[House Report 118-62]
[From the U.S. Government Publishing Office]


118th Congress }                                          { REPORT 
                        HOUSE OF REPRESENTATIVES
 1st Session   }                                          { 118-62

======================================================================
 
               MATHEMATICAL AND STATISTICAL MODELING EDUCATION 
                                  ACT

                                _______
                                

  May 16, 2023.--Committed to the Committee of the Whole House on the 
              State of the Union and ordered to be printed

                                _______
                                

   Mr. Lucas, from the Committee on Science, Space, and Technology, 
                        submitted the following

                              R E P O R T

                        [To accompany H.R. 1735]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Science, Space, and Technology, to whom 
was referred the bill (H.R. 1735) to coordinate Federal 
research and development efforts focused on modernizing 
mathematics in STEM education through mathematical and 
statistical modeling, including data-driven and computational 
thinking, problem, project, and performance-based learning and 
assessment, interdisciplinary exploration, and career 
connections, and for other purposes, having considered the 
same, reports favorably thereon with an amendment and 
recommends that the bill as amended do pass.

                                CONTENTS

                                                                   Page
Purpose and Summary..............................................     5
Background and Need for Legislation..............................     5
Legislative History..............................................     6
Committee Views..................................................     6
Section-by-Section...............................................     6
Committee Consideration..........................................     7
Roll Call Votes..................................................     7
Application of Law to the Legislative Branch.....................     9
Statement of Oversight Findings and Recommendations of the 
  Committee......................................................     9
Statement of General Performance Goals and Objectives............     9
Duplication of Federal Programs..................................     9
Federal Advisory Committee Act...................................     9
Unfunded Mandate Statement.......................................     9
Earmark Identification...........................................     9
Committee Cost Estimate..........................................     9
New Budget Authority, Entitlement Authority, and Tax Expenditures    10
Congressional Budget Office Cost Estimate........................    10
    The amendment is as follows:
Strike all after the enacting clause and insert the following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``Mathematical and Statistical Modeling 
Education Act''.

SEC. 2. MATHEMATICAL AND STATISTICAL MODELING EDUCATION.

  (a) Findings.--Congress finds the following:
          (1) The mathematics taught in schools, including statistical 
        problem solving and data science, is not keeping pace with the 
        rapidly evolving needs of the public and private sector, 
        resulting in a STEM skills shortage and employers needing to 
        expend resources to train and upskill employees.
          (2) According to the Bureau of Labor Statistics, the United 
        States will need 1,000,000 additional STEM professionals than 
        it is on track to produce in the coming decade.
          (3) The field of data science, which is relevant in almost 
        every workplace, relies on the ability to work in teams and use 
        computational tools to do mathematical and statistical problem 
        solving.
          (4) Many STEM occupations offer higher wages, more 
        opportunities for advancement, and a higher degree of job 
        security than non-STEM jobs.
          (5) The STEM workforce relies on computational and data-
        driven discovery, decision making, and predictions, from models 
        that often must quantify uncertainty, as in weather 
        predictions, spread of disease, or financial forecasting.
          (6) Most fields, including analytics, science, economics, 
        publishing, marketing, actuarial science, operations research, 
        engineering, and medicine, require data savvy, including the 
        ability to select reliable sources of data, identify and remove 
        errors in data, recognize and quantify uncertainty in data, 
        visualize and analyze data, and use data to develop 
        understanding or make predictions.
          (7) Rapidly emerging fields, such as artificial intelligence, 
        machine learning, quantum computing and quantum information, 
        all rely on mathematical and statistical concepts, which are 
        critical to prove under what circumstances an algorithm or 
        experiment will work and when it will fail.
          (8) Military academies have a long tradition in teaching 
        mathematical modeling and would benefit from the ability to 
        recruit students with this expertise from their other school 
        experiences.
          (9) Mathematical modeling has been a strong educational 
        priority globally, especially in China, where participation in 
        United States mathematical modeling challenges in high school 
        and higher education is orders of magnitude higher than in the 
        United States, and Chinese teams are taking a majority of the 
        prizes.
          (10) Girls participate in mathematical modeling challenges at 
        all levels at similar levels as boys, while in traditional 
        mathematical competitions girls participate less and drop out 
        at every stage. Students cite opportunity for teamwork, using 
        mathematics and statistics in meaningful contexts, ability to 
        use computation, and emphasis on communication as reasons for 
        continued participation in modeling challenges.
  (b) Definitions.--In this section:
          (1) Director.--The term ``Director'' means the Director of 
        the National Science Foundation.
          (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) Foundation.--The term ``Foundation'' means the National 
        Science Foundation.
          (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) Mathematical modeling.--The term ``mathematical 
        modeling'' has the meaning given the term in the 2019 
        Guidelines to Assessment and Instruction in Mathematical 
        Modeling Education (GAIMME) report, 2nd edition.
          (6) Operations research.--The term ``operations research'' 
        means the application of scientific methods to the management 
        and administration of organized military, governmental, 
        commercial, and industrial processes to maximize operational 
        efficiency.
          (7) Statistical modeling.--The term ``statistical modeling'' 
        has the meaning given the term in the 2021 Guidelines to 
        Assessment and Instruction in Statistical Education (GAISE II) 
        report.
          (8) Stem.--The term ``STEM'' means the academic and 
        professional disciplines of science, technology, engineering, 
        and mathematics, including computer science.
  (c) Preparing Educators To Engage Students in Mathematical and 
Statistical Modeling.--The Director shall make awards on a merit-
reviewed, competitive basis to institutions of higher education, and 
nonprofit organizations (or a consortium thereof) for research and 
development to advance innovative approaches to support and sustain 
high-quality mathematical modeling education in schools that are 
private, faith-based, or homeschools, or operated by local educational 
agencies, including statistical modeling, data science, operations 
research, and computational thinking. The Director shall encourage 
applicants to form partnerships to address critical transitions, such 
as middle school to high school, high school to college, and school to 
internships and jobs.
  (d) Application.--An entity seeking an award under subsection (c) 
shall submit an application at such time, in such manner, and 
containing such information as the Director may require. The 
application shall include the following:
          (1) A description of the target population to be served by 
        the research activity for which such an award is sought, 
        including student subgroups described in section 
        1111(b)(2)(B)(xi) of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), and students 
        experiencing homelessness and children and youth in foster 
        care.
          (2) A description of the process for recruitment and 
        selection of students, educators, or local educational agencies 
        to participate in such research activity.
          (3) A description of how such research activity may inform 
        efforts to promote the engagement and achievement of students, 
        including students from groups historically underrepresented in 
        STEM, in prekindergarten through grade 12 in mathematical 
        modeling and statistical modeling using problem-based learning 
        with contextualized data and computational tools.
          (4) In the case of a proposal consisting of a partnership or 
        partnerships with 1 or more local educational agencies and 1 or 
        more researchers, a plan for establishing a sustained 
        partnership that is jointly developed and managed, draws from 
        the capacities of each partner, and is mutually beneficial.
  (e) Partnerships.--In making awards under sub (c), the Director shall 
encourage applications that include--
          (1) partnership with a nonprofit organization or an 
        institution of higher education that has extensive experience 
        and expertise in increasing the participation of students in 
        prekindergarten through grade 12 in mathematical modeling and 
        statistical modeling;
          (2) partnership with a local educational agency, a consortium 
        of local educational agencies, or Tribal educational agencies;
          (3) an assurance from school leaders to making reforms and 
        activities proposed by the applicant a priority;
          (4) ways to address critical transitions, such as middle 
        school to high school, high school to college, and school to 
        internships and jobs;
          (5) input from education researchers and cognitive 
        scientists, as well as practitioners in research and industry, 
        so that what is being taught is up-to-date in terms of content 
        and pedagogy;
          (6) a communications strategy for early conversations with 
        parents, school leaders, school boards, community members, 
        employers, and other stakeholders; and
          (7) resources for parents, school leaders, school boards, 
        community members, and other stakeholders to build skills in 
        modeling and analytics.
  (f) Use of Funds.--An entity that receives an award under this 
section shall use the award for research and development activities to 
advance innovative approaches to support and sustain high-quality 
mathematical modeling education in public schools, private schools 
(including faith-based schools), or homeschools, including statistical 
modeling, data science, operations research, and computational 
thinking, which may include--
          (1) engaging prekindergarten through grade 12 educators in 
        professional learning opportunities to enhance mathematical 
        modeling and statistical problem solving knowledge, and 
        developing training and best practices to provide more 
        interdisciplinary learning opportunities;
          (2) conducting research on curricula and teaching practices 
        that empower students to choose the mathematical, statistical, 
        computational, and technological tools that they will apply to 
        a problem, as is required in life and the workplace, rather 
        than prescribing a particular approach or method;
          (3) providing students with opportunities to explore and 
        analyze real data sets from contexts that are meaningful to the 
        students, which may include--
                  (A) missing or incorrect values;
                  (B) quantities of data that require choice and use of 
                appropriate technology;
                  (C) multiple data sets that require choices about 
                which data are relevant to the current problem; and
                  (D) data of various types including quantities, 
                words, and images;
          (4) taking a school or district-wide approach to professional 
        development in mathematical modeling and statistical modeling;
          (5) engaging rural local agencies;
          (6) supporting research on effective mathematical modeling 
        and statistical modeling teaching practices, including problem- 
        and project-based learning, universal design for accessibility, 
        and rubrics and mastery-based grading practices to assess 
        student performance;
          (7) designing and developing pre-service and in-service 
        training resources to assist educators in adopting 
        transdisciplinary teaching practices within mathematics and 
        statistics courses;
          (8) coordinating with local partners to adapt mathematics and 
        statistics teaching practices to leverage local natural, 
        business, industry, and community assets in order to support 
        community-based learning;
          (9) providing hands-on training and research opportunities 
        for mathematics and statistics educators at Federal 
        laboratories, institutions of higher education, or in industry;
          (10) developing mechanisms for partnerships between educators 
        and employers to help educators and students make connections 
        between their mathematics and statistics projects and topics of 
        relevance in today's world;
          (11) designing and implementing professional development 
        courses and experiences, including mentoring for educators, 
        that combine face-to-face and online experiences;
          (12) reduce gaps in access to learning opportunities for 
        students from groups historically underrepresented in STEM;
          (13) provide support and resources for students from groups 
        historically underrepresented in STEM;
          (14) addressing critical transitions, such as middle school 
        to high school, high school to college, and school to 
        internships and jobs;
          (15) researching effective approaches for engaging students 
        from groups historically underrepresented in STEM; and
          (16) any other activity the Director determines will 
        accomplish the goals of this section.
  (g) Evaluations.--All proposals for awards under this section shall 
include an evaluation plan that includes the use of outcome oriented 
measures to assess the impact and efficacy of the award. Each recipient 
of an award under this section shall include results from these 
evaluative activities in annual and final projects.
  (h) Accountability and Dissemination.--
          (1) Evaluation required.--The Director shall evaluate the 
        portfolio of awards made under this section. Such evaluation 
        shall--
                  (A) use a common set of benchmarks and tools to 
                assess the results of research conducted under such 
                awards and identify best practices; and
                  (B) to the extent practicable, integrate the findings 
                of research resulting from the activities funded 
                through such awards with the findings of other research 
                on student's pursuit of degrees or careers in STEM.
          (2) Report on evaluations.--Not later than 180 days after the 
        completion of the evaluation under paragraph (1), the Director 
        shall submit to 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 awards made under this section.
  (i) Funding.--From amounts appropriated or otherwise made available 
for the Directorate for STEM Education of the National Science 
Foundation, the Director shall allocate up to $10,000,000 for each of 
fiscal years 2024 through 2028 to carry out this section.

SEC. 3. NASEM REPORT ON MATHEMATICAL AND STATISTICAL MODELING EDUCATION 
                    IN PREKINDERGARTEN THROUGH 12TH GRADE.

  (a) Study.--Not later than 60 days after the date of enactment of 
this Act, the Director shall seek to enter into an agreement with the 
National Academies of Sciences, Engineering and Medicine (in this 
section referred to as ``NASEM'') (or if NASEM declines to enter into 
such an agreement, another appropriate entity) under which NASEM, or 
such other appropriate entity, agrees to conduct a study on the 
following:
          (1) Factors that enhance or barriers to the implementation of 
        mathematical modeling and statistical modeling in elementary 
        and secondary education, including opportunities for and 
        barriers to use modeling to integrate mathematical and 
        statistical ideas across the curriculum, including the 
        following:
                  (A) Pathways in mathematical modeling and statistical 
                problem solving from kindergarten to the workplace so 
                that students are able to identify opportunities to use 
                their school mathematics and statistics in a variety of 
                jobs and life situations and so that employers can 
                benefit from students' school learning of data science, 
                computational thinking, mathematics, statistics, and 
                related subjects.
                  (B) The role of community-based problems, service-
                based learning. and internships for connecting students 
                with career preparatory experiences.
                  (C) Best practices in problem-, project-, 
                performance-based learning and assessment.
          (2) Characteristics of teacher education programs that 
        successfully prepare teachers to engage students in 
        mathematical modeling and statistical modeling, as well as gaps 
        and suggestions for building capacity in the pre-service and 
        in-service teacher workforce.
          (3) Mechanisms for communication with stakeholders, including 
        parents, administrators, and the public, to promote 
        understanding and knowledge of the value of mathematical 
        modeling and statistical modeling in education.
  (b) Public Stakeholder Meeting.--In the course of completing the 
study described in subsection (a), NASEM or such other appropriate 
entity shall hold not less than one public meeting to obtain 
stakeholder input on the topics of such study.
  (c) Report.--The agreement under subsection (a) shall require NASEM, 
or such other appropriate entity, not later than 24 months after the 
effective date of such agreement, to submit to the Secretary of 
Education and the appropriate committees of jurisdiction of Congress a 
report containing--
          (1) the results of the study conducted under subsection (a);
          (2) recommendations to modernize the processes described in 
        subsection (a)(1); and
          (3) recommendations for such legislative and administrative 
        action as NASEM, or such other appropriate entity, determines 
        appropriate.
  (d) Funding.--From amounts appropriated or otherwise made available 
for the Directorate for STEM Education of the National Science 
Foundation, the Director shall allocate up to $1,000,000 for fiscal 
year 2024 to carry out this section.

SEC. 4. LIMITATIONS.

  (a) Limitation on Funding.--Amounts made available to carry out 
sections 2 and 3 shall be derived from amounts appropriated or 
otherwise made available to the National Science Foundation.
  (b) Sunset.--The authority to provide awards under this Act shall 
expire on September 30, 2028.

                          PURPOSE AND SUMMARY

    H.R. 1735, the Mathematical and Statistical Modeling 
Education Act coordinates Federal research and development 
efforts focused on modernizing mathematics in STEM education 
through mathematical and statistical modeling, including data-
driven and computational thinking, problem, project, and 
performance-based learning and assessment, interdisciplinary 
exploration, and career connections.

                  BACKGROUND AND NEED FOR LEGISLATION

    Many STEM occupations require computational and data-driven 
discovery, decision-making, and predications using models that 
often must quantify uncertainty, as in weather predictions, 
spread of disease, or financial forecasting.
    The mathematics education provided in PreK-12 schools, 
including statistical problem solving and data science, is not 
keeping pace with the rapidly evolving needs of the public and 
private sector. The resulting STEM skills shortage has forced 
employers to expend resources to train and upskill employees.
    H.R. 1735, the Mathematical and Statistical Modeling 
Education Act, directs the National Science Foundation to 
support research to improve STEM education at the K-12 level, 
including innovations to incorporate mathematical and 
statistical modeling with a real-world context. The legislation 
also provides for a National Academies of Sciences, 
Engineering, and Medicine study to assess best practices for 
and barriers to successful implementation of such innovations.
    H.R. 1735 has been endorsed by the American Statistical 
Association (ASA), the Institute for Operations Research and 
the Management Sciences (INFORMS), the Consortium for 
Mathematics and its Applications (COMAP), the American 
Mathematical Association of Two-Year Colleges (AMATYC), the New 
Hampshire Learning Initiative (NHLI), the National Council of 
Teachers of Mathematics (NCTM), the Center for Innovation in 
Education (C!E), and the Business Software Alliance (BSA).

                          LEGISLATIVE HISTORY

    During the 117th Congress, the Subcommittee on Research and 
Technology held a two-part hearing on April 28, 2021, and May 
6, 2021, to discuss opportunities and challenges for leveraging 
and expanding the National Science Foundation's mission to 
continue to advance excellent research; improve STEM education 
and research training; increase research accessibility, and 
accountability; and accelerate research to address major 
societal challenges.
    On May 28, 2021, H.R. 3588 the Mathematical and Statistical 
Modeling and Education Act was introduced by Representative 
Houlahan and co-sponsored by Representatives Baird, McNerney, 
Ross, Ellzey, and Sherrill. The bill was referred to the House 
Science, Space and Technology Committee and reported favorably 
on April 5, 2022. On July 26, 2022, H.R. 3588 passed the House 
of Representatives without amendment and was referred to the 
Senate Committee on Health, Education, Labor, and Pensions.
    On March 23, 2023, H.R. 1735 the Mathematical and 
Statistical Modeling and Education Act was introduced by 
Representative Houlahan and co-sponsored by Representatives 
Baird (R-IN), Lee (D-PA), and Stevens (D-MI). The bill was 
referred to the House Science, Space and Technology Committee 
and reported favorably, as amended, on March 29, 2023.

                            COMMITTEE VIEWS

    The Committee intends for the Director to encourage 
applications that include partnerships with a nonprofit 
organization or an institution of higher education that has 
extensive experience and expertise in increasing and 
diversifying participation of prekindergarten through grade 12 
students in STEM education activities, including mathematics 
more generally, not necessarily specific to mathematical 
modeling and statistical modeling.

                           SECTION-BY-SECTION

Section 1. Short title

    The short title of this legislation is ``Mathematical and 
Statistical Modeling and Education Act.''

Section 2. Mathematical and statistical modeling education

    Directs the National Science Foundation to provide awards 
for research and development related to mathematical modeling 
education. It directs NSF to devote no less than $10,000,000 
per year from fiscal year 2024 through 2028 for these awards.

Section 3. NASEM report on mathematical and statistical modeling 
        education in pre-kindergarten through 12th Grade

    Directs the National Science Foundation (NSF) to enter into 
an agreement with the National Academies of Sciences, 
Engineering, and Medicine to carry out a study to assess 
opportunities and challenges related to implementing 
innovations in mathematical modeling education. It directs NSF 
to provide $1 million in fiscal year 2024 to carry out this 
section.

                        COMMITTEE CONSIDERATION

    On March 29, 2023, the Committee met in open session and 
ordered reported favorably the bill, H.R. 1735, as amended, a 
quorum being present, by a record vote of 36 yeas and 0 nays.

                            ROLL CALL VOTES

    Clause 3(b) of rule XIII requires the Committee to list the 
recorded votes on the motion to report legislation and 
amendments thereto. The following reflects the recorded votes 
taken during the Committee consideration:


              APPLICATION OF LAW TO THE LEGISLATIVE BRANCH

    The Committee finds that H.R. 1735 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)

          STATEMENT OF OVERSIGHT FINDINGS AND RECOMMENDATIONS 
                            OF THE COMMITTEE

    In compliance with clause 3(c)(1)of rule XIII, and clause 
(2)(b)(1) of rule X, the Committee's oversight findings and 
recommendations are reflected in the descriptive portions of 
this report.

         STATEMENT OF GENERAL PERFORMANCE GOALS AND OBJECTIVES

    Pursuant to clause 3(c)(4) of rule XIII, the goal of H.R. 
1735 is to coordinate Federal research and development efforts 
focused on modernizing mathematics in STEM education through 
mathematical and statistical modeling, including data-driven 
and computational thinking, problem, project, and performance-
based learning and assessment, interdisciplinary exploration, 
and career connections.

                    DUPLICATION OF FEDERAL PROGRAMS

    Pursuant to clause 3(c)(5) of rule XIII, the Committee 
finds that no provision of H.R. 1735 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 identified in the most recent 
Catalog of Federal Domestic Assistance.

                     FEDERAL ADVISORY COMMITTEE ACT

    The committee finds that the legislation does not establish 
or authorize the establishment of an advisory committee with in 
the definition of section 5(b) of the Federal Advisory 
Committee Act.

                       UNFUNDED MANDATE STATEMENT

    The Committee adopts as its own the estimate of Federal 
mandates prepared by the Director of the Congressional Budget 
Office pursuant to section 423 of the Unfunded Mandates Reform 
Act.

                         EARMARK IDENTIFICATION

    Pursuant to clauses 9(e), 9(f), and 9(g) of rule XXI, the 
Committee finds that H.R. 1735 does not include any 
congressional earmarks, limited tax benefits, or limited tariff 
benefits

                        COMMITTEE COST ESTIMATE

    Pursuant to clause 3(d)(1) of rule XIII, the Committee 
adopts as its own the cost estimate prepared by the Director of 
the Congressional Budget Office pursuant to section 402 of the 
Congressional Budget Act of 1974.

   NEW BUDGET AUTHORITY, ENTITLEMENT AUTHORITY, AND TAX EXPENDITURES

    Pursuant to clause 3(c)(2) of rule XIII, the Committee 
finds that H.R. 1735 would result in no new or increased budget 
authority, entitlement authority, or tax expenditures or 
revenues.

               CONGRESSIONAL BUDGET OFFICE COST ESTIMATE

    With respect to the requirements of clause (3)(c)(3) of 
rule XIII and section 402 of the Congressional Budget Act of 
1974, the Committee has received the following cost estimate 
for H.R. 1713 from the Director of Congressional Budget Office:




    H.R. 1735 would authorize the appropriation of $10 million 
annually over the 2024-2028 period for the National Science 
Foundation (NSF) to award grants to nonprofit organizations and 
institutions of higher education to develop approaches for 
teaching mathematical modeling, and to report to the Congress 
on those grants. The bill would also authorize the 
appropriation of $1 million in 2024 for the NSF to enter into 
an agreement with the National Academies of Science, 
Engineering, and Medicine to study factors enhancing or 
impeding mathematical modeling education.
    For this estimate, CBO assumes that the legislation will be 
enacted late in fiscal year 2023 and that the authorized 
amounts will be appropriated each year. Based on historical 
spending patterns for similar programs, CBO estimates that 
implementing H.R. 1735 would cost $38 million over the 2024-
2028 period and $13 million after 2028.
    The costs of the legislation, detailed in Table 1, fall 
within budget function 250 (general science, space, and 
technology).

               TABLE 1.--ESTIMATED INCREASES IN SPENDING SUBJECT TO APPROPRIATION UNDER H.R. 1735
----------------------------------------------------------------------------------------------------------------
                                                              By fiscal year, millions of dollars--
                                                ----------------------------------------------------------------
                                                   2023     2024     2025     2026     2027     2028   2023-2028
----------------------------------------------------------------------------------------------------------------
Authorization..................................        0       11       10       10       10       10        51
Estimated Outlays..............................        0        3        6        9       10       10        38
----------------------------------------------------------------------------------------------------------------

    The CBO staff contact for this estimate is Willow Latham-
Proenca. The estimate was reviewed by H. Samuel Papenfuss, 
Deputy Director of Budget Analysis.

                                         Phillip L. Swagel,
                             Director, Congressional Budget Office.

                                  [all]