[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.
____________________