[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 840 Introduced in House (IH)]

114th CONGRESS
  1st Session
                                H. R. 840

  To increase the participation of women, girls, and underrepresented 
 minorities in STEM fields, to encourage and support students from all 
economic backgrounds to pursue STEM career opportunities, and for other 
                               purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                           February 10, 2015

Mr. Kennedy (for himself, Mr. Tonko, and Ms. Slaughter) introduced the 
 following bill; which was referred to the Committee on Education and 
                             the Workforce

_______________________________________________________________________

                                 A BILL


 
  To increase the participation of women, girls, and underrepresented 
 minorities in STEM fields, to encourage and support students from all 
economic backgrounds to pursue STEM career opportunities, and for other 
                               purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``STEM Gateways Act''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) According to a 2013 Census Bureau study, women's 
        representation in STEM occupations has increased since the 
        1970s, but women remain significantly underrepresented in 
        engineering and computing occupations that make up more than 80 
        percent of all STEM employment. Women's representation in 
        computer occupations has declined since the 1990s. In 2011, 26 
        percent of STEM workers were women. According to the National 
        Action Council for Minorities in Engineering, Inc., the number 
        of engineering degrees awarded to African-American women has 
        steadily declined since the late 1990s.
            (2) According to the Brookings Institution 2013 report, 
        ``The Hidden STEM Economy'', half of all STEM jobs are 
        available to workers without a 4-year college degree, and these 
        jobs pay $53,000 per year on average. This sector of the STEM 
        economy offers job opportunities for many workers with 
        qualified certificates or associate degrees, drawing from high 
        schools, workforce training programs, career and technical 
        education schools, and community colleges. Despite these 
        opportunities, only \1/5\ of the $4,300,000,000 spent annually 
        by the Federal Government on STEM education and training goes 
        towards supporting training below the baccalaureate degree 
        level.
            (3) According to a 2011 report by the Department of 
        Commerce, underrepresented minorities account for only 3 out of 
        10 professionals in STEM fields.
            (4) STEM workers in all demographic groups earn more than 
        their non-STEM counterparts.
            (5) According to the Afterschool Alliance 2014 report, 
        ``America After 3pm'', children from African-American, 
        Hispanic, and Native American populations participate in 
        afterschool programs at higher rates than the national average 
        participation rate. Girls also participate in equal numbers to 
        boys in such programs. Afterschool learning thus represents an 
        intervention point to engage with populations currently 
        underrepresented in STEM fields and careers.

SEC. 3. GRANT PROGRAM AUTHORIZED.

    (a) Program Authorized.--From the amounts appropriated to carry out 
this section, the Secretary shall award grants to eligible entities, on 
a competitive basis, to enable such eligible entities to carry out 
programs described in subsection (d) to achieve, with respect to women 
and girls, underrepresented minorities, and individuals from all 
economic backgrounds (including economically disadvantaged individuals 
and individuals living in economically distressed areas), 1 or more of 
the following goals:
            (1) Encourage interest in the STEM fields at the elementary 
        school or secondary school levels.
            (2) Motivate engagement in STEM fields by providing 
        relevant hands-on learning opportunities at the elementary 
        school and secondary school levels.
            (3) Support classroom success in STEM disciplines at the 
        elementary school or secondary school levels.
            (4) Support workforce training and career preparation in 
        STEM fields at the secondary school level.
            (5) Improve access to career and continuing education 
        opportunities in STEM fields at the secondary school level.
    (b) Limitation.--The Secretary may award grants under this section 
for not longer than a 5-year period.
    (c) Application.--
            (1) In general.--Each eligible entity that desires to 
        receive a grant under this section shall submit an application 
        to the Secretary at such time, in such manner, and containing 
        such information as the Secretary may reasonably require.
            (2) Contents.--An application submitted under paragraph (1) 
        shall contain--
                    (A) in the case of an eligible entity that plans to 
                use the grant funds at the elementary school level--
                            (i) a description of the programs the 
                        eligible entity will carry out to achieve 1 or 
                        more of the goals described in paragraphs (1) 
                        through (3) of subsection (a) at the elementary 
                        school level, including the content of the 
                        programs and research and models used to design 
                        the programs; and
                            (ii) a description of how the programs 
                        described in clause (i) will support the 
                        success of women and girls, underrepresented 
                        minorities, and individuals from all economic 
                        backgrounds (including economically 
                        disadvantaged individuals and individuals 
                        living in economically distressed areas) in 
                        STEM education, such as--
                                    (I) recruiting women and girls, 
                                underrepresented minorities, and 
                                individuals from all economic 
                                backgrounds (including economically 
                                disadvantaged individuals and 
                                individuals living in economically 
                                distressed areas) to participate in the 
                                programs;
                                    (II) supporting educators who will 
                                lead the programs, and participants in 
                                the programs;
                                    (III) encouraging partnerships 
                                between in-school and out-of-school 
                                educators, such as afterschool 
                                providers, science centers, and 
                                museums;
                                    (IV) identifying public and private 
                                partners that are able to support the 
                                programs; and
                                    (V) planning for sustaining the 
                                programs financially beyond the grant 
                                period; and
                    (B) in the case of an eligible entity that plans to 
                use the grant funds at the secondary school level--
                            (i) a description of the programs the 
                        eligible entity will carry out to achieve 1 or 
                        more of the goals described in paragraphs (1) 
                        through (5) of subsection (a) at the secondary 
                        school level, including the content of the 
                        programs and research and models used to design 
                        the programs;
                            (ii) a description of how the programs 
                        described in clause (i) will support the 
                        success of women and girls, underrepresented 
                        minorities, and individuals from all economic 
                        backgrounds (including economically 
                        disadvantaged individuals and individuals 
                        living in economically distressed areas) in 
                        STEM education and workforce training that 
                        prepares such individuals to take advantage of 
                        employment opportunities in STEM fields, such 
                        as--
                                    (I) recruiting women and girls, 
                                underrepresented minorities, and 
                                individuals from all economic 
                                backgrounds (including economically 
                                disadvantaged individuals and 
                                individuals living in economically 
                                distressed areas) to participate in the 
                                programs;
                                    (II) supporting educators who will 
                                lead such programs, and participants in 
                                the programs;
                                    (III) identifying public and 
                                private partners that are able to 
                                support the programs;
                                    (IV) partnering with institutions 
                                of higher education or institutions 
                                providing informal science education, 
                                such as afterschool programs and 
                                science centers and museums;
                                    (V) partnering with institutions of 
                                higher education; and
                                    (VI) planning for sustaining the 
                                programs financially beyond the grant 
                                period;
                            (iii) a review of the industry and business 
                        workforce needs, including the demand for 
                        workers with knowledge or training in a STEM 
                        field; and
                            (iv) an analysis of job openings that 
                        require knowledge or training in a STEM field.
    (d) Use of Funds.--
            (1) Required use of funds.--An eligible entity that 
        receives a grant under this section shall use such grant funds 
        to carry out programs to achieve 1 or more of the goals 
        described in subsection (a) at the elementary school or 
        secondary school levels, with respect to women and girls, 
        underrepresented minorities, and students from all economic 
        backgrounds (including economically disadvantaged individuals 
        and students living in economically distressed areas).
            (2) Authorized use of funds.--The programs described in 
        paragraph (1) may include any of the following activities, with 
        respect to the individuals described in paragraph (1):
                    (A) Carrying out the activities described in 
                subparagraph (A)(ii) or (B)(ii) of subsection (c)(2), 
                as appropriate.
                    (B) Providing professional development for 
                teachers, afterschool providers, and other school 
                personnel in elementary schools or secondary schools, 
                including professional development to encourage, 
                through academic instruction and support, such 
                individuals to pursue advanced classes and careers in 
                STEM fields.
                    (C) Providing tutoring and mentoring programs in 
                STEM fields.
                    (D) Establishing partnerships with institutions of 
                higher education, potential employers, and other 
                industry stakeholders that expose such individuals to 
                professionals in STEM fields, or providing 
                opportunities for postsecondary academic credits or 
                credentials.
                    (E) Providing after-school activities and other 
                informal learning opportunities designed to encourage 
                interest and develop skills in STEM fields.
                    (F) Providing summer programs to extend learning 
                time and to deepen the skills and interest in STEM 
                fields of such individuals.
                    (G) Purchasing and utilizing--
                            (i) educational or instructional materials 
                        that are designed to improve educational 
                        outcomes in STEM fields, and will serve to 
                        deepen the skills and interest in STEM fields 
                        of such individuals; or
                            (ii) equipment, instrumentation, or 
                        hardware used to teach and encourage interest 
                        in STEM fields.
                    (H) Internships or opportunities for experiential 
                learning in STEM fields.
    (e) Report.--
            (1) Eligible entities.--Each eligible entity receiving a 
        grant under this Act shall, on an annual basis, submit a report 
        to the Secretary on the use of funds and the number of students 
        who participated in the programs carried out with the grant 
        funds.
            (2) Secretary.--The Secretary shall, on an annual basis, 
        and using the reports received under paragraph (1), report to 
        Congress on the overall impact and effectiveness of the grant 
        program under this Act.

SEC. 4. DEFINITIONS.

    In this Act:
            (1) ESEA definitions.--The terms ``educational service 
        agency'', ``elementary school'', ``local educational agency'', 
        ``institution of higher education'', ``secondary school'', 
        ``Secretary'', and ``State'' have the meanings given the terms 
        in section 9101 of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 7801).
            (2) Community college.--The term ``community college'' has 
        the meaning given the term ``junior or community college'' in 
        section 312 of the Higher Education Act of 1965 (20 U.S.C. 
        1058).
            (3) Economically disadvantaged individual.--The term 
        ``economically disadvantaged individual'' has the meaning given 
        the term in section 400.4 of title 34, Code of Federal 
        Regulations, as such section is in effect on the date of 
        enactment of this Act.
            (4) Economically distressed area.--The term ``economically 
        distressed area'' means a county or equivalent division of 
        local government of a State in which, according to the most 
        recently available data from the Bureau of the Census, 40 
        percent or more of the residents have an annual income that is 
        at or below the poverty level.
            (5) Eligible entity.--The term ``eligible entity'' means--
                    (A) a local educational agency;
                    (B) an educational service agency serving more than 
                1 local educational agency;
                    (C) a consortium of local educational agencies;
                    (D) a nonprofit organization that--
                            (i) works with elementary schools, 
                        secondary schools, or institutions of higher 
                        education; and
                            (ii) has demonstrated a commitment to 
                        achieving the goals described in paragraphs (1) 
                        through (4) of section 3(a); or
                    (E) a community college working in partnership with 
                secondary schools to create opportunities for dual 
                enrollment, credit transfer, or accelerated 
                postsecondary credentialing.
            (6) Partners.--The term ``partners'' means organizations 
        that employ workers in STEM-related careers or organizations 
        with demonstrated expertise in identifying, scaling, and 
        implementing successful practices in STEM education and 
        workforce development.
            (7) STEM.--The term ``STEM'' means--
                    (A) science, technology, engineering, and 
                mathematics; and
                    (B) other academic subjects that build on the 
                subjects described in subparagraph (A), such as 
                computer science.
            (8) Underrepresented minority.--The term ``underrepresented 
        minority'' has the meaning given the term ``minority'' in 
        section 637.4(b) of title 34, Code of Federal Regulations, as 
        such section is in effect on the date of enactment of this Act.
                                 <all>