[Congressional Record Volume 164, Number 158 (Tuesday, September 25, 2018)]
[House]
[Pages H8862-H8865]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




      INNOVATIONS IN MENTORING, TRAINING, AND APPRENTICESHIPS ACT

  Mr. SMITH of Texas. Mr. Speaker, I move to suspend the rules and pass 
the bill (H.R. 5509) to direct the National Science Foundation to 
provide grants for research about STEM education approaches and the 
STEM-related workforce, and for other purposes, as amended.
  The Clerk read the title of the bill.
  The text of the bill is as follows:

                               H.R. 5509

       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 ``Innovations in Mentoring, 
     Training, and Apprenticeships Act''.

     SEC. 2. FINDINGS.

       Congress finds the following:
       (1) To remain competitive in the global economy, foster 
     greater innovation, and provide a foundation for shared 
     prosperity, the United States needs a workforce with the 
     right mix of skills to meet the diverse needs of the economy.
       (2) Evidence indicates that the returns on investments in 
     technical skills in the labor market are strong when students 
     successfully complete their education and gain credentials 
     sought by employers.
       (3) The responsibility for developing and sustaining a 
     skilled technical workforce is fragmented across many groups, 
     including educators, students, workers, employers, Federal, 
     State, and local governments, civic associations, and other 
     stakeholders. Such groups need to be able to coordinate and 
     cooperate successfully with each other.
       (4) Coordination among students, community colleges, 
     secondary and post-secondary institutions, and employers 
     would improve educational outcomes.
       (5) Promising experiments currently underway may guide 
     innovation and reform, but scalability of some of those 
     experiments has not yet been tested.
       (6) Evidence suggests that integration of academic 
     education, technical skills development, and hands-on work 
     experience improves outcomes and return on investment for 
     students in secondary and post-secondary education and for 
     skilled technical workers in different career stages.
       (7) Outcomes show that mentoring can increase STEM student 
     engagement and the rate of completion of STEM post-secondary 
     degrees.

     SEC. 3. NATIONAL SCIENCE FOUNDATION STEM INNOVATION AND 
                   APPRENTICESHIP GRANTS.

       (a) Establishment.--The Director of the National Science 
     Foundation shall award competitive grants to eligible 
     entities in accordance with this section.
       (b) Coordination.--In carrying out this section, the 
     Director shall consult and cooperate with the programs and 
     policies of other relevant Federal agencies to avoid 
     duplication with, and enhance the effectiveness of, the 
     provision of grants under this section.
       (c) Grants for Associate Degree Programs in STEM Fields.--
       (1) In general.--The Director of the National Science 
     Foundation shall award competitive grants to community 
     colleges to develop or improve associate or certificate 
     programs in STEM fields in, with respect to the region in 
     which the respective college is located, an in-demand 
     industry sector or occupation (as defined in section 3(23)) 
     of the Workforce Innovation and Opportunity Act (29 U.S.C. 
     3102(23))).
       (2) Application.--In considering applications for grants 
     under paragraph (1), the Director shall prioritize--
       (A) applicants that consist of a partnership between the 
     applying community college and individual employers or an 
     employer consortia, or industry or sector partnerships, and 
     may include a university or other organization with 
     demonstrated expertise in academic program development;
       (B) applications that demonstrate current and future 
     workforce demand in occupations directly related to the 
     proposed associate degree or certificate program;
       (C) applications that include commitments by the partnering 
     employers or employer consortia, or industry or sector 
     partnerships, to offer apprenticeships, internships or other 
     applied learning opportunities to students enrolled in the 
     proposed associate degree program;
       (D) applications that include outreach plans and goals for 
     recruiting and enrolling women and other historically 
     underrepresented individuals in STEM studies and careers in 
     the proposed associate degree program; and
       (E) applications that describe how the applying community 
     college will support the collection of information and data 
     for purposes of evaluation of the proposed associate degree 
     program.
       (3) Funding.--The National Science Foundation shall devote 
     not less than $20,000,000 to awards described in this 
     subsection, which shall include not less than $5,000,000 for 
     each of fiscal years 2018 through 2021, subject to the 
     availability of appropriations, to come from amounts made 
     available for the Education and Human Resources Directorate. 
     This subsection shall be carried out using funds otherwise 
     appropriated by law after the date of enactment of this Act.
       (d) Grants for STEM Degree Applied Learning 
     Opportunities.--
       (1) In general.--The Director of the National Science 
     Foundation shall award competitive grants to institutions of 
     higher education partnering with employers or employer 
     consortia, or industry or sector partnerships, that commit to 
     offering apprenticeships, internships, research 
     opportunities, or applied learning experiences to enrolled 
     university students in identified STEM baccalaureate degree 
     programs.
       (2) Application.--In considering applications for grants 
     under paragraph (1), the Director shall prioritize--
       (A) applicants that consist of a partnership between--
       (I) the applying university; and
       (ii) individual employers or an employer consortia, or 
     industry or sector partnerships;
       (B) applications that demonstrate current and future 
     workforce demand in occupations directly related to selected 
     STEM fields;
       (C) applications that include outreach plans and goals for 
     recruiting and enrolling women and other populations 
     historically underrepresented in STEM; and
       (D) applications that describe how the university will 
     support the collection and information of data for purposes 
     of the evaluation of identified STEM degree programs.
       (3) Funding.--The National Science Foundation shall devote 
     not less than $10,000,000 to awards described in this 
     subsection, which shall include not less than $2,500,000 for 
     each of fiscal years 2018 through 2021, subject to the 
     availability of appropriations, to come from amounts made 
     available for the Education and Human Resources Directorate. 
     This subsection shall be carried out using funds otherwise 
     appropriated by law after the date of enactment of this Act.
       (e) Grants for Computer-Based and Online STEM Education 
     Courses.--
       (1) In general.--The Director of the National Science 
     Foundation shall award competitive grants to institutions of 
     higher education or nonprofit organizations to conduct 
     research on student outcomes and determine best practices for 
     STEM education and technical skills education through 
     distance learning or in a simulated work environment.
       (2) Research areas.--The research areas eligible for 
     funding under this subsection may include--
       (A) post-secondary courses for technical skills development 
     for STEM occupations;
       (B) improving high-school level career and technical 
     education in STEM subjects;
       (C) encouraging and sustaining interest and achievement 
     levels in STEM subjects among women and other populations 
     historically underrepresented in STEM studies and careers; 
     and
       (D) combining computer-based and online STEM education and 
     skills development with traditional mentoring and other 
     mentoring arrangements, apprenticeships, internships, and 
     other applied learning opportunities.
       (3) Funding.--The National Science Foundation shall devote 
     not less than $10,000,000 to awards described in this 
     subsection, which shall include not less than $2,500,000 for 
     each of fiscal years 2018 through 2021, subject to the 
     availability of appropriations, to come from amounts made 
     available for the Education and Human Resources Directorate. 
     This subsection shall be carried out using funds otherwise 
     appropriated by law after the date of enactment of this Act.

     SEC. 4. RESEARCH ON EFFICIENCY OF SKILLED TECHNICAL LABOR 
                   MARKETS.

       (a) Efficiency of Skilled Technical Labor Markets.--The 
     Directorate of Social, Behavioral & Economic Sciences of the 
     National Science Foundation, in coordination with the 
     Secretary of Labor, shall support

[[Page H8863]]

     research on labor market analysis innovations, data and 
     information sciences, electronic information tools and 
     methodologies, and metrics.
       (b) Comparison of United States Workforce.--
       (1) Research.--The National Science Foundation shall 
     commission research that compares and contrasts skilled 
     technical workforce development between States and regions 
     within the United States and other developed countries, 
     including the diversity of skilled technical and professional 
     workforces, to the extent feasible.
       (2) Report.--Not later than 3 years after the date of 
     enactment of this Act, the Director of the National Science 
     Foundation shall submit to Congress a report on the results 
     of the study under paragraph (1).
       (c) Skilled Technical Workforce.--
       (1) Review.--The National Center for Science and 
     Engineering Statistics of the National Science Foundation 
     shall consult and coordinate with other relevant Federal 
     statistical agencies, including the Institution of Education 
     Science, and the Committee on Science, Technology, 
     Engineering, and Mathematics Education, to explore the 
     feasibility of expanding its surveys to include the 
     collection of objective data on the skilled technical 
     workforce.
       (2) Report.--Not later than 1 year after the date of 
     enactment of this Act, the Director of the National Science 
     Foundation shall submit to Congress a report containing the 
     progress made in expanding the National Center for Science 
     and Engineering Statistics surveys to include the skilled 
     technical workforce. Such report shall include a plan for 
     multi-agency collaboration in order to effect data collection 
     and reporting of data on the skilled technical workforce.

     SEC. 5. SPENDING LIMITATION.

       No additional funds are authorized to be appropriated to 
     carry out this Act and the amendments made by this Act, and 
     this Act and such amendments shall be carried out using 
     amounts otherwise available for such purpose.

     SEC. 6. EVALUATION AND REPORT.

       (a) Evaluation.--
       (1) In general.--Not later than 2 years after the date of 
     enactment of this Act, the Director of the National Science 
     Foundation shall evaluate the grants and programs provided 
     under this Act.
       (2) Requirements.--In conducting the evaluation under 
     paragraph (1), the Director shall --
       (A) use a common set of benchmarks and assessment tools to 
     identify best practices and materials developed or 
     demonstrated by the research conducted pursuant to such 
     grants and programs;
       (B) include an assessment of the effectiveness of the grant 
     programs established under this Act in expanding 
     apprenticeships, internships, and other applied learning 
     opportunities offered by employers in conjunction with 
     community colleges and institutions of higher education;
       (C) assess the number of students who participated in 
     programs established under or pursuant to this Act;
       (D) assess the percentage of students participating in 
     programs established under or pursuant to this Act who 
     successfully complete their education program; and
       (E) assess the median earnings of students who have 
     completed a program with respect to which a grant was awarded 
     under section 3(c), as of the date that is two calendar 
     quarters after completing the program, as practicable.
       (b) Report on Evaluations.--Not later than 180 days after 
     the completion of the evaluation under subsection (a), the 
     Director of the National Science Foundation shall submit to 
     Congress and make widely available to the public a report 
     that includes--
       (1) the results of the evaluation; and
       (2) any recommendations for legislative action that could 
     optimize the effectiveness of the grants and programs under 
     this Act.
       (c) Consultation.--In carrying out this section, the 
     Director of the Foundation shall consult the programs and 
     policies of other relevant Federal agencies to avoid 
     duplication with, and enhance the effectiveness of, the 
     grants and programs under this Act.
       (d) Submission to Secretary of Education.--On the date on 
     which the report is submitted under subsection (b), the 
     Director of the National Science Foundation shall also submit 
     to the Secretary of Education a copy of the report.

     SEC. 7. DEFINITIONS.

       In this Act:
       (1) STEM.--The term ``STEM'' means science, technology, 
     engineering, and mathematics, including computer science.
       (2) Community college.--The term ``community college'' has 
     the meaning given the term ``junior and community college'' 
     in section 312 of the Higher Education Act of 1965 (20 U.S.C. 
     1058).
       (3) Region.--The term ``region'' means a labor market area, 
     as such term is defined in section 3 of the Workforce 
     Innovation and Opportunity Act (29 U.S.C. 3102).
       (4) Skilled technical workforce.--The term ``skilled 
     technical workforce'' means workers with high school diplomas 
     and two-year technical training or certifications who employ 
     significant levels of STEM knowledge in their jobs.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Texas (Mr. Smith) and the gentleman from Illinois (Mr. Lipinski) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Texas.


                             General Leave

  Mr. SMITH of Texas. Mr. Speaker, I ask unanimous consent that all 
Members may have 5 legislative days in which to revise and extend their 
remarks and to include extraneous material on H.R. 5509, the bill now 
under consideration.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Texas?
  There was no objection.
  Mr. SMITH of Texas. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, H.R. 5509, the Innovations in Mentoring, Training, and 
Apprenticeships Act, was introduced by Majority Leader Kevin McCarthy 
and cosponsored by a number of Science, Space, and Technology Committee 
members and approved by the Science, Space, and Technology Committee.
  H.R. 5509 continues the bipartisan progress the Science Committee has 
made to expand and improve science, technology, engineering, 
mathematics, and computer science education programs to create new 
pathways to STEM careers.
  We can't overstate the value of a strong STEM workforce in America. 
STEM workers drive innovation, manufacturing, scientific discovery, and 
productivity across the economy. According to the National Science 
Board's most recent ``Science and Engineering Indicators'' report, the 
number of U.S. jobs that require STEM skills has grown by a third over 
the past decade.
  STEM workforce demand is forecast to increase steadily for years to 
come. Unfortunately, we know that nearly 40 percent of students who 
embark on a STEM major do not complete it, and only half of STEM 
graduates are employed in STEM jobs. We also know that apprenticeship 
and mentoring initiatives can improve the rate of STEM degree 
completion at both 4-year universities and community colleges.
  America's competitiveness in STEM fields requires a diverse and 
flexible workforce comprised of workers with educational backgrounds 
ranging from certificate-level technical occupations to Ph.D.s. To this 
end, H.R. 5509 directs the National Science Foundation to fund 
initiatives that support innovative partnerships between academic 
institutions and local industries.
  The NSF will offer at least $5 million per year over the next 4 years 
in grants to community colleges to develop new STEM courses and 
degrees. These programs will combine formal education with on-the-job 
work experiences, such as apprenticeships and internships, by 
partnering with local employers.
  Additionally, the pending legislation directs NSF to offer at least 
another $2.5 million per year for the next 4 years to 4-year 
universities to partner with local industry and offer apprenticeships 
and other applied learning experiences for STEM undergraduate students.
  The bill also requires the National Science Foundation to award $2.5 
million per year over the next 4 years for research grants to measure 
student outcomes and the effectiveness of computer-based and online 
courses for technical skills training.
  Leader McCarthy's legislation further directs the NSF to research the 
difference between skilled technical workforce development in the 
United States and in other developed countries.
  Lastly, H.R. 5509 requires the National Science Foundation to conduct 
research on labor market analysis innovations and America's skilled 
technical workforce in order to improve our understanding of this 
workforce's trends and needs.
  The innovative initiatives in this legislation will leverage the hard 
work and ingenuity of women and men of all ages, education levels, and 
backgrounds to meet the demand for a STEM-capable workforce.
  Much like the action the Trump administration has already taken to 
expand apprenticeships to help meet today's rapidly changing economy, 
the Innovations in Mentoring, Training, and Apprenticeships Act takes 
significant steps to invest in new STEM education and workforce 
development programs. Such investments will ensure the United States 
remains competitive in the global economy both today and tomorrow.

[[Page H8864]]

  The majority leader's bill will enhance America's STEM 
competitiveness and contribute to our future economic prosperity, so 
there are many good reasons to support this legislation.
  Mr. Speaker, I reserve the balance of my time.
  Mr. LIPINSKI. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise in support of H.R. 5509, the Innovations in 
Mentoring, Training, and Apprenticeships Act. I would like to thank 
Majority Leader McCarthy for introducing this bill.

                              {time}  2130

  Building a workforce with skills in the STEM fields--science, 
technology, engineering, and math--which can meet the demands of our 
continually evolving economy is one of the most pressing challenges 
that we face today.
  Many companies are having difficulty recruiting and retaining workers 
with sufficient STEM skills for their needs. This STEM skills gap has 
existed for years and is continuing to widen. With companies across all 
economic sectors increasing their reliance on data, automation, and 
technology-driven business models, the need for STEM workers has never 
been greater.
  Employers are increasingly concerned that their inability to hire 
employees with the technical skills they need will affect their 
capacity to innovate, increase production, and expand internationally. 
Make no mistake: America's future economic prosperity is on the line.
  High schools, community colleges, and universities have been slow to 
respond, struggling to adapt their curriculum to keep pace with the 
rapidly evolving needs of industry. There is a need to innovate and 
encourage partnerships between educators in the private sector to 
better prepare the next generation of skilled technical workers.
  Apprenticeships have garnered significant attention in recent years 
because of the potential to bridge the STEM skills gap. Apprenticeships 
offer workers practical hands-on training, nationally recognized 
credentials, and the potential to earn credit towards an associate's or 
bachelor's degree. At the completion of an apprenticeship, most workers 
are on the path to a long-term, well-paying career with little or no 
education-related debt.
  By investing in education and on-the-job training for their workers, 
employers can develop a workforce equipped with a set of skills 
tailored to the specific needs of their businesses.
  Despite the benefits for employers and employees, apprenticeships 
remain underutilized in the United States when compared with other 
developed nations. President Obama first called for expanded access to 
apprenticeships in his 2014 State of the Union Address. In 2016, 
Congress appropriated funding for the Department of Labor in support of 
expanding entrepreneurships.
  H.R. 5509 builds on these efforts and ongoing activities at the 
National Science Foundation by providing support for the improvement of 
STEM degree programs and apprenticeship programs in partnership with 
universities and local employers. This legislation also supports 
research to find lessons learned from international approaches to 
skilled technical workforce development.
  Mr. Speaker, we must prepare a workforce that keeps pace with needs 
of industry if we are to reach our full economic potential and remain 
the global leaders in innovation. H.R. 5509 is a good step in that 
direction.
  Mr. Speaker, I urge my colleagues to support this bill, and I reserve 
the balance of my time.
  Mr. SMITH of Texas. Mr. Speaker, I yield 3 minutes to the gentlewoman 
from Arizona (Mrs. Lesko), who is an active member of the Science, 
Space, and Technology Committee and a member of both the Research and 
Technology and Environment Subcommittees.
  Mrs. LESKO. Mr. Speaker, first, I want to applaud the American 
Legislative Exchange Council members who are joining us tonight and 
their CEO, Lisa Nelson, and her staff. I thank them for attending.
  Mr. Speaker, I rise in strong support of H.R. 5509, the Innovations 
in Mentoring, Training, and Apprenticeships Act.
  Presently, the American economy faces a shortage of 6 million skilled 
workers, a number expected to reach 11 million by 2022. This workforce 
shortage will only continue to grow unless we focus on training the 
next generation of skilled workers.
  In Arizona, we are seeing rapid growth in the science, technology, 
and engineering fields. Our aerospace industry is being strengthened by 
the creation of university partnerships like the ASU Research 
Enterprise and Aerospace Arizona.
  In order to support these growing industries, we must take action. 
This legislation is a step in that direction by providing grants for 
innovative approaches to STEM education and related workforce 
development. The bill expands the workforce pipeline in STEM fields 
through experiments with apprenticeships and other applied learning 
opportunities for college students and places a focus on the 
enhancement of 2-year degree programs and technical skill certificates 
in order to meet the shortage of qualified candidates at all levels.
  I want to thank the majority leader for bringing this legislation 
forward, and I urge my colleagues to support this bill.
  Mr. LIPINSKI. Mr. Speaker, I reserve the balance of my time.
  Mr. SMITH of Texas. Mr. Speaker, I yield 4 minutes to the gentlewoman 
from Virginia (Mrs. Comstock), who is a member of the Science, Space, 
and Technology Committee and is the chairwoman of the Research and 
Technology Subcommittee.
  Mrs. COMSTOCK. Mr. Speaker, I thank Chairman Smith for yielding me 
the time.
  I rise in support of H.R. 5509, the Innovations in Mentoring, 
Training, and Apprenticeships Act. This bill takes important steps in 
addressing the growing need for a diverse and technically trained STEM 
workforce.
  Technological advances have transformed the workplace with almost 20 
percent of all jobs in the U.S. economy requiring some level of STEM 
training. These jobs are expected to grow nearly 9 percent over the 
next decade, faster than any other employment category; and, of course, 
we know these are also higher paying jobs, and we want more women and a 
more diverse workforce here, also.
  Unfortunately, we also know that we have been failing to keep 
students in the STEM pipeline. Almost half of all students who start in 
a STEM major do not graduate with one. Of those who do graduate with a 
STE degree, only half go on to a career in a STEM field. It is 
essential we address these challenges in order to ensure U.S. 
competitiveness in the global economy.

  In February, I chaired a Research and Technology Subcommittee 
hearing, which looked at innovative STEM education and workforce 
training models from across the country. These models demonstrated how 
apprenticeships, mentoring, and on-the-job training are used to 
successfully bridge STEM skills gaps.
  I am happy to say that many of the lessons learned from that hearing 
are reflected in this bill, including the point that most successful 
programs are an integration of academia, technical training, and hands-
on work experience.
  H.R. 5509 directs the National Science Foundation to competitively 
award grants to community colleges and 4-year institutions to develop 
and improve STEM courses and degrees. These programs will combine 
formal education with applied learning experiences, such as 
apprenticeships and internships, by partnering with regional employers 
needing to fill skilled and technical STEM jobs.
  This bill also calls for NSF to competitively award grants to 
determine best practices and measure student outcomes of distance 
learning and simulated work environment courses for STEM education and 
technical skills training.
  Lastly, it directs the National Science Foundation to examine the 
development and sustainability of skilled technical workforces from 
across the U.S. and around the world, explore the feasibility of 
surveying the U.S. skilled technical workforce, and research and 
develop potential labor market analysis innovations.
  These programs and important research will help support and build the

[[Page H8865]]

STEM pipeline and the STEM workforce that will drive American 
innovation in order to meet the challenges of the 21st century economy.
  I want to thank Leader McCarthy for introducing this legislation and 
for the opportunity to cosponsor this. I also thank Chairman Smith and 
Ranking Member Johnson for their great work in ushering this bill 
through the committee on a bipartisan basis.
  I urge my colleagues to support this bill.
  Mr. LIPINSKI. Mr. Speaker, I yield myself the balance of my time.
  Mr. Speaker, I am a proud cosponsor of H.R. 5509 because it 
recognizes the great work under way in National Science Foundation's 
Advanced Technological Education Program. This program works to promote 
the development of our STEM technical workforce and ensures that it 
continues to be prioritized going forward.
  As my colleagues are aware, I have two degrees in engineering. My 
wife also has a degree in math. This is part of the reason I am an 
ardent supporter of STEM education, especially education that is 
aligned with the requirements for in-demand careers.
  One such program in my district is called the National Center for 
Systems Security and Information Assurance at Moraine Valley Community 
College. Since 2003, it has received Advanced Technological Education 
funding from NSF to be a national center of excellence in cybersecurity 
education. The college provides students with real-world learning 
experiences and provides curriculum, instructional materials, and 
professional development for cybersecurity educators around the world.
  We all know that there is a massive nationwide need for cybersecurity 
professionals. According to the Department of Homeland Security's 
National Initiative for Cybersecurity Education, there are currently 
over 301,000 open jobs in cybersecurity, including over 13,000 in the 
public sector.
  To make progress in meeting this need as well as the need in other 
STEM fields, we will need many more innovative education programs like 
the one at Moraine Valley and those promoted by H.R. 5509. This type of 
education benefits students, employers, our economy, and our national 
security, and it is worthy of this Chamber's support.
  I thank Chairman Smith and Ranking Member Eddie Bernice Johnson for 
their work on this bill. I thank Chairman Smith for his bipartisan work 
on the three bills that we are doing here tonight, and I am hopeful 
that perhaps there will be more to do before the end of this Congress.
  Mr. Speaker, I urge my colleagues to support this bill, and I yield 
back the balance of my time.
  Mr. SMITH of Texas. Mr. Speaker, I yield myself the balance of my 
time.
  Mr. Speaker, just briefly, I thank the gentleman from Illinois (Mr. 
Lipinski) for working with us so well on so many bills for almost 2 
years. I think he has been as active on the legislation as any other 
member of the committee, and as he pointed out or suggested, most of 
the bills that we passed under the Science, Space, and Technology 
Committee's jurisdiction are, in fact, bipartisan bills; and he has, as 
often as not, been an important player in the passage of those pieces 
of legislation.
  Mr. Speaker, there are no other requests for time, and I yield back 
the balance of my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Texas (Mr. Smith) that the House suspend the rules and 
pass the bill, H.R. 5509, as amended.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

                          ____________________