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Overview

Science and technology (S&T) affect almost every area of policy including national security, the economy, health and safety, the environment, education, energy, and agriculture. There is a close relationship between S&T and the ability of the nation to meet economic, security, and social goals. This connection is clear to government leaders not only in the United States and other developed nations, but especially in China, India, and other countries of the developing world.

The discovery of new knowledge and technologies and their diffusion into the public domain drives innovation and contributes to sustainable economic growth and social well-being. Innovative applications of S&T create new industries and better jobs, increase productivity and fuel economic growth. Targeted research in universities and national laboratories contributes directly to the development of new sources of carbon-free energy and ways to use energy more efficiently; improved public health and affordable health care for all Americans; stewardship of the environment and the diversity of life on the planet; security of our homeland; the effectiveness of our educational systems; and the overall enhancement of the standard of living of people in the United States and throughout the world.

It is our view that President-elect Barack Obama should make S&T a higher priority than it has been in recent years. His decision in late December to name John Holdren as a science advisor with the rank “Assistant to the President” is an encouraging indication that White House policies will be based on evidence-based science. But there is still much work to be done. Specifically, the president-elect should:

• Recommendation 1: Insure that federal policy is grounded in the best scientific and technical information and advice.
• Recommendation 2: Enhance federally funded science and engineering research and development in high-priority areas.
• Recommendation 3: Mandate a comprehensive review of all federal programs in K-12 education and implement major reforms, particularly in the nation’s approach to science, technology, engineering, and mathematics education.

This material may be quoted or reproduced without prior permission, provided appropriate credit is given to the author and Rice University’s Baker Institute for Public Policy. The views expressed herein are those of the individual author(s), and do not necessarily represent the views of Rice University’s Baker Institute for Public Policy.