[Congressional Record Volume 164, Number 201 (Thursday, December 20, 2018)]
[House]
[Pages H10417-H10419]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
{time} 1245
INNOVATIONS IN MENTORING, TRAINING, AND APPRENTICESHIPS ACT
Mr. SMITH of Texas. Mr. Speaker, I move to suspend the rules and
concur in the Senate amendment to 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.
The Clerk read the title of the bill.
The text of the Senate amendment is as follows:
Senate amendment:
Strike all after the enacting clause and insert the
following:
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.
Section 3 of the Scientific and Advanced-Technology Act of
1992 (42 U.S.C. 1862i) is amended--
(1) by redesignating subsections (d) through (g) as
subsections (g) through (j), respectively;
(2) by inserting after subsection (c) the following:
``(d) Grants for Associate Degree Programs in STEM
Fields.--
``(1) In-demand workforce grants.--The Director shall award
grants to junior or community colleges to develop or improve
associate degree or certificate programs in STEM fields, with
respect to the region in which the respective college is
located, and an in-demand industry sector or occupation.
``(2) Applications.--In considering applications for grants
under paragraph (1), the Director shall prioritize--
``(A) applications that consist of a partnership between
the applying junior or 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 or certificate program;
``(D) applications that include outreach plans and goals
for recruiting and enrolling women and other underrepresented
populations in STEM fields in the proposed associate degree
or certificate program; and
``(E) applications that describe how the applying junior or
community college will support the collection of information
and data for purposes of evaluation of the proposed associate
degree or certificate program.
``(e) Grants for STEM Degree Applied Learning
Opportunities.--
``(1) In general.--The Director shall award grants to
institutions of higher education partnering with private
sector employers or private sector employer consortia, or
industry or sector partnerships, that commit to offering
apprenticeships, internships, research opportunities, or
applied learning experiences to enrolled students in
identified STEM baccalaureate degree programs.
``(2) Purposes.--Awards under this subsection may be used--
``(A) to develop curricula and programs for apprenticeship,
internships, research opportunities, or applied learning
experiences; or
``(B) to provide matching funds to incentivize partnership
and participation by private sector employers and industry.
``(3) Applications.--In considering applications for grants
under paragraph (1), the Director shall prioritize--
``(A) applicants that consist of a partnership between--
``(i) the applying institution of higher education; 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 the
identified STEM fields;
``(C) applications that include outreach plans and goals
for recruiting and enrolling women and other underrepresented
populations in STEM fields; and
``(D) applications that describe how the institution of
higher education will support the collection and information
of data for purposes of the evaluation of identified STEM
degree programs.
``(f) 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.
[[Page H10418]]
``(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) in subsection (a)(3)(A), by striking the comma and
inserting a semicolon;
(4) in subsection (c)(1)(B)(iv), by striking ``subsection
(f)(3)'' and inserting ``subsection (i)(3)'';
(5) in subsection (h), as redesignated--
(A) in the heading, by striking ``Limitation on Funding''
and inserting ``Funding'';
(B) by inserting ``(3) Limitation on funding.--'' before
``To qualify'' and indenting appropriately; and
(C) by inserting before paragraph (3), as redesignated, the
following:
``(1) Funding.--The Director shall allocate out of amounts
made available for the Education and Human Resources
Directorate--
``(A) up to $5,000,000 to carry out the activities under
subsection (d) for each of fiscal years 2019 through 2022,
subject to the availability of appropriations;
``(B) up to $2,500,000 to carry out the activities under
subsection (e) for each of fiscal years 2019 through 2022,
subject to the availability of appropriations; and
``(C) up to $2,500,000 to carry out the activities under
subsection (f) for each of fiscal years 2019 through 2022,
subject to the availability of appropriations.
``(2) Limitation on funding.--Amounts made available to
carry out subsections (d), (e), and (f) shall be derived from
amounts appropriated or otherwise made available to the
National Science Foundation.''; and
(6) in subsection (j), as redesignated--
(A) in paragraph (4), by striking ``; and'' and inserting a
semicolon;
(B) by redesignating paragraph (5) as paragraph (7); and
(C) by inserting after paragraph (4) the following:
``(5) the term `in-demand industry sector or occupation'
has the meaning given the term in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102);
``(6) the term `junior or community college' has the
meaning given the term in section 312 of the Higher Education
Act of 1965 (20 U.S.C. 1058);''; and
(D) by adding at the end the following:
``(8) the term `region' means a labor market area, as that
term is defined in section 3 of the Workforce Innovation and
Opportunity Act (29 U.S.C. 3102); and
``(9) the terms `mathematics, science, engineering, or
technology' or `STEM' mean science, technology, engineering,
and mathematics, including computer science.''.
SEC. 4. RESEARCH ON EFFICIENCY OF SKILLED TECHNICAL LABOR
MARKETS.
(a) Efficiency of Skilled Technical Labor Markets.--The
Director of the National Science Foundation, working through
the Directorate of Social, Behavioral & Economic Sciences, in
coordination with the Secretary of Labor, shall support
research on labor market analysis innovations, data and
information sciences, electronic information tools and
methodologies, and metrics.
(b) 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 Institute of Education
Sciences of the Department of Education, and the Committee on
Science, Technology, Engineering, and Mathematics Education
of the National Science and Technology Council established
under section 101 of the America COMPETES Act of 2010 (Public
Law 111-358), 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 on the progress
made in expanding the National Center for Science and
Engineering Statistics surveys to include the skilled
technical workforce, including a plan for multi-agency
collaboration to improve data collection and reporting of
data on the skilled technical workforce.
(3) Definition of 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.
SEC. 5. 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 grant programs established
under subsections (d), (e), and (f) of section 3 of the
Scientific and Advanced-Technology Act of 1992 (42 U.S.C.
1862i), as amended by 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 under subsection (f) of that section;
(B) include an assessment of the effectiveness of the grant
programs in expanding apprenticeships, internships, and other
applied learning opportunities offered by employers in
conjunction with junior or community colleges, or
institutions of higher education, as applicable;
(C) assess the number of students who participated in the
grant programs; and
(D) assess the percentage of students participating in the
grant programs who successfully complete their education
programs.
(b) Report on Evaluations.--Not later than 180 days after
the date the evaluation under subsection (a) is complete, the
Director of the National Science Foundation shall submit to
Congress and the Secretary of Education, and make widely
available to the public, a report on the results of the
evaluation, including any recommendations for legislative
action that could optimize the effectiveness of the grant
programs.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from
Texas (Mr. Smith) and the gentlewoman from Oregon (Ms. Bonamici) 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 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 IMT Apprenticeships Act, was introduced
by Majority Leader Kevin McCarthy with my support and that of the
ranking minority member of the Science, Space, and Technology
Committee. It increases our STEM workforce and improves our national
competitiveness.
The IMT Apprenticeships Act directs the National Science Foundation
to fund initiatives that support innovative partnerships between
academic institutions and local industries. These programs combine
formal education with work experiences such as apprenticeships, pairing
local employers with the STEM industry.
This bill also requires the NSF to conduct research on market
analysis innovations and America's skilled technical workforce.
I would like to thank Leader McCarthy, Ranking Member Eddie Bernice
Johnson, and Senate Commerce Chairman John Thune for their efforts on
this bipartisan bill. The IMT Apprenticeships Act enhances America's
STEM competitiveness and contributes to our future economic prosperity.
Mr. Speaker, I urge its support, and I reserve the balance of my
time.
Ms. BONAMICI. 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 thank Majority Leader
McCarthy for introducing this good legislation. In the interest of
time, I will be placing extended remarks in the Record today.
I rise in support of H.R. 5509, the Innovations in Mentoring,
Training, and Apprenticeships Act. I thank Majority Leader McCarthy for
introducing this good legislation.
Building a STEM workforce that can meet the demands of our
continually evolving economy is one of the most pressing challenges we
face today. With a persistent and widening STEM skills gap, companies
in all sectors continue to struggle to meet their needs for skilled
technical workers. We must do more to ensure we are preparing a
workforce that can keep pace with these demands, and not just in the
near term.
Apprenticeships are a promising approach to bridging this gap. By
investing in education and on-the-job training for their workers,
employers can develop a workforce equipped with skills tailored to
their specific needs. After completing an apprenticeship program,
workers are on the path to a long-term, well-paying career.
H.R. 5509 directs the National Science Foundation to provide grants
for developing or improving associate, certificate, and applied
learning programs at community colleges and universities in partnership
with employers. This bill also directs NSF to support research on the
skilled technical labor market. These are important steps in the right
direction.
In order to build a strong skilled technical workforce we must do
more to expand access to these careers. Women make up nearly half of
the workforce but only 6 percent of apprentices. I am glad this bill
highlights the need for better outreach and I look forward to exploring
what more can be done to ensure women and other underrepresented
minorities have the
[[Page H10419]]
same opportunities to benefit from apprenticeships.
I urge my colleagues to support this bill.
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 back the balance of my time.
Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I would like to
speak in support of H.R. 5509, the innovations in Mentoring, Training,
and Apprenticeships Act. I comment Majority Leader McCarthy for his
leadership in addressing this important issue with this legislation.
I am heartened to see so much attention being paid to the importance
of developing a STEM workforce that is equipped to meet the demands of
an increasingly automated and technology-driven economy. As Ranking
Member of the Science Committee, I am committed to ensuring all
students and individuals seeking a career change have access to the
education and technical skills training they need to pursue high-
paying, meaningful STEM careers.
It is high time we as a society recognize the value of
apprenticeships as avenues to high quality careers. We have work to do
to change the perception of skilled technical labor and it starts by
recognizing that our STEM workforce includes so much more than just
those with advanced STEM degrees.
A strong STEM workforce is built on the foundation of blue collar
STEM workers--workers who use their extensive STEM knowledge and skills
day in and day out without the need for a traditional four-year degree.
Blue collar STEM workers contribute to our nation's economic
competitiveness in immeasurable ways. What good is it for a company to
have the most innovative engineers and scientists if they don't have
the laboratory managers, technicians, mechanics, IT workers,
machinists, and welders to transform their ideas into reality? We will
need more blue collar STEM workers if we are to keep pace with our
global competitors.
One key barrier to developing a strong STEM workforce is the
misalignment between the education and training provided at community
colleges and universities and the knowledge and skills employers need.
H.R. 5509 takes us in the right direction by directing federal support
for developing and improving STEM associate degree and applied learning
programs in partnership with local employers.
In the new congress I look forward to continuing to explore ways in
which Congress can help strengthen the blue collar STEM workforce that
is so vital to our success.
I urge my colleagues to support this bill.
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
concur in the Senate amendment to the bill, H.R. 5509.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Mr. MASSIE. Mr. Speaker, on that I demand the yeas and nays.
The yeas and nays were ordered.
The SPEAKER pro tempore. Pursuant to clause 8 of rule XX, further
proceedings on this motion will be postponed.
____________________