[Congressional Record Volume 165, Number 140 (Friday, August 30, 2019)]
[Extensions of Remarks]
[Pages E1084-E1085]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




              INDIGENOUS STEM PROFESSIONAL DEVELOPMENT ACT

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                  HON. GREGORIO KILILI CAMACHO SABLAN

                    of the northern mariana islands

                    in the house of representatives

                        Friday, August 30, 2019

  Mr. SABLAN. Madam Speaker, today, I introduce the Indigenous STEM 
Professional Development Act, which would expand opportunities for 
Native American students to earn degrees in science, technology, 
engineering and math (STEM) through partnerships between schools from 
the elementary to postsecondary level and the private sector.
  Native Americans, including American Indians, Alaska Natives, Native 
Hawaiians and the indigenous peoples of the Pacific U.S. territories, 
are among the most underrepresented groups in the STEM professions. 
Efforts to increase Native students entering the STEM workforce have 
seen success with programs like the University of Alaska's Alaska 
Native Science and Engineering Program (ANSEP). Based on a model 
incorporating indigenous language and culture in STEM instruction, 
intensive academic support and hands-on learning from middle school 
through graduate school, ANSEP has produced over 800 STEM graduates 
whose job placement rates exceed the national average. According to a 
2015 Urban Institute evaluation, ANSEP participants have a 95 percent 
course completion rate with 84 percent reported being employed within 
one year of graduation. The evaluation also found the majority of ANSEP 
students earn a median annual salary over $60,000 with 17 percent 
earning over $100,000.
  In 2008, Congress recognized the benefits of the ANSEP model in 
authorizing grants under the Higher Education Act to support similar 
programs focused on Native Hawaiians as well as Alaska Natives. 
However, we must do more to encourage all indigenous students to enter 
STEM careers, including Chamorro, Refaluwasch, and American Indians. 
The Indigenous STEM Professional Development Act reauthorizes and 
expands the grant program to include all indigenous peoples of the 
United States. Under the bill, schools can continue to use the grant to 
develop programs to help Native students succeed in completing STEM 
coursework, transitioning into college, gaining practical experience 
through internships, and working in their career fields after 
graduation.
  I urge my colleagues to support this legislation to help strengthen 
our nation's STEM

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workforce by expanding opportunities for indigenous students to succeed 
as STEM professionals.

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