[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3602 Introduced in House (IH)]

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117th CONGRESS
  1st Session
                                H. R. 3602

   To authorize the Secretary of Education to carry out a program to 
 increase access to prekindergarten through grade 12 computer science 
                               education.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                              May 28, 2021

Ms. Lee of California (for herself, Mr. Fleischmann, Mr. Grijalva, Mr. 
Butterfield, Mr. Thompson of Mississippi, Mrs. Lawrence, Ms. Pressley, 
Ms. Titus, Ms. Clarke of New York, Mr. Horsford, Mr. Bishop of Georgia, 
   Mr. Payne, Ms. Eshoo, Ms. DelBene, Ms. Chu, Ms. Jackson Lee, Mrs. 
 Trahan, Mr. Kahele, Ms. Wilson of Florida, Mr. Bowman, Mr. Higgins of 
  New York, Mr. Levin of Michigan, Mr. McGovern, Mr. DeSaulnier, Mr. 
 Soto, Ms. Kelly of Illinois, and Mrs. Hayes) introduced the following 
    bill; which was referred to the Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
   To authorize the Secretary of Education to carry out a program to 
 increase access to prekindergarten through grade 12 computer science 
                               education.

    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 ``Computer Science for All Act of 
2021''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Computer science is transforming industry, creating new 
        fields of commerce, driving innovation, and bolstering 
        productivity. By 2029, computer science and information jobs 
        are expected to grow by 11 percent, faster than the average of 
        any other occupation.
            (2) However, as of 2019, the more than 900,000 computing 
        and tech jobs unfilled in the United States suggests that our 
        students are not being prepared to meet the demands of a 21st 
        century economy. It is projected that there will be 8,000,000 
        new jobs in the technology sector by 2028 and 3,500,000 
        computing-related jobs by 2026, however, the current state of 
        computer science education will only prepare enough computer 
        science professionals to fill 19 percent of these jobs.
            (3) Knowledge of computer science and use of technology is 
        increasingly essential for all individuals, not just those 
        working or planning to work in the technology sector.
            (4) Providing students with computer science education in 
        elementary school and secondary school is critical for student 
        success, and strengthening the workforce of a 21st century 
        economy.
            (5) While an estimated 90 percent of parents want computer 
        science taught in their children's schools, just 45 percent of 
        all elementary schools and secondary schools offer high-quality 
        computer science instruction that includes programming and 
        coding.
            (6) Black and Hispanic workers in the science and 
        engineering workforce continue to be underrepresented. Black 
        employees represent 13 percent of the United States workforce, 
        but only 5.6 percent of the science and engineering workforce. 
        Hispanic employees represent 17 percent of the United States 
        workforce, but only 7.5 percent of the science and engineering 
        workforce.
            (7) While underrepresented minority students overall face 
        an opportunity gap in STEAM education, women of color 
        particularly face an achievement gap in science and engineering 
        education. In 2019, while women were conferred nearly a third 
        of all science and engineering degrees, women of color received 
        only 13 percent (Black: 3.2 percent; Hispanic: 3.9 percent; 
        Native American or Alaskan Native: 0.2 percent; Asian or 
        Pacific Islander: 4.5 percent; and multiracial: 1.2 percent).
            (8) In 2018, of all engineering technologies and 
        engineering-related bachelor level-related studies, only 3 
        percent of nationwide enrollment was represented by Black 
        students, while just 10 percent were represented by Hispanic 
        students.
            (9) Women overall face challenges in accessing computer 
        science education. Only 18 percent of all bachelor's degrees 
        conferred in computer science went to women in 2015, and women 
        of color received only 9 percent of degrees (Black: 3 percent; 
        Hispanic: 2 percent; Native American or Alaska Native: 0.8 
        percent; and Asian or Pacific islander: 3 percent).
            (10) Disparities in enrollment and academic achievement 
        start early. In 2019, only 24 percent of students taking either 
        AP Computer Science exams were women, and just 16 percent were 
        African American, Latino, or Native Hawaiian/other Pacific 
        Islander.
            (11) Nationwide, only 88 Native American students took the 
        AP Computer Science exam in 2016, a decrease from 2015. This 
        means that while Native Americans make up about 1.1 percent of 
        the United States student population, they made up 1/5 of a 
        percent of students who took AP Computer Science exams in 2016.
            (12) In 2019, just 18 percent of the Department of 
        Education discretionary and research grants in STEAM were 
        awarded to computer science-focused programs and less than half 
        of high schools offered any computer science classes.
            (13) Lack of universal computer science education is 
        evident in the lack of a widespread tech industry, which is 
        overwhelmingly concentrated in a few cities nationwide. Tech 
        industry entrepreneurship is concentrated in just a few States 
        and computer science education is limited to affluent schools 
        and students, placing low-income, minority, and rural 
        communities at risk of being left behind.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Computational thinking.--The term ``computational 
        thinking'' aims to capture the wide range of creative processes 
        that go into formulating problems and their solutions in such a 
        way that the solutions can be carried out by a computer, and 
        may involve some understanding of software and hardware design, 
        logic and the use of abstraction and representation, algorithm 
        design, algorithm expression, problem decomposition, 
        modularity, programming paradigms and languages, issues of 
        information security and privacy, the application of 
        computation across a wide range of disciplines, and the 
        societal impact of computing. Programming is a hands-on, 
        inquiry-based way in which computational thinking may be 
        learned.
            (2) Computer science education.--The term ``computer 
        science education'' includes any of the following: 
        computational thinking; software design; hardware architecture 
        and organization; theoretical foundations; use of abstraction 
        and representation in problem solving; logic; algorithm design 
        and implementation; the limits of computation; programming 
        paradigms and languages; parallel and distributed computing; 
        information security and privacy; computing systems and 
        networks; graphics and visualization; databases and information 
        retrieval; the relationship between computing and mathematics; 
        artificial intelligence; applications of computing across a 
        broad range of disciplines and problems; cloud computing; and 
        the social impacts and professional practices of computing.
            (3) Eligible entity.--In this section, the term ``eligible 
        entity'' means a State, local educational agency, or eligible 
        Tribal school that--
                    (A) demonstrates an ability to carry out an 
                ambitious computer science education expansion effort 
                for all students served by the State, agency, or 
                school, respectively, including traditionally 
                underrepresented students;
                    (B) in the case of a State, serves local 
                educational agencies that meet the requirements of 
                section 1003(f) of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6303(f)); and
                    (C) in the case of a local educational agency, 
                meets the requirements of such section 1003(f) (20 
                U.S.C. 6303(f)).
            (4) Eligible tribal school.--The term ``eligible Tribal 
        school'' means--
                    (A) a school operated by the Bureau of Indian 
                Education;
                    (B) a school operated pursuant to the Indian Self-
                Determination and Education Assistance Act (25 U.S.C. 
                450 et seq.); or
                    (C) a tribally controlled school (as defined in 
                section 5212 of the Tribally Controlled Schools Act of 
                1988 (25 U.S.C. 2511)).
            (5) 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).
            (6) Local educational agency.--The term ``local educational 
        agency'' has the meaning given the term in section 8101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        8101).
            (7) Poverty line.--The term ``poverty line'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 8101).
            (8) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (9) State.--The term ``State'' has the meaning given the 
        term in section 8101 of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 7801).
            (10) STEAM.--The term ``STEAM'' means the subjects of 
        science, technology, engineering, arts, and mathematics, 
        including computer science.

SEC. 4. GRANTS TO STATES, LOCAL EDUCATIONAL AGENCIES, AND ELIGIBLE 
              TRIBAL SCHOOLS.

    (a) Grants to States, Local Educational Agencies, and Eligible 
Tribal Schools.--
            (1) In general.--The Secretary shall award grants to 
        eligible entities to serve as models for national replication 
        of computer science education expansion efforts.
            (2) Consortia and partnerships.--An eligible entity may 
        apply for a grant under this section as part of a consortium or 
        in partnership with a State educational agency or other 
        partner.
            (3) Duration.--Grants awarded under this section shall be 
        for a period of not more than 5 years.
    (b) Application Requirements.--An eligible entity that desires 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 require, including, at a minimum, plans for the 
following:
            (1) Every high school student served by eligible entity to 
        have access to computer science education not later than 5 
        years after receipt of grant funds.
            (2) All students served by the eligible entity to have 
        access to a progression of computer science education from 
        prekindergarten through middle school that prepares students 
        for high school computer science education.
            (3) Expansion of overall access to rigorous STEAM classes, 
        utilizing computer science as a catalyst for increased interest 
        in STEAM more broadly, and reducing the enrollment and academic 
        achievement gap for underrepresented groups such as minorities, 
        girls, and youth from families living at, or below, the poverty 
        line.
            (4) Continuous monitoring and evaluation of project 
        activities.
            (5) Effectively sustaining project activities after the 
        grant period ends, and the length of time which the applicant 
        plans to sustain the project activities.
    (c) Use of Grant Funds.--
            (1) Required activities.--An eligible entity that receives 
        a grant under this section shall use the grant funds for the 
        following activities:
                    (A) Training teachers to teach computer science.
                    (B) Expanding access to high-quality learning 
                materials and online learning options.
                    (C) Creating plans for expanding overall access to 
                rigorous STEAM classes, utilizing computer science as a 
                catalyst for increased interest in STEAM more broadly, 
                and reducing course equity gaps for all students, 
                including underrepresented groups such as minorities, 
                girls, and youth from low-income families.
                    (D) Ensuring additional support and resources, 
                which may include mentoring for students traditionally 
                underrepresented in STEAM fields.
            (2) Permissible activities.--An eligible entity that 
        receives a grant under this section may use the grant funds for 
        the following activities:
                    (A) Building effective regional collaborations with 
                industry, nonprofit organizations, 2-year and 4-year 
                degree granting institutions of higher education 
                (including community colleges, Historically Black 
                Colleges and Universities, Hispanic-serving 
                institutions, Asian American and Native American 
                Pacific Islander-serving institutions, American Indian 
                Tribally controlled colleges and universities, Alaska 
                Native and Native Hawaiian-serving institutions, 
                Predominantly Black Institutions, Native American-
                serving, Nontribal institutions, and other minority-
                serving institutions), and out-of-school providers.
                    (B) Recruiting and hiring instructional personnel 
                as needed, including curriculum specialists.
                    (C) Preparations for effectively sustaining project 
                activities after the grant period ends.
                    (D) Disseminating information about effective 
                practices.
            (3) Limitation.--Not more than 15 percent of a grant may be 
        used to purchase equipment.
    (d) National Activities.--The Secretary may reserve not more than 
2.5 percent of funds available for grants under this section for 
national activities, including technical assistance, evaluation, and 
dissemination.
    (e) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section a total of $250,000,000 for 
fiscal year 2022 and the succeeding 4 fiscal years.

SEC. 5. REPORTING REQUIREMENTS.

    (a) Grantee Reports.--Each eligible entity that receives a grant 
under this Act shall submit to the Secretary a report, not less than 
twice a year during the grant period, on the use of grant funds that 
shall include data on the numbers of students served through activities 
funded under this Act, disaggregated by race (for Asian and Native 
Hawaiian or Pacific Islander students using the same race response 
categories as the decennial census of the population), ethnicity, 
gender, and eligibility to receive a free or reduced price lunch under 
the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et 
seq.).
    (b) Report by the Secretary.--Not later than 5 years after the 
first grant is awarded under this Act, the Secretary shall submit to 
Congress a report based on the analysis of reports received under 
subsection (a) with a recommendation on how to expand the program under 
this Act.

SEC. 6. AMENDMENTS TO OTHER LAWS.

    (a) Department of Education Organization Act.--Section 203(c)(1) of 
the Department of Education Organization Act (20 U.S.C. 3413(c)(1)) is 
amended by inserting before the semicolon the following: ``, which 
shall include information with respect to the existence of computer 
science education (as defined in section 3 of the Computer Science for 
All Act of 2021), disaggregated by the type of computer science 
education and by State, local educational agency, and eligible tribal 
school (as such terms are defined in such section 3)''.
    (b) The Education Sciences Reform Act of 2002.--Section 153(a)(1) 
of the Education Sciences Reform Act of 2002 (20 U.S.C. 9543(a)(1)) is 
amended--
            (1) in subparagraph (N), by striking ``and'';
            (2) in subparagraph (O), by adding ``and'' at the end; and
            (3) by adding at the end the following:
                    ``(P) the existence of computer science education 
                (as defined in section 3 of the Computer Science for 
                All Act of 2021) in elementary schools and secondary 
                schools, and the degree of competency in computer 
                science fields among such students.''.
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