[Congressional Record Volume 165, Number 156 (Thursday, September 26, 2019)]
[House]
[Pages H8005-H8010]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                     STEM OPPORTUNITIES ACT OF 2019

  Ms. JOHNSON of Texas. Mr. Speaker, I move to suspend the rules and 
pass the bill (H.R. 2528) to direct the Director of the Office of 
Science and Technology Policy to carry out programs and activities to 
ensure that Federal science agencies and institutions of higher 
education receiving Federal research and development funding are fully 
engaging their entire talent pool, and for other purposes, as amended.
  The Clerk read the title of the bill.
  The text of the bill is as follows:

                               H.R. 2528

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS; FINDINGS.

       (a) Short Title.--This Act may be cited as the ``STEM 
     Opportunities Act of 2019''.
       (b) Table of Contents.--The table of contents for this Act 
     is as follows:

Sec. 1. Short title; table of contents; findings.
Sec. 2. Purposes.
Sec. 3. Federal science agency policies for caregivers.
Sec. 4. Collection and reporting of data on Federal research grants.
Sec. 5. Policies for review of Federal research grants.
Sec. 6. Collection of data on demographics of faculty.
Sec. 7. Cultural and institutional barriers to expanding the academic 
              and Federal STEM workforce.
Sec. 8. Research and dissemination at the National Science Foundation.
Sec. 9. Research and related activities to expand STEM opportunities.
Sec. 10. Tribal Colleges and Universities Program.
Sec. 11. Report to Congress.
Sec. 12. Merit review.
Sec. 13. Definitions.
       (c) Findings.--The Congress finds the following:
       (1) Many reports over the past decade have found that it is 
     critical to our Nation's economic leadership and global 
     competitiveness that the United States educates and trains 
     more scientists and engineers.
       (2) Research shows that women and minorities who are 
     interested in STEM careers are disproportionately lost at 
     nearly every educational transition and at every career 
     milestone.
       (3) The National Center for Science and Engineering 
     Statistics at the National Science Foundation collects, 
     compiles, analyzes, and publishes data on the demographics of 
     STEM degrees and STEM jobs in the United States.
       (4) Women now earn nearly 37 percent of all STEM bachelor's 
     degrees, but major variations persist among fields. In 2017, 
     women earned only 20 percent of all bachelor's degrees 
     awarded in engineering and 19 percent of bachelor's degrees 
     awarded in computer sciences. Based on Bureau of Labor 
     Statistics data, jobs in computing occupations are expected 
     to account for nearly 60 percent of the projected annual 
     growth of newly created STEM job openings from 2016 to 2026.
       (5) In 2017, underrepresented minority groups comprised 39 
     percent of the college-age population of the United States, 
     but only 18 percent of students who earned bachelor's degrees 
     in STEM fields. The Higher Education Research Institute at 
     the University of California, Los Angeles, found that, while 
     freshmen from underrepresented minority groups express an 
     interest in pursuing a STEM undergraduate degree at the same 
     rate as all other freshmen, only 22.1 percent of Latino 
     students, 18.4 percent of African-American students, and 18.8 
     percent of Native American students studying in STEM fields 
     complete their degree within 5 years, compared to 
     approximately 33 percent of White students and 42 percent of 
     Asian students who complete their degree within 5 years.
       (6) In some STEM fields, including the computer sciences, 
     women persist at about the same rate through doctorate 
     degrees. In other STEM fields, women persist through 
     doctorate degrees at a lower rate. In mathematics, women earn 
     just 26 percent of doctorate degrees compared with 42 percent 
     of undergraduate degrees. Overall, women earned 38 percent of 
     STEM doctorate degrees in 2016. The rate of minority students 
     earning STEM doctorate degrees in physics is 9 percent, 
     compared with 15 percent for bachelor's degree. Students from 
     underrepresented minority groups accounted for only 11.5 
     percent of STEM doctorate degrees awarded in 2016.
       (7) The representation of women in STEM drops significantly 
     from the doctorate degree level to the faculty level. 
     Overall, women hold only 26 percent of all tenured and 
     tenure-track positions and 27 percent of full professor 
     positions in STEM fields in our Nation's universities and 4-
     year colleges. Black and Hispanic faculty together hold about 
     6.8 percent of all tenured and tenure-track positions and 7.5 
     percent of full professor positions. Many of the numbers in 
     the American Indian or Alaskan Native and Native Hawaiian or 
     Other Pacific Islander categories for different faculty ranks 
     were too small for the National Science Foundation to report 
     publicly without potentially compromising confidential 
     information about the individuals being surveyed.
       (8) The representation of women is especially low at our 
     Nation's top research universities. Even in the biological 
     sciences, in which women now earn more than 50 percent of the 
     doctorates and passed the 25 percent level 37 years ago, 
     women make up only 25 percent of the full professors at the 
     approximately 100 most research-intensive universities in the 
     United States. In the physical sciences and mathematics, 
     women make up only 11 percent of full professors, in computer 
     sciences only 10 percent, and across engineering fields only 
     7 percent. The data suggest that approximately 6 percent of 
     all tenure-track STEM faculty members at the most research-
     intensive universities are from underrepresented minority 
     groups, but in some fields the numbers are too small to 
     report publicly.
       (9) By 2050, underrepresented minorities will comprise 52 
     percent of the college-age population of the United States. 
     If the percentage of female students and students from 
     underrepresented minority groups earning bachelor's degrees 
     in STEM fields does not significantly increase, the United 
     States will face an acute shortfall in the overall number of 
     students who earn degrees in STEM fields just as United 
     States companies are increasingly seeking students with those 
     skills. With this impending shortfall, the United States will 
     almost certainly lose its competitive edge in the 21st 
     century global economy.
       (10) According to a 2014 Association for Women in Science 
     survey of over 4,000 scientists across the globe, 70 percent 
     of whom were men, STEM researchers face significant 
     challenges in work-life integration. Researchers in the 
     United States were among the most likely to experience a 
     conflict between work and their personal life at least 
     weekly. One-third of researchers surveyed said that ensuring 
     good work-life integration has negatively impacted their 
     careers, and, of researchers intending to leave their current 
     job within the next year, 9 percent indicated it was because 
     they were unable to balance work and life demands.
       (11) Female students and students from underrepresented 
     minority groups at institutions of higher education who see 
     few others ``like themselves'' among faculty and student 
     populations often do not experience the social integration 
     that is necessary for success in all disciplines, including 
     STEM.
       (12) One in five children in the United States attend 
     school in a rural community. The data shows that rural 
     students are at a disadvantage with respect to STEM 
     readiness. Among STEM-interested students, 17 percent of 
     students in rural high schools and 18 percent of students in 
     town-located high schools meet the ACT STEM Benchmark, 
     compared with 33 percent of students in suburban high schools 
     and 27 percent of students in urban high schools.
       (13) A substantial body of evidence establishes that most 
     people hold implicit biases. Decades of cognitive psychology 
     research reveal that most people carry prejudices of which 
     they are unaware but that nonetheless play a large role in 
     evaluations of people and their work. Unintentional biases 
     and outmoded institutional structures are hindering the 
     access and advancement of women, minorities, and other groups 
     historically underrepresented in STEM.
       (14) Workshops held to educate faculty about unintentional 
     biases have demonstrated success in raising awareness of such 
     biases.
       (15) In 2012, the Office of Diversity and Equal Opportunity 
     of the National Aeronautics and

[[Page H8006]]

     Space Administration (in this Act referred to as ``NASA'') 
     completed a report that--
       (A) is specifically designed to help NASA grant recipients 
     identify why the dearth of women in STEM fields continues and 
     to ensure that it is not due to discrimination; and
       (B) provides guidance that is usable by all institutions of 
     higher education receiving significant Federal research 
     funding on how to conduct meaningful self-evaluations of 
     campus culture and policies.
       (16) The Federal Government provides 55 percent of research 
     funding at institutions of higher education and, through its 
     grant-making policies, has had significant influence on 
     institution of higher education policies, including policies 
     related to institutional culture and structure.

     SEC. 2. PURPOSES.

       The purposes of this Act are as follows:
       (1) To ensure that Federal science agencies and 
     institutions of higher education receiving Federal research 
     and development funding are fully engaging the entire talent 
     pool of the United States.
       (2) To promote research on, and increase understanding of, 
     the participation and trajectories of women, minorities, and 
     other groups historically underrepresented in STEM studies 
     and careers, including persons with disabilities, older 
     learners, veterans, and rural, poor, and tribal populations, 
     at institutions of higher education and Federal science 
     agencies, including Federal laboratories.
       (3) To raise awareness within Federal science agencies, 
     including Federal laboratories, and institutions of higher 
     education about cultural and institutional barriers limiting 
     the recruitment, retention, promotion, and other indicators 
     of participation and achievement of women, minorities, and 
     other groups historically underrepresented in academic and 
     Government STEM research careers at all levels.
       (4) To identify, disseminate, and implement best practices 
     at Federal science agencies, including Federal laboratories, 
     and at institutions of higher education to remove or reduce 
     cultural and institutional barriers limiting the recruitment, 
     retention, and success of women, minorities, and other groups 
     historically underrepresented in academic and Government STEM 
     research careers.
       (5) To provide grants to institutions of higher education 
     to recruit, retain, and advance STEM faculty members from 
     underrepresented minority groups and to implement or expand 
     reforms in undergraduate STEM education in order to increase 
     the number of students from underrepresented minority groups 
     receiving degrees in these fields.

     SEC. 3. FEDERAL SCIENCE AGENCY POLICIES FOR CAREGIVERS.

       (a) OSTP Guidance.--Not later than 6 months after the date 
     of enactment of this Act, the Director, in consultation with 
     relevant agencies, shall provide guidance to each Federal 
     science agency to establish policies that--
       (1) apply to all--
       (A) research awards granted by such agency; and
       (B) principal investigators of such research who have 
     caregiving responsibilities, including care for a newborn or 
     newly adopted child and care for an immediate family member 
     who is sick or disabled; and
       (2) provide--
       (A) flexibility in timing for the initiation of approved 
     research awards granted by such agency;
       (B) no-cost extensions of such research awards;
       (C) grant supplements, as appropriate, to research awards 
     for research technicians or equivalent positions to sustain 
     research activities conducted under such awards; and
       (D) any other appropriate accommodations at the discretion 
     of the director of each such agency.
       (b) Uniformity of Guidance.--In providing guidance under 
     subsection (a), the Director shall encourage uniformity and 
     consistency in the policies established pursuant to such 
     guidance across all Federal science agencies.
       (c) Establishment of Policies.--Consistent with the 
     guidance under subsection (a), Federal science agencies 
     shall--
       (1) maintain or develop and implement policies for 
     individuals described in paragraph (1)(B) of such subsection; 
     and
       (2) broadly disseminate such policies to current and 
     potential grantees.
       (d) Data on Usage.--Federal science agencies shall--
       (1) collect data on the usage of the policies under 
     subsection (c), by gender, at both institutions of higher 
     education and Federal laboratories; and
       (2) report such data on an annual basis to the Director in 
     such form as required by the Director.

     SEC. 4. COLLECTION AND REPORTING OF DATA ON FEDERAL RESEARCH 
                   GRANTS.

       (a) Collection of Data.--
       (1) In general.--Each Federal science agency shall collect, 
     as practicable, with respect to all applications for merit-
     reviewed research and development grants to institutions of 
     higher education and Federal laboratories supported by that 
     agency, the standardized record-level annual information on 
     demographics, primary field, award type, institution type, 
     review rating, budget request, funding outcome, and awarded 
     budget.
       (2) Uniformity and standardization.--The Director, in 
     consultation with the Director of the National Science 
     Foundation, shall establish a policy to ensure uniformity and 
     standardization of the data collection required under 
     paragraph (1).
       (3) Record-level data.--
       (A) Requirement.--Beginning not later than 2 years after 
     the date of the enactment of this Act, and on an annual basis 
     thereafter, each Federal science agency shall submit to the 
     Director of the National Science Foundation record-level data 
     collected under paragraph (1) in the form required by such 
     Director.
       (B) Previous data.--As part of the first submission under 
     subparagraph (A), each Federal science agency, to the extent 
     practicable, shall also submit comparable record-level data 
     for the 5 years preceding the date of such submission.
       (b) Reporting of Data.--The Director of the National 
     Science Foundation shall publish statistical summary data, as 
     practicable, collected under this section, disaggregated and 
     cross-tabulated by race, ethnicity, gender, and years since 
     completion of doctoral degree, including in conjunction with 
     the National Science Foundation's report required by section 
     37 of the Science and Technology Equal Opportunities Act (42 
     U.S.C. 1885d; Public Law 96-516).

     SEC. 5. POLICIES FOR REVIEW OF FEDERAL RESEARCH GRANTS.

       (a) In General.--Each Federal science agency shall 
     implement the policy recommendations with respect to reducing 
     the impact of implicit bias at Federal science agencies and 
     grantee institutions as developed by the Office of Science 
     and Technology Policy in the 2016 report entitled ``Reducing 
     the Impact of Bias in the STEM Workforce'' and any subsequent 
     updates.
       (b) Pilot Activity.--In consultation with the National 
     Science Foundation and consistent with policy recommendations 
     referenced in subsection (a), each Federal science agency 
     shall implement a 2-year pilot orientation activity for 
     program officers and members of standing review committees to 
     educate reviewers on research related to, and minimize the 
     effects of, implicit bias in the review of extramural and 
     intramural Federal research grants.
       (c) Establishment of Policies.--Drawing upon lessons 
     learned from the pilot activity under subsection (b), each 
     Federal science agency shall maintain or develop and 
     implement evidence-based policies and practices to minimize 
     the effects of implicit bias in the review of extramural and 
     intramural Federal research grants.
       (d) Assessment of Policies.--Federal science agencies shall 
     regularly assess, and amend as necessary, the policies and 
     practices implemented pursuant to subsection (c) to ensure 
     effective measures are in place to minimize the effects of 
     implicit bias in the review of extramural and intramural 
     Federal research grants.

     SEC. 6. COLLECTION OF DATA ON DEMOGRAPHICS OF FACULTY.

       (a) Collection of Data.--
       (1) In general.--Not later than 3 years after the date of 
     enactment of this Act, and at least every 5 years thereafter, 
     the Director of the National Science Foundation shall carry 
     out a survey to collect data from grantees on the 
     demographics of STEM faculty, by broad fields of STEM, at 
     different types of institutions of higher education.
       (2) Considerations.--To the extent practicable, the 
     Director of the National Science Foundation shall consider, 
     by gender, race, ethnicity, citizenship status, and years 
     since completion of doctoral degree--
       (A) the number and percentage of faculty;
       (B) the number and percentage of faculty at each rank;
       (C) the number and percentage of faculty who are in 
     nontenure-track positions, including teaching and research;
       (D) the number and percentage of faculty who are reviewed 
     for promotion, including tenure, and the percentage of that 
     number who are promoted, including being awarded tenure;
       (E) faculty years in rank;
       (F) the number and percentage of faculty to leave tenure-
     track positions;
       (G) the number and percentage of faculty hired, by rank; 
     and
       (H) the number and percentage of faculty in leadership 
     positions.
       (b) Existing Surveys.--The Director of the National Science 
     Foundation, may, in modifying or expanding existing Federal 
     surveys of higher education (as necessary)--
       (1) take into account the considerations under subsection 
     (a)(2) by collaborating with statistical centers at other 
     Federal agencies; or
       (2) award a grant or contract to an institution of higher 
     education or other nonprofit organization to take such 
     considerations into account.
       (c) Reporting Data.--The Director of the National Science 
     Foundation shall publish statistical summary data collected 
     under this section, including as part of the National Science 
     Foundation's report required by section 37 of the Science and 
     Technology Equal Opportunities Act (42 U.S.C. 1885d; Public 
     Law 96-516).
       (d) Authorization of Appropriations.--There are authorized 
     to be appropriated to the Director of the National Science 
     Foundation $3,000,000 in each of fiscal years 2020 through 
     2022 to develop and carry out the initial survey required 
     under subsection (a).

     SEC. 7. CULTURAL AND INSTITUTIONAL BARRIERS TO EXPANDING THE 
                   ACADEMIC AND FEDERAL STEM WORKFORCE.

       (a) Best Practices at Institutions of Higher Education and 
     Federal Laboratories.--
       (1) Development of guidance.--Not later than 12 months 
     after the date of enactment of this Act, the Director, in 
     consultation with the interagency working group on inclusion 
     in STEM, shall develop written guidance for institutions of 
     higher education and Federal laboratories on the best 
     practices for--
       (A) conducting periodic climate surveys of STEM departments 
     and divisions, with a particular focus on identifying any 
     cultural or institutional barriers to the recruitment, 
     retention, or advancement of women, racial and ethnic 
     minorities, and other groups historically underrepresented in 
     STEM studies and careers; and
       (B) providing educational opportunities, including 
     workshops as described in subsection

[[Page H8007]]

     (b), for STEM faculty, research personnel, and administrators 
     to learn about current research on implicit bias in 
     recruitment, evaluation, and promotion of undergraduate and 
     graduate students and research personnel.
       (2) Existing guidance.--In developing the guidance under 
     paragraph (1), the Director shall utilize guidance already 
     developed by Federal science agencies.
       (3) Dissemination of guidance.--Federal science agencies 
     shall broadly disseminate the guidance developed under 
     paragraph (1) to institutions of higher education that 
     receive Federal research funding and Federal laboratories.
       (4) Establishment of policies.--Consistent with the 
     guidance developed under paragraph (1)--
       (A) the Director of the National Science Foundation shall 
     develop a policy that--
       (i) applies to, at a minimum, doctoral degree granting 
     institutions that receive Federal research funding; and
       (ii) requires each such institution, not later than 3 years 
     after the date of enactment of this Act, to report to the 
     Director of the National Science Foundation on activities and 
     policies developed and implemented based on the guidance 
     developed under paragraph (1); and
       (B) each Federal science agency with a Federal laboratory 
     shall maintain or develop and implement practices and 
     policies for the purposes described in paragraph (1) for such 
     laboratory.
       (b) Workshops To Address Cultural Barriers to Expanding the 
     Academic and Federal STEM Workforce.--
       (1) In general.--Not later than 6 months after the date of 
     enactment of this Act, the Director, in consultation with the 
     interagency working group on inclusion in STEM, shall 
     recommend a uniform policy for Federal science agencies to 
     carry out a program of workshops that educate STEM department 
     chairs at institutions of higher education, senior managers 
     at Federal laboratories, and other federally funded 
     researchers about methods that minimize the effects of 
     implicit bias in the career advancement, including hiring, 
     tenure, promotion, and selection for any honor based in part 
     on the recipient's research record, of academic and Federal 
     STEM researchers.
       (2) Interagency coordination.--The Director shall, to the 
     extent practicable, ensure that workshops supported under 
     this subsection are coordinated across Federal science 
     agencies and jointly supported as appropriate.
       (3) Minimizing costs.--To the extent practicable, workshops 
     shall be held in conjunction with national or regional STEM 
     disciplinary meetings to minimize costs associated with 
     participant travel.
       (4) Priority fields for academic participants.--In 
     considering the participation of STEM department chairs and 
     other academic researchers, the Director shall prioritize 
     workshops for the broad fields of STEM in which the national 
     rate of representation of women among tenured or tenure-track 
     faculty or nonfaculty researchers at doctorate-granting 
     institutions of higher education is less than 25 percent, 
     according to the most recent data available from the National 
     Center for Science and Engineering Statistics.
       (5) Organizations eligible to carry out workshops.--A 
     Federal science agency may carry out the program of workshops 
     under this subsection by making grants to organizations made 
     eligible by the Federal science agency and any of the 
     following organizations:
       (A) Nonprofit scientific and professional societies and 
     organizations that represent one or more STEM disciplines.
       (B) Nonprofit organizations that have the primary mission 
     of advancing the participation of women, minorities, or other 
     groups historically underrepresented in STEM.
       (6) Characteristics of workshops.--The workshops shall have 
     the following characteristics:
       (A) Invitees to workshops shall include at least--
       (i) the chairs of departments in the relevant STEM 
     discipline or disciplines from doctoral degree granting 
     institutions that receive Federal research funding; and
       (ii) in the case of Federal laboratories, individuals with 
     personnel management responsibilities comparable to those of 
     an institution of higher education department chair.
       (B) Activities at the workshops shall include research 
     presentations and interactive discussions or other activities 
     that increase the awareness of the existence of implicit bias 
     in recruitment, hiring, tenure review, promotion, and other 
     forms of formal recognition of individual achievement for 
     faculty and other federally funded STEM researchers and shall 
     provide strategies to overcome such bias.
       (C) Research presentations and other workshop programs, as 
     appropriate, shall include a discussion of the unique 
     challenges faced by different underrepresented groups, 
     including minority women, minority men, persons from rural 
     and underserved areas, persons with disabilities, gender and 
     sexual minority individuals, and first generation graduates 
     in research.
       (D) Workshop programs shall include information on best 
     practices for mentoring undergraduate, graduate, and 
     postdoctoral women, minorities, and other students from 
     groups historically underrepresented in STEM.
       (7) Data on workshops.--Any proposal for funding by an 
     organization seeking to carry out a workshop under this 
     subsection shall include a description of how such 
     organization will--
       (A) collect data on the rates of attendance by invitees in 
     workshops, including information on the home institution and 
     department of attendees, and the rank of faculty attendees;
       (B) conduct attitudinal surveys on workshop attendees 
     before and after the workshops; and
       (C) collect follow-up data on any relevant institutional 
     policy or practice changes reported by attendees not later 
     than one year after attendance in such a workshop.
       (8) Report to nsf.--Organizations receiving funding to 
     carry out workshops under this subsection shall report the 
     data required in paragraph (7) to the Director of the 
     National Science Foundation in such form as required by such 
     Director.
       (c) Report to Congress.--Not later than 4 years after the 
     date of enactment of this Act, the Director of the National 
     Science Foundation shall submit a report to Congress that 
     includes--
       (1) a summary and analysis of the types and frequency of 
     activities and policies developed and carried out under 
     subsection (a) based on the reports submitted under paragraph 
     (4) of such subsection; and
       (2) a description and evaluation of the status and 
     effectiveness of the program of workshops required under 
     subsection (b), including a summary of any data reported 
     under paragraph (8) of such subsection.
       (d) Authorization of Appropriations.--There are authorized 
     to be appropriated to the Director of the National Science 
     Foundation $1,000,000 in each of fiscal years 2020 through 
     2024 to carry out this section.

     SEC. 8. RESEARCH AND DISSEMINATION AT THE NATIONAL SCIENCE 
                   FOUNDATION.

       (a) In General.--The Director of the National Science 
     Foundation shall award research grants and carry out 
     dissemination activities consistent with the purposes of this 
     Act, including--
       (1) research grants to analyze the record-level data 
     collected under section 4 and section 6, consistent with 
     policies to ensure the privacy of individuals identifiable by 
     such data;
       (2) research grants to study best practices for work-life 
     accommodation;
       (3) research grants to study the impact of policies and 
     practices that are implemented under this Act or that are 
     otherwise consistent with the purposes of this Act;
       (4) collaboration with other Federal science agencies and 
     professional associations to exchange best practices, 
     harmonize work-life accommodation policies and practices, and 
     overcome common barriers to work-life accommodation; and
       (5) collaboration with institutions of higher education in 
     order to clarify and catalyze the adoption of a coherent and 
     consistent set of work-life accommodation policies and 
     practices.
       (b) Authorization of Appropriations.--There are authorized 
     to be appropriated to the Director of the National Science 
     Foundation $5,000,000 in each of fiscal years 2020 through 
     2024 to carry out this section.

     SEC. 9. RESEARCH AND RELATED ACTIVITIES TO EXPAND STEM 
                   OPPORTUNITIES.

       (a) National Science Foundation Support for Increasing 
     Diversity Among Stem Faculty at Institutions of Higher 
     Education.--Section 305 of the American Innovation and 
     Competitiveness Act (42 U.S.C. 1862s-5) is amended--
       (1) by redesignating subsections (e) and (f) as subsections 
     (g) and (h), respectively; and
       (2) by inserting after subsection (d) the following:
       ``(e) Support for Increasing Diversity Among STEM Faculty 
     at Institutions of Higher Education.--
       ``(1) In general.--The Director of the Foundation shall 
     award grants to institutions of higher education (or 
     consortia thereof) for the development and assessment of 
     innovative reform efforts designed to increase the 
     recruitment, retention, and advancement of individuals from 
     underrepresented minority groups in academic STEM careers.
       ``(2) Merit review; competition.--Grants shall be awarded 
     under this subsection on a merit-reviewed, competitive basis.
       ``(3) Use of funds.--Activities supported by grants under 
     this subsection may include--
       ``(A) institutional assessment activities, such as data 
     analyses and policy review, in order to identify and address 
     specific issues in the recruitment, retention, and 
     advancement of faculty members from underrepresented minority 
     groups;
       ``(B) implementation of institution-wide improvements in 
     workload distribution, such that faculty members from 
     underrepresented minority groups are not disadvantaged in the 
     amount of time available to focus on research, publishing 
     papers, and engaging in other activities required to achieve 
     tenure status and run a productive research program;
       ``(C) development and implementation of training courses 
     for administrators and search committee members to ensure 
     that candidates from underrepresented minority groups are not 
     subject to implicit biases in the search and hiring process;
       ``(D) development and hosting of intra- or inter-
     institutional workshops to propagate best practices in 
     recruiting, retaining, and advancing faculty members from 
     underrepresented minority groups;
       ``(E) professional development opportunities for faculty 
     members from underrepresented minority groups;
       ``(F) activities aimed at making undergraduate STEM 
     students from underrepresented minority groups aware of 
     opportunities for academic careers in STEM fields;
       ``(G) activities to identify and engage exceptional 
     graduate students and postdoctoral researchers from 
     underrepresented minority groups at various stages of their 
     studies and to encourage them to enter academic careers; and
       ``(H) other activities consistent with paragraph (1), as 
     determined by the Director of the Foundation.
       ``(4) Selection process.--
       ``(A) Application.--An institution of higher education (or 
     a consortium of such institutions) seeking funding under this 
     subsection shall submit an application to the Director of the 
     Foundation at such time, in such manner, and containing such 
     information and assurances as

[[Page H8008]]

     such Director may require. The application shall include, at 
     a minimum, a description of--
       ``(i) the reform effort that is being proposed for 
     implementation by the institution of higher education;
       ``(ii) any available evidence of specific difficulties in 
     the recruitment, retention, and advancement of faculty 
     members from underrepresented minority groups in STEM 
     academic careers within the institution of higher education 
     submitting an application, and how the proposed reform effort 
     would address such issues;
       ``(iii) how the institution of higher education submitting 
     an application plans to sustain the proposed reform effort 
     beyond the duration of the grant; and
       ``(iv) how the success and effectiveness of the proposed 
     reform effort will be evaluated and assessed in order to 
     contribute to the national knowledge base about models for 
     catalyzing institutional change.
       ``(B) Review of applications.--In selecting grant 
     recipients under this subsection, the Director of the 
     Foundation shall consider, at a minimum--
       ``(i) the likelihood of success in undertaking the proposed 
     reform effort at the institution of higher education 
     submitting the application, including the extent to which the 
     administrators of the institution are committed to making the 
     proposed reform effort a priority;
       ``(ii) the degree to which the proposed reform effort will 
     contribute to change in institutional culture and policy such 
     that greater value is placed on the recruitment, retention, 
     and advancement of faculty members from underrepresented 
     minority groups;
       ``(iii) the likelihood that the institution of higher 
     education will sustain or expand the proposed reform effort 
     beyond the period of the grant; and
       ``(iv) the degree to which evaluation and assessment plans 
     are included in the design of the proposed reform effort.
       ``(C) Grant distribution.--The Director of the Foundation 
     shall ensure, to the extent practicable, that grants awarded 
     under this section are made to a variety of types of 
     institutions of higher education.
       ``(5) Authorization of appropriations.--There are 
     authorized to be appropriated to carry out this subsection 
     $8,000,000 for each of fiscal years 2020 through 2024.''.
       (b) National Science Foundation Support for Broadening 
     Participation in Undergraduate STEM Education.--Section 305 
     of the American Innovation and Competitiveness Act (42 U.S.C. 
     1862s-5), as amended by subsection (b), is further amended by 
     inserting after subsection (e) the following:
       ``(f) Support for Broadening Participation in Undergraduate 
     STEM Education.--
       ``(1) In general.--The Director of the Foundation shall 
     award grants to institutions of higher education (or a 
     consortium of such institutions) to implement or expand 
     research-based reforms in undergraduate STEM education for 
     the purpose of recruiting and retaining students from 
     minority groups who are underrepresented in STEM fields.
       ``(2) Merit review; competition.--Grants shall be awarded 
     under this subsection on a merit-reviewed, competitive basis.
       ``(3) Use of funds.--Activities supported by grants under 
     this subsection may include--
       ``(A) implementation or expansion of innovative, research-
     based approaches to broaden participation of underrepresented 
     minority groups in STEM fields;
       ``(B) implementation or expansion of bridge, cohort, 
     tutoring, or mentoring programs, including those involving 
     community colleges and technical schools, designed to enhance 
     the recruitment and retention of students from 
     underrepresented minority groups in STEM fields;
       ``(C) implementation or expansion of outreach programs 
     linking institutions of higher education and K-12 school 
     systems in order to heighten awareness among pre-college 
     students from underrepresented minority groups of 
     opportunities in college-level STEM fields and STEM careers;
       ``(D) implementation or expansion of faculty development 
     programs focused on improving retention of undergraduate STEM 
     students from underrepresented minority groups;
       ``(E) implementation or expansion of mechanisms designed to 
     recognize and reward faculty members who demonstrate a 
     commitment to increasing the participation of students from 
     underrepresented minority groups in STEM fields;
       ``(F) expansion of successful reforms aimed at increasing 
     the number of STEM students from underrepresented minority 
     groups beyond a single course or group of courses to achieve 
     reform within an entire academic unit, or expansion of 
     successful reform efforts beyond a single academic unit or 
     field to other STEM academic units or fields within an 
     institution of higher education;
       ``(G) expansion of opportunities for students from 
     underrepresented minority groups to conduct STEM research in 
     industry, at Federal labs, and at international research 
     institutions or research sites;
       ``(H) provision of stipends for students from 
     underrepresented minority groups participating in research;
       ``(I) development of research collaborations between 
     research-intensive universities and primarily undergraduate 
     minority-serving institutions;
       ``(J) support for graduate students and postdoctoral 
     fellows from underrepresented minority groups to participate 
     in instructional or assessment activities at primarily 
     undergraduate institutions, including primarily undergraduate 
     minority-serving institutions and two-year institutions of 
     higher education; and
       ``(K) other activities consistent with paragraph (1), as 
     determined by the Director of the Foundation.
       ``(4) Selection process.--
       ``(A) Application.--An institution of higher education (or 
     a consortia thereof) seeking a grant under this subsection 
     shall submit an application to the Director of the Foundation 
     at such time, in such manner, and containing such information 
     and assurances as such Director may require. The application 
     shall include, at a minimum--
       ``(i) a description of the proposed reform effort;
       ``(ii) a description of the research findings that will 
     serve as the basis for the proposed reform effort or, in the 
     case of applications that propose an expansion of a 
     previously implemented reform, a description of the 
     previously implemented reform effort, including data about 
     the recruitment, retention, and academic achievement of 
     students from underrepresented minority groups;
       ``(iii) evidence of an institutional commitment to, and 
     support for, the proposed reform effort, including a long-
     term commitment to implement successful strategies from the 
     current reform beyond the academic unit or units included in 
     the grant proposal;
       ``(iv) a description of existing or planned institutional 
     policies and practices regarding faculty hiring, promotion, 
     tenure, and teaching assignment that reward faculty 
     contributions to improving the education of students from 
     underrepresented minority groups in STEM; and
       ``(v) how the success and effectiveness of the proposed 
     reform effort will be evaluated and assessed in order to 
     contribute to the national knowledge base about models for 
     catalyzing institutional change.
       ``(B) Review of applications.--In selecting grant 
     recipients under this subsection, the Director of the 
     Foundation shall consider, at a minimum--
       ``(i) the likelihood of success of the proposed reform 
     effort at the institution submitting the application, 
     including the extent to which the faculty, staff, and 
     administrators of the institution are committed to making the 
     proposed institutional reform a priority of the participating 
     academic unit or units;
       ``(ii) the degree to which the proposed reform effort will 
     contribute to change in institutional culture and policy such 
     that greater value is placed on faculty engagement in the 
     retention of students from underrepresented minority groups;
       ``(iii) the likelihood that the institution will sustain or 
     expand the proposed reform effort beyond the period of the 
     grant; and
       ``(iv) the degree to which evaluation and assessment plans 
     are included in the design of the proposed reform effort.
       ``(C) Grant distribution.--The Director of the Foundation 
     shall ensure, to the extent practicable, that grants awarded 
     under this subsection are made to a variety of types of 
     institutions of higher education, including two-year and 
     minority-serving institutions of higher education.
       ``(5) Education research.--
       ``(A) In general.--All grants made under this subsection 
     shall include an education research component that will 
     support the design and implementation of a system for data 
     collection and evaluation of proposed reform efforts in order 
     to build the knowledge base on promising models for 
     increasing recruitment and retention of students from 
     underrepresented minority groups in STEM education at the 
     undergraduate level across a diverse set of institutions.
       ``(B) Dissemination.--The Director of the Foundation shall 
     coordinate with relevant Federal agencies in disseminating 
     the results of the research under this paragraph to ensure 
     that best practices in broadening participation in STEM 
     education at the undergraduate level are made readily 
     available to all institutions of higher education, other 
     Federal agencies that support STEM programs, non-Federal 
     funders of STEM education, and the general public.
       ``(6) Authorization of appropriations.--There are 
     authorized to be appropriated to carry out this subsection 
     $15,000,000 for each of fiscal years 2020 through 2024.''.

     SEC. 10. TRIBAL COLLEGES AND UNIVERSITIES PROGRAM.

       (a) Grants To Broaden Tribal College and University Student 
     Participation in Computer Science.--Section 525 of the 
     America COMPETES Reauthorization Act of 2010 (42 U.S.C. 
     1862p-13) is amended by inserting after subsection (c) the 
     following:
       ``(d) Grants To Broaden Tribal College and University 
     Student Participation in Computer Science.--
       ``(1) In general.--The Director, as part of the program 
     authorized under this section, shall award grants on a 
     competitive, merit-reviewed basis to eligible entities to 
     increase the participation of tribal populations in computer 
     science and computational thinking education programs to 
     enable students to develop skills and competencies in coding, 
     problem-solving, critical thinking, creativity and 
     collaboration.
       ``(2) Purpose.--Grants awarded under this subsection shall 
     support--
       ``(A) research and development needed to bring computer 
     science and computational thinking courses and degrees to 
     tribal colleges and universities;
       ``(B) research and development of instructional materials 
     needed to integrate computer science and computational 
     thinking into programs that are culturally relevant to 
     students attending tribal colleges and universities;
       ``(C) research, development and evaluation of distance 
     education for computer science and computational thinking 
     courses and degree programs for students attending tribal 
     colleges and universities; and
       ``(D) other activities consistent with the activities 
     described in paragraphs (1) through (4) of subsection (b), as 
     determined by the Director.

[[Page H8009]]

       ``(3) Partnerships.--A tribal college or university seeking 
     a grant under this subsection, or a consortia thereof, may 
     partner with an institution of higher education or nonprofit 
     organization with demonstrated expertise in academic program 
     development.
       ``(4) Coordination.--In carrying out this subsection, 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 program 
     under this subsection.
       ``(5) Authorization of appropriations.--There are 
     authorized to be appropriated to the Director of the 
     Foundation $2,000,000 in each of fiscal years 2020 through 
     2024 to carry out this subsection.''.
       (b) 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 program authorized under 
     section 525 of the America COMPETES Reauthorization Act of 
     2010 (42 U.S.C. 1862p-13), as amended.
       (2) Requirements.--In conducting the evaluation under 
     paragraph (1), the Director of the National Science 
     Foundation shall, as practicable--
       (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 grants 
     programs under section 525 of the America COMPETES 
     Reauthorization Act of 2010 (42 U.S.C. 1862p-13);
       (B) include an assessment of the effectiveness of such 
     grant programs in expanding access to high quality STEM 
     education, research, and outreach at tribal colleges and 
     universities, as applicable;
       (C) assess the number of students who participated in such 
     grant programs; and
       (D) assess the percentage of students participating in such 
     grant programs who successfully complete their education 
     programs.
       (3) Report.--Not later than 180 days after the date on 
     which the evaluation under paragraph (1) is completed, the 
     Director of the National Science Foundation shall submit to 
     Congress and make 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 program authorized under section 525 of the America 
     COMPETES Reauthorization Act of 2010, as amended by 
     subsection (a).

     SEC. 11. REPORT TO CONGRESS.

       Not later than 4 years after the date of enactment of this 
     Act, the Director shall submit a report to Congress that 
     includes--
       (1) a description and evaluation of the status and usage of 
     policies implemented pursuant to section 3 at all Federal 
     science agencies, including any recommendations for revising 
     or expanding such policies;
       (2) with respect to efforts to minimize the effects of 
     implicit bias in the review of extramural and intramural 
     Federal research grants under section 5--
       (A) what steps all Federal science agencies have taken to 
     implement policies and practices to minimize such effects;
       (B) a description of any significant updates to the 
     policies for review of Federal research grants required under 
     such section; and
       (C) any evidence of the impact of such policies on the 
     review or awarding of Federal research grants; and
       (3) a description and evaluation of the status of 
     institution of higher education and Federal laboratory 
     policies and practices required under section 7(a), including 
     any recommendations for revising or expanding such policies.

     SEC. 12. MERIT REVIEW.

       Nothing in this Act shall be construed as altering any 
     intellectual or broader impacts criteria at Federal science 
     agencies for evaluating grant applications.

     SEC. 13. DEFINITIONS.

       In this Act:
       (1) Director.--The term ``Director'' means the Director of 
     the Office of Science and Technology Policy.
       (2) Federal laboratory.--The term ``Federal laboratory'' 
     has the meaning given such term in section 4 of the 
     Stevenson-Wydler Technology Innovation Act of 1980 (15 U.S.C. 
     3703).
       (3) Federal science agency.--The term ``Federal science 
     agency'' means any Federal agency with at least $100,000,000 
     in research and development expenditures in fiscal year 2018.
       (4) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given 
     such term in section 101(a) of the Higher Education Act of 
     1965 (20 U.S.C. 1001(a)).
       (5) Interagency working group on inclusion in stem.--The 
     term ``interagency working group on inclusion in STEM'' means 
     the interagency working group established by section 308 of 
     the American Innovation and Competitiveness Act (42 U.S.C. 
     6626).
       (6) STEM.--The term ``STEM'' means science, technology, 
     engineering, and mathematics, including computer science.

  The SPEAKER pro tempore. Pursuant to the rule, the gentlewoman from 
Texas (Ms. Johnson) and the gentleman from Oklahoma (Mr. Lucas) each 
will control 20 minutes.
  The Chair recognizes the gentlewoman from Texas.


                             General Leave

  Ms. JOHNSON 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 materials.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentlewoman from Texas?
  There was no objection.
  Ms. JOHNSON of Texas. Mr. Speaker, I yield myself such time as I may 
consume.
  I rise today in support of H.R. 2528, the STEM Opportunities Act of 
2019. I thank the gentleman from Oklahoma (Mr. Lucas), the ranking 
member, for joining me in introducing this bill. I also thank the 
committee cosponsors on both sides of the aisle and the endorsing 
organizations.
  Mr. Speaker, this bill has been a long time coming. Over a decade 
ago, in 2007, I introduced an early version of this legislation in 
response to the National Academies' report titled ``Beyond Bias and 
Barriers.''
  This report was a call to action to address the biases and outdated 
institutional structures in universities that perpetuate the 
underrepresentation of women in many STEM fields. The report made clear 
that it is not a lack of talent but external factors, like limited 
access to support and campus resources, pay disparity, bias, and 
discrimination, that have hindered the advancement of women in academic 
STEM careers. The National Academies is conducting a follow-up study 
under the leadership of former NASA astronaut Dr. Mae Jemison.
  While progress has been made, the fact remains that women are 
woefully underrepresented at all levels of STEM studies and in STEM 
careers. We need action, and we need bold leadership.
  Women already comprise 50 percent of the population. By the year 
2050, racial and ethnic minorities will also comprise 50 percent of our 
Nation's population. Many of these groups are woefully underrepresented 
in STEM fields. Our Nation will not continue to lead in science and 
innovation if we do not tap into all the talent this Nation has to 
offer.
  While there are unique challenges for different groups 
underrepresented in STEM, there are also many common themes and many 
common solutions.
  Eventually, I combined my legislation focused on the advancement of 
women in STEM with another piece of legislation focused on 
underrepresented minorities in STEM. That combined legislation became 
the STEM Opportunities Act.
  The STEM Opportunities Act addresses both the uniqueness and 
similarities, the challenges and solutions. Over the years, I have 
updated this legislation to incorporate new expert recommendations and 
stakeholder feedback to reflect emerging needs.
  The STEM Opportunities Act of 2019 provides for research and 
demographic data collection to better understand the participation and 
career trajectories of women and underrepresented minorities in STEM 
research careers.
  The bill directs the Office of Science and Technology Policy to 
develop consistent policies at Federal science agencies to minimize the 
effects of implicit bias in the grant review process, to help 
universities identify and address barriers for women and 
underrepresented minorities in STEM research careers, and to 
accommodate the needs of grant recipients who have caregiving 
responsibilities.
  The bill also directs the National Science Foundation to award grants 
to support computer science education at the Nation's Tribal colleges 
and universities.
  Mr. Speaker, I urge my colleagues to support this bill, and I reserve 
the balance of my time.
  Mr. LUCAS. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise today in support of H.R. 2528, the STEM 
Opportunities Act of 2019. As a cosponsor of the legislation with 
Chairwoman Johnson, I am pleased the House is taking this up for 
consideration today.
  H.R. 2528 continues the Committee on Science, Space, and Technology's 
long history of bipartisan support for STEM education.
  The United States is in a race to remain the world's leader in 
science and technology. The only way we will win is by utilizing 
America's most valuable resources--our people. This means developing a 
diverse, STEM-capable workforce at every education level and from every 
background.
  The administration has recognized this need, and the President's 5-
year STEM strategic plan specifically calls for an increase of 
diversity, equality, and inclusion in STEM programs.

[[Page H8010]]

  This legislation supports and builds upon that plan, authorizing 
activities at the White House Office of Science and Technology Policy 
and the National Science Foundation.
  The U.S. invests over $1 billion a year in Federal STEM education 
programs, but we have not made enough progress in growing a STEM-
capable workforce. One of the key provisions of H.R. 2528 is a 
requirement for more comprehensive data collection and analysis on the 
students, researchers, and faculty receiving Federal science grants.
  This data will help us identify and reduce the barriers that prevent 
underrepresented groups from entering and advancing in STEM. It will 
also help us measure the success of Federal STEM programs.
  The bill also includes a provision directing NSF to support computer 
science education through the existing Tribal Colleges and Universities 
Program.
  Access to computer science resources and the development of computing 
skills is critical in today's economy. STEM employment in the U.S. 
continues to grow faster than any other sector. Employers in all 
sectors, including agriculture, energy, healthcare, and defense, are 
desperate for workers with STEM skills. In order to meet this demand, 
the development of talent from all groups is essential.

  H.R. 2528 takes important steps to ensure we are fully engaging 
America's entire talent pool and maintaining our global leadership in 
science and technology.
  Mr. Speaker, I encourage my colleagues to support this bill, and I 
reserve the balance of my time.
  Ms. JOHNSON of Texas. Mr. Speaker, I reserve the balance of my time.
  Mr. LUCAS. Mr. Speaker, I yield 4 minutes to the gentlewoman from 
Puerto Rico (Miss Gonzalez-Colon).
  Miss GONZALEZ-COLON of Puerto Rico. Mr. Speaker, I thank the 
gentleman from Oklahoma (Mr. Lucas), the ranking member, and the 
gentlewoman from Texas (Ms. Johnson), the chairwoman, for introducing 
this great bill.
  Today, I rise in strong support of H.R. 2528, the Science, 
Technology, Engineering and Mathematics Opportunities Act, introduced 
by those two great colleagues.
  STEM fields provide a great opportunity for academic and professional 
advancement. According to the Department of Commerce, STEM occupations 
are projected to grow by close to 9 percent, compared to approximately 
6 percent for non-STEM occupations.

                              {time}  1315

  On average, students with a STEM degree are expected to have greater 
job prospects and to earn close to 12 percent more in wages than their 
non-STEM counterparts.
  We should expect this growing trend to continue, and, therefore, we 
need to ensure we bolster STEM capabilities in education and in the 
workforce to meet the demand for STEM professionals and remain at the 
forefront of scientific endeavors.
  H.R. 2528 helps guarantee that the STEM community is diverse and 
representative of women, minorities, rural students, students with 
disabilities, and other underrepresented groups.
  Specifically, this bill directs the Office of Science and Technology 
Policy to develop best practices on how to support STEM researchers who 
are also caregivers, how to best reduce the impact of bias in the 
review of grant proposals, and how to better identify cultural and 
institutional barriers at science agencies and Federal labs.
  It also requires Federal science agencies to collect demographic 
information on grant proposals, awards, and faculty, and it directs the 
National Science Foundation to support the research and dissemination 
of best practices to increase recruitment, retention, and advancement 
of underrepresented groups in STEM degree programs and research 
careers.
  Puerto Rico has a strong STEM academic and professional sector as 
well. We even created a caucus with universities--the Arecibo 
Observatory, among others--to help bolster this area. I, myself, 
graduated from a STEM school. We have remarkable STEM students and 
researchers who are engaged with their communities and are ready to 
contribute to their fields by producing innovative work for the benefit 
of the island and for the Nation.
  The objectives of this bill are key to increasing the scope of the 
scientific population and meeting the current demands and challenges in 
STEM.
  I am a proud cosponsor of this bill, and I would like to thank 
Chairwoman Johnson and Ranking Member Lucas for their leadership, not 
just in this area, but on many other important issues, and I encourage 
my colleagues to vote in favor.
  I would also like to thank them for their leadership on the Committee 
on Science, Space, and Technology and for helping me and helping us 
harness the capabilities of the Federal Government for the advancement 
of science and technology on behalf of the American people.
  Unfortunately, I will be parting with the committee. However, I look 
forward to working with my colleagues on both sides of the aisle on 
science and many other issues in the future.
  I commend them both and their staffs for all their assistance during 
these months, and I wish them all the best as they continue their great 
work. I really enjoyed my stay with that committee.
  Mr. LUCAS. Mr. Speaker, I yield myself the balance of my time.
  First, let me take a moment to note that the gentlewoman from Puerto 
Rico will indeed be missed on the Science, Space, and Technology 
Committee.
  The Committee on Science, Space, and Technology--and I think I can 
say this about the beloved chair--is a committee that still reflects 
many of the traditions of this House: working together for the common 
good, trying to drive this great Nation and all of our good citizens 
forward.
  So, hopefully, at some future time, the gentlewoman from Puerto Rico 
will have the opportunity to come rejoin us, and I look forward to that 
very day.
  That said, in my closing remarks, I would like to thank Chairwoman 
Johnson and her staff for working in a bipartisan fashion on this 
legislation and for incorporating our feedback and ideas. I look 
forward to continuing to work with her to advance STEM education 
efforts in this Congress that will support, encourage, and develop the 
next generation of STEM workers.
  Maintaining our global leadership in science and technology is 
critical to our economic and national security. We will not be able to 
lead without a STEM-capable workforce for the 21st century.
  Mr. Speaker, I urge all my colleagues to support H.R. 2528, and I 
yield back the balance of my time.
  Ms. JOHNSON of Texas. Mr. Speaker, I rise to close and simply request 
that all Members support this bill. It is a bill that we need for the 
Nation and for our Nation's future in innovation, in order to maintain 
any activity on the world stage in innovation.
  Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentlewoman from Texas (Ms. Johnson) that the House suspend the rules 
and pass the bill, H.R. 2528, 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.

                          ____________________