Act, which was introduced by Representative Sue Kelly and co-sponsored by my colleagues from the State of Hawaii, Representatives Neil Abercrombie and Ed Case. The Dam Rehabilitation and Repair Act will improve the safety of our Nation's dams by establishing a Federal program to assist Hawaii and other states in rehabilitating publicly owned dams that pose a risk to public safety. Storms that struck Hawaii in recent weeks remind us that the devastation wrought by the collapse of a dam can be severe and tragic. All too often, these catastrophic collapses come with little or no warning, leaving those in the path of flooding with no time to avoid danger. Dam safety is a neglected aspect of our homeland security. While we plan for the possibility that terrorists may attack our infrastructure, we fail to fully recognize that critical infrastructure is also subject to the forces of nature and, therefore, prone to wear and tear. Just as we must guard against attacks on our critical infrastructure, we must also be attentive to its maintenance. Our Nation has thousands of dams. The homes and businesses of millions of Americans are in the path of potentially catastrophic flooding that could result from dam failures. Some of our great cities are at risk, as are vast tracts of our most productive agricultural land. Although dams are often out of sight and given little regard in everyday life, we put lives and property at peril when we fail to properly maintain them. The Dam Rehabilitation and Repair Act takes an important step forward by allocating Federal funds for the repair and rehabilitation of publicly owned dams that are deemed to be unsafe. Specifically, this bill will: Mandate the Director of the Federal Emergency Management Agency (FEMA) to establish a program providing grant assistance to states for the repair of dams that pose a public safety risk; require the FEMA Director to determine appropriate procedures for awarding grants and allocating funds; establish a risk-based priority system to identify dams in need of repair; and establish a cost sharing arrangement between the Federal Government and States. In addition, I am working to ensure that both public and private dams receive the maintenance they need for the public's safety, and I appreciate the technical assistance that the American Society of Civil Engineers has given me on this critical problem. I look forward to working with my colleagues to pass legislation that augments the National Dam Safety Program and provides states with the necessary assistance to protect the public. I ask unanimous consent to print in the Record at this point a letter from the Dam Safety Coalition endorsing this legislation and that text of the legislation be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to reintroduce legislation with Senator Durbin that will increase educational opportunities in science, technology, engineering, mathematics (STEM), and foreign languages for all students. Last month, I shared with my colleagues the need to expand educational opportunities in these areas so that the youth of today can meet the challenges of tomorrow. The President, in his State of the Union address, said that America's ability to compete in global markets and to defend the nation against foreign threats depends on the strength of our educational system. On this point, he and I agree. Our future national and economic security are tied directly to our mathematical, scientific, and linguistic acumen. For example, prior to 9/11, the Intelligence Community was not prepared to handle the challenge of translating the volumes of foreign language counter-terrorism intelligence it had collected. The Intelligence Community faced backlogs in material awaiting translation, a shortage of language specialists and language-qualified field officers, and a readiness level of only 30 percent in the most critical foreign languages. This news, however, was not new. In 2000, Ellen Laipson, Vice Chairman of the National Intelligence Council, reported similar problems and said that thousands of technical papers providing details on foreign research and development in scientific or technical areas were not being translated because of the lack of personnel to interpret the material, which could lead to the possibility of ``a technological surprise.'' It is clear that our national security relies on having a workforce skilled in the areas of science, technology, engineering, math, and foreign languages. We need to take action to strengthen education in these areas so that the United States can compete, prosper, and be secure in the 21st Century. A major investment in America's education system is necessary to ensure that we can communicate with and understand the cultures of our world partners and competitors. In the words of the Committee for Economic Development, ``we must redefine, as each generation has done, what it means to be an educated American in a changing world.'' Enactment of the Homeland Security Education Act provides the framework to enhance our education system to ensure that our nation's youth will have the skills needed for success. Our education system must be reenergized and reinvigorated to meet the needs of our nation by preparing students to be proficient in foreign languages and leaders in the scientific and engineering fields. Our schools need the equipment and the materials to teach the critical STEM and foreign language courses and bring these subjects to life. To address these issues our bill would: encourage public private partnerships to improve science and math curricula; upgrade laboratory facilities; provide scholarships for students to study math, science, or engineering at the university level; and establish internship and mentoring opportunities for students in grades K through 12; develop cultural awareness and immersion programs in colleges and universities that combine science, technology, and engineering instruction with foreign language to expand international understanding and scientific collaboration; and create language learning pathways to facilitate proficiency in critical foreign languages from Kindergarten through graduate school. However, no amount of funding or new programs will address the problem if there are not enough teachers trained in these subjects. To address the shortage of STEM and foreign language teachers, our bill includes provisions to award scholarships in the amount of $15,000 to language-proficient individuals and practicing scientists and engineers to return to school and earn their degrees and become certified to teach these critical skills to students in high-need, low income schools. Our bill would also allow National Security Education Program scholarship and fellowship recipients to meet their service requirements by teaching in these critical areas if they cannot find a national security position in the Federal Government. A key provision in the Homeland Security Education Act focuses on foreign language teacher training by awarding grants to facilitate partnerships between K through 12 schools and institutions of higher education to build professional development programs, summer workshops or institutes, and foreign language distance learning programs for elementary and secondary school teachers. In addition to providing new programs and teachers, we must encourage students to study these subjects. The U.S. currently lags far behind other countries in the number of students majoring in these critical areas. We must reverse this trend if we are to ensure an adequate supply of science, technology, engineering, and mathematics expertise in the years ahead. For example, only 32 percent of undergraduates in the United States receive their degrees in science and engineering, compared to 59 percent in China and 66 percent in Japan. The statistics are even worse for foreign language education, where fewer than one in 10 college students enroll in a foreign language class. Our bill would provide financial incentives for students to take the tough classes, earn their degrees, and be trained in the skills that will help America succeed by providing them with $5,000 scholarships to earn degrees in STEM or a foreign language. I am proud of my home State of Hawaii, which appreciates the importance of learning other languages and understanding other cultures and where high school seniors take Advanced Placement (AP) exams in calculus, chemistry, physics, and science at rates that are higher than, and in some cases nearly double, the national average. Still, there definitely is room for more students to take AP exams and excel in these important areas. The Homeland Security Education Act would help make this a reality by complementing efforts such as the PACE bills, Senator Kennedy's legislation, and the President's education initiatives--all of which I support because they are positive steps to increasing educational opportunities in critical STEM and foreign language studies. Professor Richard Schmidt, Director of the National Foreign Language Resource Center at the University of Hawaii, said that ``this legislation has strong potential to produce the kind of close articulation between K through 12 and higher education programs that has been very difficult in the past.'' I wish to thank Professor Schmidt, the University of Hawaii College of Education, and the National Council for Languages and International Studies for supporting this bill. I ask unanimous consent that letters of support be printed in the Record Education serves as the catalyst to ensure our Nation's long-term security. To remain a world leader we need Americans who are well- educated and who can communicate in the global marketplace. The bill we introduce today will help us meet these essential requirements. I urge my colleagues to support the Homeland Security Education Act, and I look forward to working with them to strengthen our national security through enactment of our bill.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to express my sincere sympathy and deep concern for those affected by the collapse of the Kaloko Reservoir on the island of Kaua'i in Hawaii. This tragic flooding has caused loss of life and substantial property damage. The people of Hawaii have shown exceptional resolve in assisting their fellow citizens as emergency personnel and other volunteers have rushed to provide assistance to people in need. We continue to pray for those who are still missing and for those who are working tirelessly in search and rescue efforts and in additional emergency response. As many of you know, several islands in my home State have been inundated by severe rainstorms over the past few weeks. Flooding has caused substantial disruptions of life as schools and business have been forced to close and many roads have been damaged or have been washed out because of high water. Property damage in cities and in rural areas has been severe. Hawaii's Governor Lingle has called upon the National Guard and many State agencies to assist those who have suffered losses and to respond to immediate needs. However, the damage caused by this flooding demonstrates the need to prepare in advance for adverse conditions and to be vigilant in examining vulnerable areas. I stand ready to offer any assistance to the State of Hawaii that I can, including securing emergency Federal funding for the State. Throughout this adversity, the people of Hawaii have shown the resolve that they are known for in times of crisis. I am proud of my constituents as they help their neighbors and work to restore conditions around their homes, schools, businesses, and places of worship. I know that their efforts will bring comfort and solace to those in need.

Mr. AKAKA

Mr. AKAKA. Mr. President, I yield myself 10 minutes.

Mr. AKAKA. Mr. President, I rise to call up amendment No. 3007 and ask for its consideration.

Mr. AKAKA. Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.

Mr. AKAKA. Mr. President, I ask unanimous consent to add Senators Rockefeller, Clinton, Durbin, Feingold, Dodd, Bingaman, and Lautenberg as cosponsors to amendment No. 3007.

Mr. AKAKA. Mr. President, the other amendment accepts the administration's estimate, which already looks wrong. Funding is added for vet centers and rehabilitative care--two accounts which did not fare well under the proposed budget. Both programs are critically important. Vet centers are the first place returning servicemembers go for care. Yet vet centers have continually been underfunded. Again, the alternative amendment provides not one penny more than the administration. The amendment also provides funds to allow for a substantial increase in mental health care. Experts predict that as many as 30 percent of those returning servicemembers may need some kind of mental health care treatment, from basic readjustment counseling to care for debilitating PTSD. A recent study published in the Journal of the American Medical Association reported that 35 percent of Iraq veterans received mental health care during their first year home. Our amendment adds $321 million for mental health care. Again, the opposing amendment chooses to rely on the administration's estimate, despite these recent findings. Each year the Congress debates its priorities and concerns for our Nation through the budgetary process. This is one of the few times the citizens of this country can cut through the rhetoric and the complicated legislative maneuvers to see what each of us truly stands for. This budget is a good starting point for our veterans, but we certainly can and should do more. At this time I yield to the Senator from Washington, my good friend, Senator Murray.

Mr. AKAKA. I thank the Senator from Washington for her eloquent statement. I know we have other Members who want to speak on this amendment. I yield 5 minutes to Senator Durbin from Illinois.