[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[S. 444 Introduced in Senate (IS)]

114th CONGRESS
  1st Session
                                 S. 444

  To support afterschool and out-of-school-time science, technology, 
     engineering, and mathematics programs, and for other purposes.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                           February 10, 2015

 Mrs. Shaheen (for herself, Mrs. Boxer, Mrs. Gillibrand, Mr. Heinrich, 
 Mr. Merkley, and Mr. Wyden) introduced the following bill; which was 
 read twice and referred to the Committee on Health, Education, Labor, 
                              and Pensions

_______________________________________________________________________

                                 A BILL


 
  To support afterschool and out-of-school-time science, technology, 
     engineering, and mathematics programs, 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 ``Supporting Afterschool STEM Act''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Numerous authoritative studies document that the 
        proficiency of students in the United States in science, 
        technology, engineering, and mathematics (``STEM'') will have a 
        major impact on the Nation's future economic competitiveness 
        and on the preeminence of the United States in scientific 
        inquiry and technological innovation.
            (2) Results from the National Assessment of Educational 
        Progress, the Trends in International Mathematics and Science 
        Study, the Programme for International Science Assessment, and 
        other sources show that students in the United States are not 
        demonstrating sufficient achievement in the STEM subjects and 
        are not keeping pace with students in other countries.
            (3) Research demonstrates the importance of afterschool 
        programs in engaging students in STEM fields and building STEM-
        relevant skills and proficiencies, especially for girls, 
        students from populations traditionally underrepresented in 
        STEM fields, and students from low socioeconomic circumstances.
            (4) A National Research Council consensus study confirmed 
        the importance of learning that occurs in out-of-school-time 
        settings such as afterschool programs and science centers, and 
        proposed a set of ``strands of science learning'' framework 
        that articulated capabilities fostered by informal learning 
        environments.
            (5) According to a 2013 study entitled ``Defining Youth 
        Outcomes for STEM Learning in Afterschool'', the afterschool 
        field is confident in its ability to help young people develop 
        interest in STEM and STEM learning activities, develop 
        capacities to productively engage in such activities, and come 
        to value them. The afterschool field is also confident that it 
        can impact skills such as problem-solving abilities, 
        demonstrating STEM skills, career awareness, and 21st century 
        skills, such as teamwork, that are important to the workforce 
        and national economic goals.
            (6) The Federal Government should use its resources as 
        effectively as possible to increase opportunities for students 
        to be exposed to STEM subjects outside of the school day and to 
        build a balanced kindergarten through grade 12 STEM education 
        portfolio that fosters learning in school as well as in out-of-
        school-time programs.
            (7) Afterschool programs have long partnered with other 
        youth-serving and community organizations to meet the needs of 
        students. Cross-sector collaborations between afterschool 
        programs, schools, science centers, institutions of higher 
        education, businesses, and other entities are yielding great 
        benefits for engaging young people in STEM fields.
            (8) As interest and momentum grows around STEM programming 
        in afterschool, more and better partnerships across Federal 
        agencies become increasingly important to leverage resources 
        and offer high-quality, hands-on STEM experiences for youth.

SEC. 3. PURPOSES.

    The purposes of this Act are--
            (1) to enhance America's economic competitiveness by 
        strengthening STEM education through fostering interest and 
        success in STEM subjects among certain student populations in 
        kindergarten through grade 12;
            (2) to engage Federal agencies and foster interagency 
        collaboration in STEM education afterschool program 
        investments;
            (3) to recognize the important role that afterschool 
        programs offered by nonprofit and community-based 
        organizations, science centers, museums, libraries, and other 
        such entities, play in STEM education and to support their 
        efforts;
            (4) to involve institutions of higher education as partners 
        in such efforts and foster increased collaboration; and
            (5) to inspire young people to study and work in STEM 
        subjects.

SEC. 4. DEFINITIONS.

    In this Act:
            (1) Afterschool or stem network.--The term ``afterschool or 
        STEM network'' means a coalition that fosters partnerships and 
        provides support to afterschool program providers and STEM 
        education providers to develop and sustain quality education 
        programming for children and youth in afterschool programs.
            (2) Afterschool program.--The term ``afterschool program'' 
        means a structured program offered for elementary school, 
        middle school, or secondary school students when school is not 
        in session, such as before or after school, on the weekend, or 
        during the summer.
            (3) Director.--The term ``Director'' means the Director of 
        the National Science Foundation.
            (4) Elementary school.--The term ``elementary school'' has 
        the meaning given the term in section 9101 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 7801).
            (5) Middle school.--The term ``middle school'' means a 
        nonprofit institutional day or residential school, including a 
        public charter school, that provides middle grades education, 
        as determined under State law.
            (6) Secondary school.--The term ``secondary school'' has 
        the meaning given the term in section 9101 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 7801).
            (7) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given the 
        term in section 102 of the Higher Education Act of 1965 (20 
        U.S.C. 1002).
            (8) STEM.--The term ``STEM'' means science, technology, 
        engineering, or mathematics, and includes the fields of 
        computer science and robotics.

SEC. 5. AFTERSCHOOL STEM SUPPORT GRANT PROGRAM.

    (a) Goals of Program.--The goals of the afterschool STEM grant 
program carried out under this Act are--
            (1) to support the development and delivery of high-quality 
        STEM education to populations underrepresented in STEM fields;
            (2) to leverage the expertise and infrastructure available 
        to afterschool programs that include STEM content through 
        afterschool or STEM networks;
            (3) to leverage existing Federal STEM education 
        investments, as of the date of enactment of this Act, in order 
        to encourage STEM-focused grant recipients to lend their time 
        and expertise to afterschool programs that include STEM 
        content; and
            (4) to provide hands-on learning and exposure to STEM 
        research facilities and businesses through in-person or virtual 
        distance-learning experiences.
    (b) Program Authorized.--
            (1) In general.--From amounts appropriated to carry out 
        this Act and not reserved under paragraph (4), the Director 
        shall award grants, on a competitive basis, to afterschool or 
        STEM networks--
                    (A) to support afterschool programs that include 
                STEM content through the activities described in 
                subsection (e); and
                    (B) to carry out the goals described in subsection 
                (a).
            (2) Duration.--Each grant awarded under this Act shall be 
        for a period of not more than 3 years.
            (3) Amounts.--The Director shall ensure that each grant 
        awarded under this Act is in an amount that is sufficient to 
        carry out the goals described in subsection (a).
            (4) Reservation.--From the amounts appropriated for this 
        grant, the Director shall reserve 20 percent of such funds to 
        develop and support new afterschool or STEM networks in States 
        or areas where such networks do not exist.
    (c) Application.--
            (1) In general.--An afterschool or STEM network desiring a 
        grant under subsection (b)(1) shall submit an application at 
        such time, in such manner, and containing such information that 
        the Director may require.
            (2) Contents.--The application described in paragraph (1) 
        shall, at a minimum, include--
                    (A) a description of the status of afterschool STEM 
                programming in the State or area in which the 
                afterschool or STEM network is located, including--
                            (i) the number of afterschool programs in 
                        the State or area;
                            (ii) the number of such afterschool 
                        programs focused on STEM subjects and 
                        activities;
                            (iii) the number of students served by 
                        existing afterschool programs, as of the date 
                        of the application, in the State or area;
                            (iv) the number of students served by 
                        existing afterschool programs that include STEM 
                        content in the State or area;
                            (v) the unmet demand for afterschool 
                        programs in the State or area; and
                            (vi) the unmet demand for afterschool 
                        programs focused on STEM subjects and 
                        activities in the State or area;
                    (B) an analysis of existing and needed resources 
                that identifies areas and populations most in need of 
                opportunities for high-quality afterschool programs 
                that include STEM content;
                    (C) a description of the current and past work 
                carried out by the afterschool or STEM network to 
                support the needs of afterschool program providers in 
                the State or area served by the network;
                    (D) a detailed plan that describes initiatives that 
                shall be undertaken to--
                            (i) support and grow afterschool programs 
                        that include STEM content; and
                            (ii) leverage existing Federal investments 
                        in afterschool programs and STEM education, as 
                        of the date of the application;
                    (E) a description of financial and other 
                commitments that support expanded afterschool STEM 
                programming in the State or area served by the network; 
                and
                    (F) a description of any confirmed or potential 
                partners that will work with the afterschool or STEM 
                network to carry out the activities under the grant.
    (d) Priority.--In awarding grants under subsection (b)(1), the 
Director shall give priority to applications from afterschool or STEM 
networks that--
            (1) demonstrate a clear understanding of the afterschool 
        programs and settings, and the status of afterschool programs 
        that include STEM content, in the State or area to be served by 
        the grant;
            (2) have established working relationships with afterschool 
        program and STEM education stakeholders in the State or area;
            (3) are working to advance the availability of high-quality 
        afterschool programs that include STEM content for underserved 
        populations and populations underrepresented in STEM fields, 
        including girls; and
            (4) are leveraging Federal or other public investments in 
        STEM education or afterschool programming.
    (e) Uses of Funds.--An afterschool or STEM network that receives a 
grant under subsection (b)(1) may use grant funds to carry out any of 
the following activities:
            (1) Develop quality standards for STEM programming in 
        afterschool programs and provide technical assistance to 
        afterschool programs to implement such standards.
            (2) Work with State education stakeholders to define and 
        promote appropriate measurable outcomes for afterschool 
        programs that include STEM content.
            (3) Provide technical assistance to afterschool programs to 
        start or grow their afterschool STEM efforts and define 
        appropriate learning outcomes for such efforts.
            (4) Coordinate professional development for afterschool 
        program educators by--
                    (A) identifying training programs that are 
                available, as of the time of the identification, for 
                afterschool program educators;
                    (B) working with partners to allow joint 
                professional development with teachers at elementary 
                schools, middle schools, and secondary schools, as 
                appropriate; and
                    (C) partnering with teacher training programs to 
                utilize afterschool programs for practicum experiences, 
                employment placements, and other opportunities.
            (5) Help afterschool program providers form strategic 
        partnerships as needed to advance STEM learning in afterschool 
        programs, including partnerships with elementary schools, 
        middle schools, secondary schools, institutions of higher 
        education (including community colleges and programs and 
        schools of education), businesses, research facilities, 
        national laboratories, science centers, and other appropriate 
        entities.
            (6) Create and disseminate tool kits to afterschool 
        programs wanting to form partnerships and incorporate STEM 
        professionals as mentors and role models that--
                    (A) provide technical assistance and guidance, 
                including assistance in connecting afterschool program 
                providers with STEM researchers and professionals who 
                may be able to assist in STEM-focused activities;
                    (B) include--
                            (i) examples of strong afterschool programs 
                        that have incorporated such partnerships to 
                        serve as models;
                            (ii) a list of potential partners that 
                        could assist in STEM-focused activities; and
                            (iii) guidance on how to engage STEM 
                        professionals, mentors, and role models in the 
                        program; and
                    (C) identify federally supported STEM education 
                programs and research in the State or area served by 
                the grant.
            (7) Provide technical assistance to federally funded STEM 
        researchers and professionals who wish to engage with 
        afterschool programs that, at a minimum, includes--
                    (A) examples of partnerships between afterschool 
                programs and institutions rich in STEM resources;
                    (B) a resource that provides a description of the 
                afterschool program setting, the opportunities for 
                engagement in afterschool programs, and the constraints 
                of which the researchers or professionals need to be 
                aware;
                    (C) how to find an afterschool program provider 
                with which the researcher or professional would like to 
                engage;
                    (D) how to ensure an effective and productive 
                partnership with the afterschool provider through 
                mutually beneficial engagement, and engage in a 
                productive conversation with the afterschool provider 
                to determine if the partnership will be productive;
                    (E) how to craft a mutually beneficial engagement 
                and partnership; and
                    (F) guidance on how to measure appropriate outcomes 
                for afterschool programs and afterschool programs that 
                include STEM content.
            (8) Any other activity, as proposed in the application and 
        determined appropriate by the Director.
    (f) Report.--Each afterschool or STEM network receiving a grant 
under subsection (b)(1) shall submit an annual report to the Director 
regarding the progress of the grant.

SEC. 6. FEDERAL PARTNERSHIP WITH AFTERSCHOOL PROGRAMS.

    Beginning not later than 180 days after the date of enactment of 
this Act, the Director shall provide information, to each recipient of 
a STEM research grant under the authority of the Director, on 
opportunities to engage with students in out-of-school-time programs, 
such as through mentorships. Such information shall include--
            (1) a listing of all afterschool or STEM program networks 
        in the region of the recipient;
            (2) a toolkit that provides guidance to federally funded 
        STEM researchers on how to engage and partner with afterschool 
        STEM program providers and lend their time and expertise in 
        afterschool programs that include STEM content;
            (3) information regarding how to create opportunities to 
        have students visit laboratories; and
            (4) guidance regarding how to create age-appropriate 
        research projects for students.

SEC. 7. REPORT.

    By not later than 180 days after the date of enactment of this Act, 
the Director shall prepare and submit to Congress a report on Federal 
STEM investments in afterschool programs and the best practices for 
afterschool programs incorporating STEM subjects into their programs.
                                 <all>