House Report 116-184 - STEM OPPORTUNITIES ACT OF 2019

[House Report 116-184]
[From the U.S. Government Publishing Office]

116th Congress } { Report
HOUSE OF REPRESENTATIVES
1st Session } { 116-184

======================================================================

STEM OPPORTUNITIES ACT OF 2019

_______

July 30, 2019.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed

_______

Ms. Johnson of Texas, from the Committee on Science, Space, and
Technology, submitted the following

R E P O R T

[To accompany H.R. 2528]

[Including cost estimate of the Congressional Budget Office]

The Committee on Science, Space, and Technology, to whom
was referred 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, having considered the same,
report favorably thereon with an amendment and recommend that
the bill as amended do pass.

CONTENTS

Page
I. Amendment.......................................................2
II. Purpose of the Bill............................................12
III. Background and Need for the Legislation........................12
IV. Committee Hearings.............................................13
V. Committee Consideration and Votes..............................14
VI. Summary of Major Provisions of the Bill........................14
VII. Section-by-Section Analysis (By Title and Section).............14
VIII. Committee Views................................................16
IX. Cost Estimate..................................................17
X. Congressional Budget Office Cost Estimate......................17
XI. Compliance With Public Law 104-4 (Unfunded Mandates)...........20
XII. Committee Oversight Findings and Recommendations...............20
XIII. Statement on General Performance Goals and Objectives..........20
XIV. Federal Advisory Committee Statement...........................20
XV. Duplication of Federal Programs................................20
XVI. Earmark Identification.........................................21
XVII. Applicability to the Legislative Branch........................21
XVIII.Statement on Preemption of State, Local, or Tribal Law.........21

XIX. Changes in Existing Law Made by the Bill, as Reported..........21
XX. Proceedings of Full Committee Markup...........................29

The amendment is as follows:
Strike all after the enacting clause and insert the
following:

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 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 (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 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.
``(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.

II. Purpose of the Bill

The purpose of the bill is to provide for research and
evidence-based interventions to address the underrepresentation
of women and racial and ethnic minority groups in STEM studies
and research careers at institutions of higher education and at
Federal laboratories.

III. Background and Need for the Legislation

The U.S. science and engineering enterprise is essential to
national defense, the public welfare, economic competitiveness,
and the capacity to address national challenges. While the U.S.
continues to lead the world in spending on science research,
advanced STEM degrees, high-quality research publications, and
Nobel laureates, the nation's long-standing dominance in
science and innovation is eroding. Other nations are investing
heavily in their STEM workforce. In 2014, almost half of all
STEM bachelor's degrees were conferred in India (25 percent)
and China (22 percent), compared with 10 percent conferred in
the U.S. China increased spending on research and development
by 18 percent per year between 2000 and 2015, compared with 4
percent in the U.S. China has accelerated its research output
in recent years, surpassing the U.S. in the number of research
articles published for the first time in 2016. One of the key
challenges facing the U.S. science and engineering enterprise
is a lack of diversity in the STEM workforce.
Despite accounting for one-half of the college-educated
workforce, in 2015 women represented 28 percent of people
working in STEM occupations. Women's participation in the STEM
workforce varies across STEM fields. While women have made
significant gains in fields like biological, agricultural, and
environmental sciences (47.9 percent), their proportions are
low in engineering (14.5 percent) and computer and mathematical
science (26.4).
Low rates of women in the STEM workforce is driven, in
part, by their underrepresentation in STEM degree programs.
Women's share of bachelor's degrees fell between 2006 and 2016
in computer science (from 20.7 to 18.7 percent) and physics
(from 20.7 to 19.3 percent) and women earned only 20.9 percent
of bachelor's degrees in engineering. For women of color, the
disparity is more pronounced. In 2016, Hispanic women comprised
10.6 percent of the college-age population yet earned just 1.9
percent of bachelor's degrees in computer science and 2.3
percent of bachelor's degrees in engineering. While black women
comprise 7.6 percent of the college-age population, their share
of bachelor's degrees most STEM fields is stagnated or in
decline. Black women earned just 1 percent of engineering
bachelor's degrees in 2016, down from 1.5 percent in 2006. The
sharpest decline was in computer science, which fell from 4.4
percent to 2.2 percent.
Compared with their proportions in the U.S. population,
members of racial and ethnic minority groups are significantly
underrepresented in the STEM workforce. Asians and whites are
overrepresented. While the representation of American Indians
in STEM occupations increased from 1993 (0.2 percent) to 2006
(0.4 percent), that progress was reversed and only 0.2 percent
of STEM occupations were held by American Indians in 2015.
While Hispanic employment in STEM occupations has steadily
increased (from 2.9 to 6 percent) from 1993 to 2015, progress
for African Americans has been much slower (from 3.6 to 4.8
percent).

IV. Committee Hearings

On May 9, 2019, the full Committee held a hearing entitled,
``Achieving the Promise of a Diverse STEM Workforce.'' This was
the first hearing the Committee held focused solely on the
issue of diversity in STEM since 2010. The purpose of the
hearing was to explore the need for a diverse STEM workforce
and assess the lessons learned, model programs, enduring
challenges, and future opportunities for expanding access to
STEM studies and careers. The Committee also received testimony
on H.R. 2528 the STEM Opportunities Act of 2019.
Five witnesses testified: (1) Dr. Mae Jemison, Principal,
100 Year Starship. Dr. Jemison provided testimony on a National
Academies of Science study underway to examine ``the evidence
behind the most successful policies, practices, and strategies
that have demonstrated effectiveness in opening doors to
women's participation and success'' in STEM. (2) Dr. Shirley
Malcom, Senior Advisor and Director of SEA Change, American
Association for the Advancement of Science. Dr. Malcom provided
testimony on the SEA Change initiative and other AAAS
activities in support of increasing diversity in STEM. (3) Dr.
Lorelle Espinosa, Vice President for Research, American Council
on Education. Dr. Espinosa provided testimony on the findings
and recommendations of the 2018 National Academies of Science
report entitled Minority Serving Institutions: America's
Underutilized Resource for Strengthening the STEM Workforce.
(4) Dr. James L. Moore III, Vice Provost for Diversity and
Inclusion and Chief Diversity Officer, The Ohio State
University. Dr. Moore provided testimony on activities at The
Ohio State University institution to address the issue of
diversity and the role that public and land-grant universities
play in broadening participation in STEM. (5) Ms. Barbara Whye,
Chief Diversity and Inclusion Officer, Vice President of Human
Resources, Intel. Ms. Whye provided testimony on efforts
underway at Intel to increase the diversity of its workforce.

V. Committee Consideration and Votes

On May 7, 2019 Chairwoman Eddie Bernice Johnson and Ranking
Member Frank Lucas introduced H.R. 2528, the STEM Opportunities
Act of 2019. The bill was referred to the House Committee on
Science, Space, and Technology.
On June 20, 2019, the Committee on Science, Space, and
Technology met to consider H.R. 2528. Ms. Johnson offered an
amendment in the nature of a substitute to make technical
corrections and conforming changes. The amendment was agreed to
on a voice vote. Mr. Lipinski offered an amendment to include
discussions of best practices for mentoring postdoctoral
researchers in the scope of workshops carried out by Federal
science agencies. The amendment also includes activities to
encourage postdoctoral researchers from underrepresented
minorities groups to enter academic careers as an allowable use
of funds for grants awarded by the Director of the National
Science Foundation (NSF). The amendment was agreed to on a
voice vote. Ms. Johnson moved that the Committee favorably
report the bill, H.R. 2528, to the House with the
recommendation that the bill be approved. The motion was agreed
to by a voice vote.

VI. Summary of Major Provisions of the Bill

The Act requires all Federal science agencies, based on
guidance developed by the Office of Science and Technology
Policy, to establish and maintain policies to support principal
investigators who have caregiving responsibilities; collect
demographic data on research grant applications; implement
evidence-based policies to raise awareness of and reduce the
impact of implicit bias in the merit-review process;
disseminate guidance to universities and Federal labs on best
practices for assessing organizational culture and climate and
raising awareness of research on implicit bias; and carry out
workshops for leaders in STEM departments at universities and
Federal labs about minimizing implicit bias in STEM.
The Act requires the National Science Foundation (NSF) to
publish a statistical summary of the data collected by all
agencies on research grant applications; carry out a survey to
collect demographic data on STEM faculty at colleges and
universities; award grants to analyze data collected under this
Act; and assess the impact of policies and practices
implemented under this Act. Further, the Act authorizes NSF to
award grants to support increased diversity of students and
faculty at colleges and universities and to increase the
participation of tribal populations in computer science
education programs through its Tribal Colleges and Universities
Program.

VII. Section-by-Section Analysis (by Title and Section)

Section 1. Short title; Table of Contents; Findings

STEM Opportunities Act of 2019

Section 2. Purposes

The purposes of this Act are to: (1) ensure Federal science
agencies and institutions of higher education are fully
engaging their entire talent pool; (2) to provide for research
and data collection on the participation and trajectories of
groups historically underrepresented in STEM studies and
careers; (3) to raise awareness within Federal science agencies
and institutions of higher education about the barriers faced
by these groups; (4) to identify, disseminate, and implement
best practices for lowering these barriers at Federal science
agencies and institutions of higher education; (5) to provide
grants to institutions of higher education to implement or
expand evidence-based reforms to increase the number of
individuals from underrepresented groups in STEM studies and
careers.

Section 3. Federal science agency policies for caregivers

Requires OSTP to develop guidance to Federal science
agencies regarding establishment of policies to provide no-cost
extensions and flexibility in award start time to grantees with
caregiving responsibilities.

Section 4. Collection and reporting of data on Federal research grants

Requires each Federal science agency to collect
comprehensive demographic data on recipients of Federal grants
and to report this data to NSF for summarization and
publication.

Section 5. Policies for review of Federal research grants

Requires Federal science agencies to implement
recommendations from the 2016 OSTP Report ``Reducing the Impact
of Bias in the STEM Workforce'' in reviewing grant
applications, hiring policies, and workforce policies. Also
requires agencies to carry out pilot programs and develop
evidence-based policies to minimize the effect of implicit bias
in the grant review process.

Section 6. Collection of data on demographics of faculty

Requires NSF to carry out a survey of STEM faculty
demographics at institutions of higher education and to
summarize and publish data collected under this section.
Authorizes $3 million for each of fiscal years 2020 through
2022 for this purpose.

Section 7. Cultural and institutional barriers to expanding the
academic and Federal STEM workforce

Requires OSTP to develop and disseminate guidance to
universities and Federal laboratories on best practices to help
identify any cultural or institutional barriers limiting the
recruitment, retention, and advancement of women and minorities
in STEM research careers. Directs NSF to develop policies to
requiring institutions to report on steps taken based on OSTP
guidance. Requires OSTP to develop uniform policy guidance on
agency support for workshops for researchers and STEM
departments on methods that minimize the effects of implicit
bias. Authorizes $1 million for each of fiscal years 2020
through 2024 for NSF to carry out this section.

Section 8. Research and dissemination at the National Science
Foundation

Requires NSF to award research grants and carry out
dissemination activities using data from Sections 4 and 6.
Authorizes $5 million for each of fiscal years 2020 through
2024 for this purpose.

Section 9. Research and related activities to expand STEM opportunities

Requires NSF to award grants to universities to implement
or expand research-based practices aimed at increasing the
recruitment, retention, and advancement of minority faculty.
Authorizes $8 million for each of fiscal years 2020 through
2024 for this purpose. Further, authorizes NSF to award grants
to research, develop and assess scalable reforms in
undergraduate STEM education, with a focus on increasing the
recruitment and retention of minority students. Authorizes $15
million for each of fiscal years 2020 through 2024 for this
purpose.

Section 10. Tribal Colleges and Universities Program

Requires NSF to award grants through the Tribal Colleges
and Universities Program to increase participation in computer
science and computational thinking education programs.
Authorizes $2 million for each of fiscal years 2020 through
2024 for this purpose.

Section 11. Report to Congress

Requires OSTP submit a report to Congress with a
description and evaluation of the status and usage of policies,
and progress on efforts to minimize effects of implicit bias in
the review of Federal research grants.

Section 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.

Section 13. Definitions

VIII. Committee Views

The intent of this legislation is to accelerate progress in
expanding access to STEM studies and careers for women and
racial and ethnic minorities.
Section 3. The Committee intends for each Federal science
agency to establish policies to provide accommodations for
principal investigators with caregiving responsibilities. These
policies should be harmonized across Federal science agencies
to minimize administrative burden for institutions of higher
education and Federal laboratories.
Section 4. The Committee acknowledges that each Federal
science agency has distinct processes for collecting data on
grant applications. The Committee intends for these processes
to be standardized to the maximum extent practicable to enable
these data to be statistically summarized and disaggregated and
cross-tabulated using the indicated demographic
characteristics. The Committee recognizes that Federal science
agencies cannot mandate the provision of demographic data and
intends for these data to be provided voluntarily. The
Committee also intends for the privacy of individuals to be
protected when small numbers become an issue. The Committee
intends for only a statistical summary of the data collected by
each Federal science agency to be made public. The Committee
intends for the collection of proposal review rating and
funding outcome data to identify applications rated as strong
or competitive, but not ultimately selected for funding. These
data will help to identify any inequities in the merit-review
process and inform interventions to address such inequities.
Section 7. The intent of the Act is to support, through
workshop programs, the education of individuals in leadership
positions at institutions of higher education and Federal
laboratories about evidence-based methods for reducing the
impact of implicit bias on the career advancement of STEM
researchers. The Committee intends for this education to inform
personnel management policies, procedures, and processes
carried out by such leaders, including STEM department chairs
and senior managers at Federal laboratories. Researchers not in
leadership positions are not precluded from participating in
workshop programs.
Section 9. While the Committee views commitment from
institutional administrators and the likelihood that an
institution will sustain or expand a proposed reform beyond the
period of the grant as important metrics for selecting grant
recipients, the Committee does not intend for small or under-
resourced institutions to be excluded from consideration.
Section 10. The Committee intends for partnerships between
tribal colleges and universities and an institution of higher
education or nonprofit organization with demonstrated expertise
in academic program development to be of mutual interest and
benefit. The Committee intends that the process for collecting
data as part of the evaluation of this grant program, be
carried out in a culturally-sensitive manner.

IX. Cost Estimate

Pursuant to clause 3(c)(2) of rule XIII of the Rules of the
House of Representatives, the Committee adopts as its own the
estimate of new budget authority, entitlement authority, or tax
expenditures or revenues contained in the cost estimate
prepared by the Director of the Congressional Budget Office
pursuant to section 402 of the Congressional Budget Act of
1974.

X. Congressional Budget Office Cost Estimate

U.S. Congress,
Congressional Budget Office,
Washington, DC, July 24, 2019.
Hon. Eddie Bernice Johnson,
Chairwoman, Committee on Science, Space, and Technology,
House of Representatives, Washington, DC.
Dear Madam Chairwoman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 2528, the STEM
Opportunities Act of 2019.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Janani
Shankaran.
Sincerely,
Phillip L. Swagel,
Director.
Enclosure.

[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

Bill summary: H.R. 2528 would specifically authorize
appropriations totaling $164 million over the 2020-2024 period
for the National Science Foundation to award grants to study
participation in STEM and computer science education and
employment by people in underrepresented groups, to carry out
surveys, and to establish policies on implicit bias at certain
grantee institutions. The bill also would initiate a program to
collect data uniformly about grant applicants across certain
federal agencies and would require those agencies to implement
other activities to improve the recruitment and retention of
people in underrepresented populations in STEM fields.
Estimated federal cost: The estimated budgetary effect of
H.R. 2528 is shown in Table 1. The costs of the legislation
fall primarily within budget function 250 (general science,
space, and technology).

TABLE 1.--ESTIMATED INCREASES IN SPENDING SUBJECT TO APPROPRIATION UNDER H.R. 2528
----------------------------------------------------------------------------------------------------------------
By fiscal year, millions of dollars--
----------------------------------------------------------------------
2019 2020 2021 2022 2023 2024 2019-2024
----------------------------------------------------------------------------------------------------------------
NSF Grants:
Authorization........................ 0 30 30 30 30 30 150
Estimated Outlays.................... 0 5 17 24 30 30 106
Data Collection Program:
Estimated Authorization.............. 0 16 17 12 12 12 69
Estimated Outlays.................... 0 16 17 12 12 12 69
Other Activities:
Estimated Authorization.............. 0 8 7 7 5 4 31
Estimated Outlays.................... 0 8 7 7 5 4 31
Total Changes:
Estimated Authorization.......... 0 54 54 49 47 46 250
Estimated Outlays................ 0 29 41 43 47 46 206
----------------------------------------------------------------------------------------------------------------

Basis of estimate: For this estimate, CBO assumes that the
legislation will be enacted near the end of 2019 and that the
authorized and necessary amounts will be appropriated each
year. Estimated outlays are based on historical spending
patterns for similar activities. CBO estimates that
implementing H.R. 2528 would cost $206 million over the 2020-
2024 period.
NSF grants: H.R. 2528 would authorize the appropriation of
$30 million annually over the 2020-2024 period for the NSF to
award grants to nonprofit organizations and institutions of
higher education to develop policies and programs that improve
the recruitment, retention, and advancement of people in
underrepresented populations in academic STEM careers,
undergraduate STEM education, and computer science and to carry
out data analysis on the demographic characteristics of
applicants for federal research and development (R&D) grants.
CBO estimates that providing those grants would cost $106
million over the 2020-2024 period and $44 million after 2024.
Data collection program: Section 4 would direct federal
agencies with at least $100 million in R&D spending in 2018 to
collect and submit detailed information to the NSF about their
federal R&D grant applicants. The Office of Science and
Technology Policy (OSTP) and the NSF would be required to
establish a policy to ensure that the data are collected
uniformly. CBO expects that five agencies--the Departments of
Agriculture, Defense, Energy, and Health and Human Services and
the National Aeronautics and Space Administration--would incur
higher costs to comply with the new policy, to update
databases, and to prepare data for annual submission. Using
information from those agencies, CBO estimates that
implementing the bill's provisions would cost OSTP and each
agency, on average, about $1 million annually for additional
staff.
In addition, using information from the NSF, CBO estimates
that the agency would incur average annual costs of $8 million
to implement the data collection program. About half of that
amount would be for 25 additional employees at an average
annual cost of $150,000 each; the other half would be for
database maintenance. In total, CBO estimates, implementing
section 4 would cost $69 million over the 2020-2024 period.
Other activities: The bill would authorize the
appropriation of $3 million annually over the 2020-2022 period
for the NSF to create and distribute surveys to collect
demographic information on STEM faculty at grantee
institutions. In addition, the bill would authorize the
appropriation of $1 million annually over the 2020-2024 period
for the NSF to develop a policy on implicit bias at doctoral-
degree-granting institutions that receive federal funding. CBO
estimates that implementing those activities would cost $14
million over the 2020-2024 period.
H.R. 2528 also would require agencies to implement the
recommendations of a previous OSTP report on implicit bias,
conduct pilot orientation activities to train agency staff
concerning implicit bias, and hold related workshops in
conjunction with meetings of STEM-related organizations.
Finally, the NSF would be required to report on the
implementation of activities under the bill. Based on the costs
of similar tasks, CBO estimates that meeting those and other
requirements would cost about $3 million annually, and $17
million over the 2020-2024 period.
Pay-As-You-Go considerations: None.
Increase in long-term deficits: None.
Mandates: None.
Estimate prepared by: Federal Costs: Janani Shankaran;
Mandates: Brandon Lever.
Estimate reviewed by: Kim P. Cawley, Chief, Natural and
Physical Resources Cost Estimates Unit; H. Samuel Papenfuss,
Deputy Assistant Director for Budget Analysis.

XI. Federal Mandates Statement

H.R. 2528 contains no unfunded mandates.

XII. Committee Oversight Findings and Recommendations

The Committee's oversight findings and recommendations are
reflected in the body of this report.

XIII. Statement on General Performance Goals and Objectives

Pursuant to clause 3(c) of House Rule XIII, the goal of
H.R. 2528 is to direct the Director of the Office of Science
and Technology Policy and Federal science agencies 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 the entire talent
pool of the United States, and for other purposes.

XIV. Federal Advisory Committee Statement

H.R. 2528 does not create any advisory committees.

XV. Duplication of Federal Programs

Pursuant to clause 3(c)(5) of rule XIII of the Rules of the
House of Representatives, the Committee finds that no provision
of H.R. 2528 establishes or reauthorizes a program of the
federal government known to be duplicative of another federal
program, including any program that was included in a report to
Congress pursuant to section 21 of Public Law 111-139 or the
most recent Catalog of Federal Domestic Assistance.

XVI. Earmark Identification

Pursuant to clause 9(e), 9(f), and 9(g) of rule XXI, the
Committee finds that H.R. 2528 contains no earmarks, limited
tax benefits, or limited tariff benefits.

XVII. Applicability to the Legislative Branch

The Committee finds that H.R. 25228 does not relate to the
terms and conditions of employment or access to public services
or accommodations within the meaning of section 102(b)(3) of
the Congressional Accountability Act (Public Law 104-1).

XVIII. Statement on Preemption of State, Local, or Tribal Law

This bill is not intended to preempt any state, local, or
tribal law.

XIX. Changes in Existing Law Made by the Bill, as Reported

Changes in Existing Law Made by the Bill, as Reported

In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
matter is printed in italic, and existing law in which no
change is proposed is shown in roman):

AMERICAN INNOVATION AND COMPETITIVENESS ACT

* * * * * * *
TITLE III--SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH EDUCATION

* * * * * * *

SEC. 305. PROGRAMS TO EXPAND STEM OPPORTUNITIES.

(a) Findings.--Congress makes the following findings:
(1) Economic projections by the Bureau of Labor
Statistics indicate that by 2018, there could be
2,400,000 unfilled STEM jobs.
(2) Women represent slightly more than half the
United States population, and projections indicate that
54 percent of the population will be a member of a
racial or ethnic minority group by 2050.
(3) Despite representing half the population, women
comprise only about 30 percent of STEM workers
according to a 2015 report by the National Center for
Science and Engineering Statistics.
(4) A 2014 National Center for Education Statistics
study found that underrepresented populations leave the
STEM fields at higher rates than their counterparts.
(5) The representation of women in STEM drops
significantly at the faculty level. Overall, women hold
only 25 percent of all tenured and tenure-track
positions and 17 percent of full professor positions in
STEM fields in our Nation's universities and 4-year
colleges.
(6) Black and Hispanic faculty together hold about
6.5 percent of all tenured and tenure-track positions
and 5 percent of full professor positions.
(7) 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 Foundation to report publicly without
potentially compromising confidential information about
the individuals being surveyed.
(b) Sense of Congress.--It is the sense of Congress that--
(1) it is critical to our Nation's economic
leadership and global competitiveness that the United
States educate, train, and retain more scientists,
engineers, and computer scientists;
(2) there is currently a disconnect between the
availability of and growing demand for STEM-skilled
workers;
(3) historically, underrepresented populations are
the largest untapped STEM talent pools in the United
States; and
(4) given the shifting demographic landscape, the
United States should encourage full participation of
individuals from underrepresented populations in STEM
fields.
(c) Reaffirmation.--The Director of the Foundation shall
continue to support programs designed to broaden participation
of underrepresented populations in STEM fields.
(d) Grants To Broaden Participation.--
(1) In general.--The Director of the Foundation shall
award grants on a competitive, merit-reviewed basis, to
eligible entities to increase the participation of
underrepresented populations in STEM fields, including
individuals identified in section 33 or section 34 of
the Science and Engineering Equal Opportunities Act (42
U.S.C. 1885a, 1885b).
(2) Center of excellence.--
(A) In general.--Grants awarded under this
subsection may include grants for the
establishment of a Center of Excellence to
collect, maintain, and disseminate information
to increase participation of underrepresented
populations in STEM fields.
(B) Purpose.--The purpose of a Center of
Excellence under this subsection is to promote
diversity in STEM fields by building on the
success of the INCLUDES programs, providing
technical assistance, maintaining best
practices, and providing related training at
federally funded academic institutions.
(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 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.
(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 post-
doctoral 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.
[(e)] (g) Accountability and Dissemination.--
(1) Evaluation.--
(A) In general.--Not later than 5 years after
the date of enactment of this Act, the Director
of the Foundation shall evaluate the grants
provided under this section.
(B) Requirements.--In conducting the
evaluation under subparagraph (A), the Director
shall--
(i) use a common set of benchmarks
and assessment tools to identify best
practices and materials developed or
demonstrated by the research; and
(ii) to the extent practicable,
combine the research resulting from the
grant activity under subsection (e)
with the current research on serving
underrepresented students in grades
kindergarten through 8.
(2) Report on evaluations.--Not later than 180 days
after the completion of the evaluation under paragraph
(1), the Director of the Foundation shall submit to the
appropriate committees of Congress and make widely
available to the public a report that includes--
(A) the results of the evaluation; and
(B) any recommendations for administrative
and legislative action that could optimize the
effectiveness of the program.
[(f)] (h) Coordination.--In carrying out this section, the
Director of the Foundation 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 section.

* * * * * * *

----------

AMERICA COMPETES REAUTHORIZATION ACT OF 2010

* * * * * * *
TITLE V--SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS SUPPORT
PROGRAMS SUBTITLE A--NATIONAL SCIENCE FOUNDATION

Subtitle A--NATIONAL SCIENCE FOUNDATION

* * * * * * *

SEC. 525. TRIBAL COLLEGES AND UNIVERSITIES PROGRAM.

(a) In general.--The Director shall continue to support a
program to award grants on a competitive, merit-reviewed basis
to tribal colleges and universities (as defined in section 316
of the Higher Education Act of 1965 (20 U.S.C. 1059c),
including institutions described in section 317 of such Act (20
U.S.C. 1059d), to enhance the quality of undergraduate STEM
education at such institutions and to increase the retention
and graduation rates of Native American students pursuing
associate's or baccalaureate degrees in STEM.
(b) Program Components.--Grants awarded under this section
shall support--
(1) activities to improve courses and curriculum in
STEM;
(2) faculty development;
(3) stipends for undergraduate students participating
in research; and
(4) other activities consistent with subsection (a),
as determined by the Director.
(c) Instrumentation.--Funding provided under this section may
be used for laboratory equipment and materials.
(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.
(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.

* * * * * * *

XX. Proceedings of the Full Committee Markup

MARKUPS: H.R. 2528, STEM
Opportunities Act of 2019;
H.R. 36, Combating Sexual Harassment
in Science Act of 2019;
H.R. 3196, Vera Rubin Survey Telescope
Designation Act; and
H.R. 3153, Expanding Findings for Federal Opioid
Research and Treatment Act

=======================================================================

MARKUP

BEFORE THE

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY
HOUSE OF REPRESENTATIVES

ONE HUNDRED SIXTEENTH CONGRESS

FIRST SESSION

__________

JUNE 20, 2019

__________

Serial No. CP 116-4

__________

Printed for the use of the Committee on Science, Space, and Technology

Available via the World Wide Web: http://science.house.gov

__________

U.S. GOVERNMENT PUBLISHING OFFICE

WASHINGTON : 2019

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY

HON. EDDIE BERNICE JOHNSON, Texas, Chairwoman
ZOE LOFGREN, California FRANK D. LUCAS, Oklahoma,
DANIEL LIPINSKI, Illinois Ranking Member
SUZANNE BONAMICI, Oregon MO BROOKS, Alabama
AMI BERA, California, BILL PPOSEY, Florida
Vice Chair RANDY WEBER, Texas
CONOR LAMB, Pennsylvania BRIAN BABIN, Texas
LIZZIE FLETCHER, Texas ANDY BIGGS, Arizona
HALEY STEVENS, Michigan ROGER MARSHALL, Kansas
KENDRA HORN, Oklahoma RALPH NORMAN, South Carolina
MIKIE SHERRILL, New Jersey MICHAEL CLOUD, Texas
BRAD SHERMAN, California TROY BALDERSON, Ohio
STEVE COHEN, Tennessee PETE OLSON, Texas
JERRY McNERNEY, California ANTHONY GONZALEZ, Ohio
ED PERLMUTTER, Colorado MICHAEL WALTZ, Florida
PAUL TONKO, New York JIM BAIRD, Indiana
BILL FOSTER, Illinois JAIME HERRERA BEUTLER, Washington
DON BEYER, Virginia JENNIFFER GONZALEZ-COLON, Puerto
CHARLIE CRIST, Florida Rico
SEAN CASTEN, Illinois VACANCY
KATIE HILL, California
BEN McADAMS, Utah
JENNIFER WEXTON, Virginia

C O N T E N T S

June 20, 2019

Page
H.R. 2528--STEM Opportunities Act of 2019........................ 35

H.R. 36--Combating Sexual Harassment in Science Act of 2019...... 35

H.R. 3196--Vera Rubin Survey Telescope Designation Act........... 35

H.R. 3153--Expanding Findings for Federal Opioid Research and
Treatment Act.................................................. 35

----------

THURSDAY, JUNE 20, 2019

House of Representatives,
Committee on Science, Space, and Technology,
Washington, D.C.
The Committee met, pursuant to notice, at 10:04 a.m., in
room 2318, Rayburn House Office Building, Hon. Eddie Bernice
Johnson [Chairwoman of the Committee] presiding.
Chairwoman JOHNSON. Good morning. The Committee will come
to order. And without objection, the Chair is authorizes to
declare recess at any time. Pursuant to Committee rule 2(e) and
House rule XI, the Chair announces that she may postpone roll
call votes.
Pursuant to notice, the Committee meets to consider the
following measures: H.R. 2528, STEM Opportunities Act of 2019;
H.R. 36, Combating Sexual Harassment in Science Act of 2019;
H.R. 3196, Vera Rubin Survey Telescope Designation Act; and
H.R. 3153, Expanding Findings for Federal Opioid Research and
Treatment Act.
I want to welcome everyone to today's markup. Today, we
meet to mark up four good bipartisan bills. First, we will
consider the STEM Opportunities Act, which has been a priority
of mine of course for many years. This bill will help us
address the disparity in the number of women and minorities in
the STEM fields.
Without including all of our Nation's brain power in the
fight for 21st-century competitiveness, it is unlikely that our
country will remain the world leader in science and innovation.
It is therefore my hope that this bill will play a major role
in ensuring our country's competitiveness in the coming years.
It is not enough to simply attract women to the STEM
fields. We must also ensure they stay in these fields, and the
second bill in our markup addresses one of the reasons women
leave the STEM sciences in such high rates: Sexual harassment.
The problem of sexual harassment in the STEM fields has not
been addressed in a comprehensive fashion. I hope that the
Combating Sexual Harassment in Science Act of 2019 can play an
important role in focusing Federal efforts to stamp out sexual
harassment in the sciences.
I want to take a moment to recognize my colleague Ranking
Member Lucas, who is an original co-sponsor of both of these
bills. Both he and his staff have provided very constructive
input into these bills and the hearings we held on these
topics. I think the bills before us today are better off
because of these efforts, and I want to sincerely thank him and
his staff for their work.
The third bill before us today is the Vera Rubin Survey
Telescope Designation Act. I'll speak more about this bill in a
minute, but I think it is appropriate that on the same day our
Committee tries to address the issues facing women in the STEM
fields, we also take a moment to recognize a woman who overcame
the hurdles she faced to provide significant contributions to
the field of astronomy.
Finally, we will consider the Expanding Findings for
Federal Opioid Research and Treatment Act, which is offered by
Ms. Wexton. The scourge of opioid addiction is one of the most
serious problems facing our Nation right now. It only makes
sense to bring all of our resources to bear on this issue, and
I think the National Science Foundation (NSF) can bring unique
capabilities to the fight to better understand and deal with
this critical issue.
I look forward to a productive markup and moving these
bills very quickly to the House floor.
[The prepared statement of Chairwoman Johnson follows:]

I want to welcome everyone to today's markup. Today we meet to
markup four good bipartisan bills.
First, we will consider the STEM Opportunities Act, which has been
a priority of mine for many years. This bill will help us address the
disparity in the number of women and minorities in the STEM fields.
Without including all of our Nation's brain power in the fight for
21st century competitiveness, it is unlikely that our country will
remain the world leader in science and innovation. It is therefore my
hope that this bill will play a major role in ensuring our country's
competitiveness in the coming years.
It is not enough to simply attract women to the STEM fields. We
must also ensure they stay in those fields, and the second bill in our
markup addresses one of the reasons women leave the sciences in such
high rates: sexual harassment.
The problem of sexual harassment in the STEM fields has not been
addressed in a comprehensive fashion. I hope that the Combating Sexual
Harassment in Science Act of 2019 can play an important role in
focusing federal efforts to stamp out sexual harassment in the
sciences.
I want to take a moment to recognize my friend and colleague,
Ranking Member Lucas, who is an original cosponsor of both of these
bills. Both he and his staff have provided very constructive input into
these bills and the hearings we have held on these topics. I think the
bills before us today are better off because of these efforts, and I
want to sincerely thank him and his staff for their work.
The third bill before us today is the Vera Rubin Survey Telescope
Designation Act. I'll speak more about this bill in a minute, but I
think it is appropriate that on the same day our Committee tries to
address the issues facing women in the STEM fields, we also take a
moment to recognize a woman who overcame the hurdles she faced to
provide significant contributions to the field of astronomy.
Finally, we will consider the Expanding Findings for Federal Opioid
Research and Treatment Act, which is offered by Ms. Wexton. The scourge
of opioid addiction is one of the most serious problems facing our
nation right now.
It only makes sense to bring all of our resources to bear on this
issue, and I think the National Science Foundation can bring unique
capabilities to the fight to better understand and deal with this
critical issue.
I look forward to a productive markup and moving these bills very
quickly to the House floor.

Chairwoman Johnson. I now recognize the Ranking Member to
present an opening statement.
Mr. Lucas. Thank you, Chairwoman Johnson, for holding this
markup.
Today, we'll consider four bipartisan bills. The first is
H.R. 2528, STEM Opportunities Act of 2019. H.R. 2528 continues
this Committee's long bipartisan history of supporting and
expanding STEM education for all. The only way we'll achieve
our potential is by utilizing America's most valuable resource:
Our people. That means developing a diverse STEM-capable
workforce at every education level and from every background.
One of the key provisions of H.R. 2528 is a requirement for
more comprehensive data collection and analysis on the
students, re- searchers, 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. I am pleased to join Chairwoman Johnson in
cosponsoring this legislation. I want to thank her and her
entire staff for working with us to refine the bill for
reintroduction and incorporating our feedback and ideas. I look
forward to continuing to work with the Chair- woman and Members
of the Committee to advance more STEM education efforts for
this Congress to support, encourage, and develop the next
generation of STEM students.
Our second bill this morning is H.R. 36, Combating Sexual
Harassment in Science Act of 2019. Chairwoman Johnson and I
made this one of our highest priorities, introducing it on the
first day of the 116th Congress. This bill has a foundation of
more than a year of investigation, analysis, and
recommendations to the Science Committee. Engaging more women
in STEM studies and careers is essential to American
competitiveness. Women make up half the workforce but account
for less than 25 percent of America's STEM workforce.
Unfortunately, too many women have been driven out of STEM
careers due to a culture of harassment and abuse. H.R. 36 takes
the first steps to addressing this problem. The bill supports
the adoption of uniform guidance across the Federal science
agencies to reduce the prevalence of sexual harassment
involving grant personnel. The bill also directs the NSF to
conduct further research into the causes and consequences of
harassment, as well as interventions to mitigate the problem.
There is an established legal process in place within
higher education and in the workplace for handling claims of
sexual harassment. This bill does not alter that process. What
this bill does do is create a uniform policy for universities
and research institutions to report to Federal science agencies
when an administrative action is taken that impacts the ability
of a researcher to carry out a grant. We want to ensure the
safety of all grant personnel supported by taxpayer funding.
I'll be offering an amendment later in the markup that we hope
makes this requirement even more clear.
Again, thank you, Chairwoman Johnson, for working in a
bipartisan and collaborative way to move this legislation
forward.
Next, we will consider H.R. 3196, Vera Rubin Survey
Telescope Designation Act, sponsored by Chairwoman Johnson and
Representative Jenniffer Gonzalez-Colon. This bill honors the
contributions of the late Dr. Vera Rubin, an astronomer who
made groundbreaking discoveries in the field of dark matter and
was a pioneer and life-long advocate for women in astronomy.
This new LSST (Large Synoptic Survey Telescope), under
construction in Chile, funded by the National Science
Foundation and the Department of Energy, will photograph the
entire sky every few nights. One of the goals of the project is
to study the nature of dark matter and dark energy. Naming the
observatory in her honor is a fitting tribute to the
contributions to the field, and I--her contributions to the
field, I should note, and I hope will inspire future
generations of women in astronomy.
Finally, the Committee will consider H.R. 3153, Expanding
Findings for Federal Opioid Research and Treatment Act. This
legislation identifies current gaps that exist in research on
the prevention and treatment of opioid addiction and authorizes
the NSF to support research grants in those areas.
I want to thank Representative Jennifer Wexton and
Representative Jim Baird for their bipartisan work on this
bill. Opioid addiction affects too many in our communities, and
I applaud this effort to support more basic research on the
science of addiction.
Once again, thank you, Chairwoman Johnson, for holding
today's markup, and I encourage the Members of the Committee to
support all these bills.
I yield back the balance of my time.
[The prepared statement of Mr. Lucas follows:]

Thank you, Chairwoman Johnson, for holding this mark-up. Today we
will consider four bipartisan bills.
The first is H.R. 2528, STEM Opportunities Act of 2019. H.R. 2528
continues this Committee's long bipartisan history of supporting and
expanding STEM education for all.
The only way we'll achieve our potential is by utilizing America's
most valuable resource: our people. That means developing a diverse
STEM-capable workforce at every education level and from every
background.
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.
I was pleased to join Chairwoman Johnson in co-sponsoring this
legislation. I want to thank her and her staff for working with us to
refine the bill for reintroduction and incorporating our feedback and
ideas.
I look forward to continuing to work with the Chairwoman and
members of the Committee to advance more STEM education efforts this
Congress to support, encourage and develop the next generation of STEM
students.
Our second bill this morning is H.R. 36, Combating Sexual
Harassment in Science Act of 2019. Chairwoman Johnson and I made this
one of our highest priorities, introducing it on the first day of the
116th Congress. This bill has a foundation of more than a year of
investigation, analysis, and recommendations to the Science Committee.
Engaging more women in STEM studies and careers is essential to
American competitiveness. Women make up half of the workforce, but
account for less than 25 percent of America's STEM workforce.
Unfortunately, too many women have been driven out of STEM careers
due to a culture of harassment and abuse. H.R. 36 takes the first steps
to addressing this problem. The bill supports the adoption of uniform
guidance across the federal science agencies to reduce the prevalence
of sexual harassment involving grant personnel. The bill also directs
NSF to conduct further research into the causes and consequences of
harassment, as well as interventions to mitigate the problem.
There is an established legal process in place within higher
education and in the workplace for handling claims of sexual
harassment. This bill does not alter that process. What this bill does
do, is create a new uniform policy that universities and research
institutions report to federal science agencies when an administrative
action is taken that impacts the ability of a researcher to carry out a
grant.
We want to ensure the safety of all grant personnel supported by
taxpayer funding. I'll be offering an amendment later in the mark-up
that we hope makes this requirement even more clear.
Again, thank you Chairwoman Johnson for working in a bipartisan and
collaborative way to move this legislation forward.
Next we will consider H.R. 3196, Vera Rubin Survey Telescope
Designation Act, sponsored by Chairwoman Johnson and Representative
Jenniffer Gonzalez-Colon. This bill honors the contributions of the
late Dr. Vera Rubin, an astronomer who made groundbreaking discoveries
in the field of dark matter and was a pioneer and life-long advocate
for women in astronomy.
The new LSST Telescope under construction in Chile, funded by the
National Science Foundation and the Department of Energy, will
photograph the entire sky every few nights. One of the goals of the
project is to study the nature of dark matter and dark energy. Naming
the observatory in her honor is a fitting tribute to her contributions
to the field and I hope will inspire future generations of women in
astronomy.
Finally, the Committee will consider H.R. 3153, Expanding Findings
for Federal Opioid Research and Treatment Act. The legislation
identifies current gaps that exist in research on the prevention and
treatment of opioid addiction and authorizes NSF to support research
grants in these areas.
I thank Rep. Jennifer Wexton and Rep. Jim Baird for their
bipartisan work on this bill. Opioid addiction affects too many in our
communities, and I applaud this effort to support more basic research
on the science of addiction.
Once again, thank you Chairwoman Johnson for holding today's mark-
up, and I encourage the Members of this Committee to support these
bills. I yield back the balance of my time.

Chairwoman Johnson. Thank you, Mr. Lucas.
H.R. 2528
10:13 a.m.
Chairwoman Johnson. We will now consider H.R. 2528, STEM
Opportunities Act of 2019. The clerk will report the bill.
The Clerk. H.R. 2528, a bill to direct the Director----
[The bill follows:]

[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

Chairman Johnson. Without objection, the bill is considered
as read and open to amendment at any point.
I recognize myself for a comment on the bill.
For decades, the scientific enterprise has been the very
envy of the world. Our success has been driven by investments
in people and STEM students and blue-collar STEM workers, and
in scientists and engineers. We've managed so far with a STEM
workforce that does not represent the diversity of the Nation.
However, we cannot afford to rest on our laurels. With
intensifying global competition in urgent environmental,
societal, and technological challenges before us, we must do
more to ensure that we are bringing all of our brain power and
talent to bear. Unfortunately, research shows that
discrimination, harassment, bias, hostile work cultures, and
institutional barriers are pushing scores of talented people to
abandon their STEM studies and careers.
I'm pleased to be joined by my good friend, Ranking Member
Lucas, earlier this year introducing H.R. 2528, STEM
Opportunities Act of 2019. The STEM Opportunities Act supports
research, data collection, and evidence-based interventions to
identify and lower barriers to recruitment, retention, and
advancement of women and underrepresented minorities in STEM
education and research careers.
The bill also directs the Office of Science and Technology
Policy--excuse me--to develop consistent guidelines for Federal
science agencies on providing caregiving accommodations--thank
you--reducing the impact of implicit bias and best practices
for assessing organizational culture.
In 2017, the National Academies published a report ``Beyond
Bias and Barriers: Fulfilling the Potential of Women in
Academic Science and Engineering.'' The recommendations in that
report became the basis for the very first version of this
bill.
Today's bill includes many updates and improvements based
on the recommendations we've received since that time. If we
are to lead the world in meeting the challenges of the 21st
century, we need all of our brightest minds at the table. This
can only happen with meaningful and lasting cultural change.
H.R. 2528 is an important step in that direction, and I urge my
colleagues to support it.
Does anyone else wish to be recognized? Ms. Bonamici.
Ms. Bonamici. Chairwoman Johnson, thank you. I move to
strike the last word.
Chairwoman Johnson. The gentlelady is recognized.
Ms. Bonamici. Thank you, Chairwoman. Our Committee's work
today is an important step to address the underrepresentation
of women and people of color in STEM fields, and I strongly
support the STEM Opportunities Act. I'm grateful to Chairwoman
Johnson and Ranking Member Lucas for their leadership on this
bill.
The STEM Opportunities Act would improve our understanding
of the persistent biases and barriers that exist for increasing
the diversity of the STEM workforce. The bill would direct
Federal science agencies to collect comprehensive demographic
data on the recipients of Federal research awards and STEM
faculty at universities. It would require the Office of Science
and Technology Policy to develop Federal guidelines to improve
the recruitment, retention, and advancement of women and
underrepresented populations in STEM research careers.
But the development and diversification of the STEM
pipeline must begin in our Nation's K-12 schools. As a Member
of the Education and Labor Committee and the Founder and Co-
Chair of the congressional STEAM Caucus, I continue to advocate
for the integration of art and design into STEM fields. STEAM
education can build more inclusive classroom environments that
support greater diversity of students interested in STEM,
especially girls and people of color. STEAM education
recognizes the benefits of both the arts and sciences and their
intersections to our country's future.
Our future will require innovation, creative ideas, and new
ways to solve problems, all of which are bolstered by educating
the whole brain. And research shows that students are more
engaged in the classroom when arts, music, and other creative
outlets are included in instruction.
There are two nationally recognized STEAM schools in the
district I represent in northwest Oregon, and I have seen
firsthand the power of these programs to engage all students in
STEM.
Earlier this week, I introduced the bipartisan Building
STEAM Education Act of 2019 with Representatives Langevin and
Stefanik to expand resources and grant opportunities that
support STEAM education programs. Notably, this bill would
require the STEM Education Advisory Panel, which brings
together leaders from the National Science Foundation,
Department of Education, NASA (National Aeronautics and Space
Administration), and NOAA (National Oceanic and Atmospheric
Administration) to consider ways to integrate art and design
into STEM education programs. It would also promote creativity
and innovation by expanding resources through the National
Science Foundation's Math and Science Partnership grant program
to include the development of STEM education curricula that
incorporate art and design.
I hope that in addition to advancing the STEM Opportunities
Act I can work with the Chairwoman, Ranking Member, and my
colleagues on this Committee to make sure that all students,
including girls and students of color, have the creative and
critical thinking skills they will need to solve 21st-century
problems through increased STEAM education.
I thank the Chairwoman for the time and her leadership on
this important issue. I urge my colleagues to support the STEM
Opportunities Act, and I yield back the balance of my time.
Chairwoman Johnson. Thank you very much.
Are there any other comments?
We now will proceed with the amendments in the order on the
roster.
The first amendment on the roster is an amendment in the
nature of a substitute offered by the Chair, and the clerk will
report the amendment.
The Clerk. Amendment number 1, amendment in the nature----
[The amendment of Chairwoman Johnson follows:]

[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

Chairwoman Johnson. I ask unanimous consent to dispense of
the reading, and without objection, so ordered.
I recognize myself to explain the amendment. Excuse me.
The amendment includes clarifying and technical changes,
including changes to reflect feedback from Federal and non-
Federal stakeholders. I urge support of this amendment.
Are there any other----
Mr. Lucas. Madam Chair?
Chairwoman Johnson. Mr. Lucas.
Mr. Lucas. Thank you, Chairwoman Johnson.
This amendment strikes and replaces the text of H.R. 2528
to
incorporate stakeholder and agency feedback in the bill. This
amendment was drafted in a bipartisan way and includes a number
of improvements to the original draft. Among the changes, the
amendment incorporates feedback from the White House Office of
Science and Technology Policy, which is consistent with the
Administration's 5-year strategic plan and specifically calls
for an increase of diversity, equity, and inclusion of STEM
programs.
I encourage my colleagues to support this amendment. I
yield back, Madam Chair.
Chairwoman Johnson. Thank you very much.
Are there any other comments or any other amendments?
Then we will proceed with the next amendment and vote on my
amendment after it has been amended.
Mr. Lipinski.
Mr. Lipinski. Madam Chair, I have an amendment at the desk.
Chairwoman Johnson. The clerk will report the amendment.
The Clerk. Amendment number 2 offered by----
[The amendment of Mr. Lipinski follows:]

[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

Chairwoman Johnson. I ask unanimous consent to dispense
with the reading, and without objection, so ordered.
I recognize the gentleman for 5 minutes to explain his
amendment.
Mr. Lipinski. Thank you, Madam Chair.
I applaud your leadership to make opportunities in STEM
more accessible to those from underrepresented groups. I think
the work in this bill would make great strides toward improving
diversity in the STEM workforce, especially in academia. I want
STEM careers to be accessible to all, and my amendment would
explicitly include in this bill postdoctoral researchers as
trainees who would benefit from mentoring and encouragement to
pursue academic careers.
Postdoctoral researchers are important to our universities
in a greater research enterprise. These scholars hold doctoral
degrees and engage in mentored research or scholarly training
as a means of professional development often to learn a new
skill or gain more experience before moving on to more
permanent positions. In addition to broadening or deepening
their own skill set, postdoctoral researchers often serve as
mentors and day-to-day supervisors to graduate and
undergraduate students. This unique place in the research
environment makes postdoc researchers both mentees and mentors.
The quality of mentoring that postdocs receive heavily
influences their career choices, and it's important that
faculty and senior researchers are prepared to mentor
postdoctoral researchers.
We can probably all agree that the mentoring of graduate
students is fundamentally different from mentoring
undergraduate students, as these populations have different
needs. Similarly, the mentoring of postdoctoral researchers
requires attention to different details, and these researchers
are simultaneously colleagues and trainees.
By explicitly mentioning postdoctoral researchers, as
proposed in my amendment, we will ensure that the mentoring
workshop programs, as funded by the National Science
Foundation, may include best practices in the mentoring of
postdoctoral researchers.
I'm also glad to see this bill would encourage
undergraduate and graduate students from underrepresented
groups to consider academic careers. I believe that we should
also encourage our postdoctoral researchers from
underrepresented groups to pursue academic careers. My
amendment also makes a provision explicit in the bill such that
funds from the National Science Foundation may be used for this
purpose.
Madam Chair, I ask for my colleagues' support for this
amendment, and I yield back.
Chairwoman Johnson. Thank you.
Any further discussion on this amendment?
If not, the vote occurs on the amendment.
All in favor, say aye.
Those opposed, nay.
The ayes have it, and the amendment is agreed to.
Now, we will have the vote on the amendment in the nature
of a substitute.
Are there any other amendments?
If not, the vote occurs on the Chair's amendment in the
nature of a substitute.
All in favor, say aye.
Those opposed, no.
The ayes have it, and the amendment is agreed to.
A reporting quorum being present, I move that the Committee
on Science, Space, and Technology report H.R. 2528, as amended,
to the House and with the recommendation that the bill be
approved.
Those in favor of the motion may signify by saying aye.
Those opposed, nay.
The ayes have it, and the bill is favorably considered.
Without objection, the motion to reconsider is laid upon
the table, and I ask unanimous consent that staff be authorized
to make any necessary technical and conforming changes to the
bill. Without objection, so ordered.
Members will have 2 subsequent calendar days in which to
submit supplementary, minority, or additional views on this
measure.

H.R. 36
10:25 a.m.
Chairwoman Johnson. We now will move to H.R. 36, Combating
Sexual Harassment in Science Act of 2019. The clerk will report
the bill.
The Clerk. H.R. 36, a bill to provide for research to
better understand the causes and consequences of sexual
harassment----
[The bill follows:]

[all]