[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]