[House Report 115-558]
[From the U.S. Government Publishing Office]
115th Congress } { Report
HOUSE OF REPRESENTATIVES
2d Session } { 115-558
======================================================================
BUILDING BLOCKS OF STEM ACT
_______
February 13, 2018.--Committed to the Committee of the Whole House on
the State of the Union and ordered to be printed
_______
Mr. Smith of Texas, from the Committee on Science, Space, and
Technology, submitted the following
R E P O R T
[To accompany H.R. 3397]
[Including cost estimate of the Congressional Budget Office]
The Committee on Science, Space, and Technology, to whom
was referred the bill (H.R. 3397) to direct the National
Science Foundation to support STEM education research focused
on early childhood, having considered the same, report
favorably thereon with an amendment and recommend that the bill
as amended do pass.
CONTENTS
Page
Committee Statement and Views.................................... 4
Section-by-Section............................................... 6
Explanation of Amendments........................................ 7
Committee Consideration.......................................... 7
Application of Law to the Legislative Branch..................... 7
Statement of Oversight Findings and Recommendations of the
Committee...................................................... 7
Statement of General Performance Goals and Objectives............ 8
Duplication of Federal Programs.................................. 8
Disclosure of Directed Rule Makings.............................. 8
Federal Advisory Committee Act................................... 8
Unfunded Mandate Statement....................................... 8
Earmark Identification........................................... 8
Committee Estimate............................................... 8
Budget Authority and Congressional Budget Office Cost Estimate... 8
Changes in Existing Law Made by the Bill as Reported............. 9
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 ``Building Blocks of STEM Act''.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) The National Science Foundation has made the largest
financial investment in STEM education of all Federal agencies,
and plays a very powerful role in helping to set research and
policy agendas.
(2) Studies have found that children who engage in scientific
activities from an early age develop positive attitudes toward
science and are more likely to pursue STEM expertise and
careers later on.
(3) However, the majority of current research focuses on
increasing STEM opportunities for students in middle school and
older.
(4) Women remain widely underrepresented in the STEM
workforce and this gender disparity extends down through all
levels of education. Strategic funding of programs is needed in
order to understand and address the root cause of this gap.
SEC. 3. DEFINITIONS.
In this Act:
(1) Director.--The term ``Director'' means the Director of
the National Science Foundation.
(2) Early childhood.--The term ``early childhood'' applies to
children from birth through the age of 10.
(3) Institution of higher education.--The term ``institution
of higher education'' has the meaning given the term in section
101(a) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)).
(4) Local educational agency.--The term ``local educational
agency'' has the meaning given the term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 USC 7801),
except that such term also includes preschools, after-school
programs, and summer programs.
(5) STEM.--The term ``STEM'' has the meaning given the term
in section 2 of the America COMPETES Reauthorization Act of
2010 (42 U.S.C. 6621 note).
(6) Young girls.--The term ``young girls'' means female
individuals who have not attained the age of 11.
SEC. 4. SUPPORTING STEM RESEARCH ON EARLY CHILDHOOD.
In awarding grants under the Discovery Research PreK-12 program, the
Director shall consider age distribution in order to more equitably
allocate funding for research studies with a focus on early childhood.
SEC. 5. SUPPORTING GIRLS IN STEM EDUCATION AND COMPUTER SCIENCE.
(a) Research Grants.--
(1) In general.--The Director shall award grants, on a
competitive basis, to institutions of higher education or
nonprofit organizations (or consortia of such institutions or
organizations), to accelerate research efforts to increase
understanding of the factors that contribute to the
participation of young girls in STEM activities.
(2) Research areas.--Research areas funded by a grant under
this subsection may include--
(A) the role of teacher training and professional
development, including effective incentive structures
to encourage teachers to participate in such training
and professional development, in encouraging or
discouraging young girls from participating in STEM
activities;
(B) the role of teachers in shaping young girls'
perceptions of STEM and discouraging such girls from
participating in STEM activities;
(C) the role of other facets of the learning
environment on the willingness of young girls to
participate in STEM activities, including learning
materials and textbooks, classroom decorations, seating
arrangements, use of media and technology, classroom
culture, and gender composition of students during
group work;
(D) the role of parents and other caregivers in
encouraging or discouraging young girls from
participating in STEM activities;
(E) the types of STEM activities that elicit greater
participation by young girls;
(F) the role of mentorship and best practices in
finding and utilizing mentors;
(G) the role of informal and out-of-school STEM
learning opportunities on girls' perception of and
participation in STEM activities; and
(H) any other activity the Director determines will
accomplish the goals of this subsection.
(3) Grant recipient report.--An entity awarded a grant under
this subsection shall report to the Director, at such time and
in such manner as the Director may require, on the activities
carried out and materials developed using such grant funds.
(b) Development and Testing of Scalable Models for Increased
Engagement.--
(1) In general.--The Director shall award grants, on a
competitive basis, to institutions of higher education or
nonprofit organizations (or consortia of such institutions or
organizations), to develop and evaluate interventions in pre-K
and elementary school classrooms that increase participation of
young girls in computer science activities.
(2) Partnerships.--In order to be eligible to receive a grant
under this subsection, an institute of higher education,
nonprofit organization, or consortium, shall enter into a
partnership with one or more local educational agency or State
in carrying out the activities funded by such grant.
(3) Uses of funds.--Grants awarded under this subsection
shall be used for activities that draw upon the expertise of
the partner entities described in paragraph (2) to increase
participation of young girls in computer science activities,
including--
(A) offering training and professional development
programs, including summer or academic year institutes
or workshops, designed to strengthen the capabilities
of pre-K and elementary school teachers and to
familiarize such teachers with the role of gender bias
in the classroom;
(B) offering innovative preservice and in-service
programs that instruct teachers on gender-inclusive
practices for teaching computing concepts;
(C) developing distance learning programs for
teachers or students, including developing curricular
materials, play-based computing activities, and other
resources for the in-service professional development
of teachers that are made available to teachers through
the Internet;
(D) developing a cadre of master teachers who will
promote reform and the adoption of gender-inclusive
practices in teaching computer science concepts in
early childhood education;
(E) developing tools to evaluate activities conducted
under this subsection;
(F) developing or adapting pre-K and elementary
school computer science curricular materials that
incorporate contemporary research on the science of
learning, particularly with respect to gender
inclusion;
(G) developing and offering gender-inclusive computer
science enrichment programs for students, including
after-school and summer programs;
(H) providing mentors for girls in person and through
the Internet to support such girls in participating in
computer science activities;
(I) engaging parents of girls about the difficulties
faced by girls to maintain an interest and desire to
participate in computer science activities, and
enlisting the help of parents in overcoming these
difficulties;
(J) acquainting girls with careers in computer
science and encouraging girls to consider careers in
such field; and
(K) any other activities the Director determines will
accomplish the goals of this subsection.
(4) Grant recipient report.--An entity awarded a grant under
this subsection shall report to the Director, at such time and
in such manner as the Director may require, on the activities
carried out, materials developed using such grant funds, and
the outcomes for students served by such grant.
(5) Evaluation required.--Not later than 4 years after the
date of enactment of this Act, the Director shall evaluate the
grant program under this subsection. At a minimum, such
evaluation shall--
(A) use a common set of benchmarks and assessment
tools to identify best practices and materials
developed and demonstrated by the partnerships
described in paragraph (2); and
(B) to the extent practicable, compare the
effectiveness of practices and materials developed and
demonstrated by such partnerships with those of
partnerships funded by other local or State government
or Federal Government programs.
(6) Dissemination of results.--
(A) Evaluation results.--The Director shall make
publicly available free of charge on an Internet
website and shall submit to Congress the results of the
evaluation required under paragraph (5).
(B) Materials.--The Director shall ensure that
materials developed under a program funded by a grant
under this subsection, that are demonstrated to be
effective in achieving the goals of this subsection (as
determined by the Director), are made publicly
available free of charge on an Internet website,
including through an arrangement with an outside
entity.
(7) Annual meeting.--The Director may convene an annual
meeting of the partnerships participating in a program funded
by a grant under this subsection, for the purpose of fostering
greater national collaboration.
(8) Technical assistance.--At the request of a partnership
seeking a grant under this subsection, the Director shall
provide the partnership with technical assistance in meeting
any requirement of this subsection.
SEC. 6. COMPUTER SCIENCE IN THE ROBERT NOYCE TEACHER SCHOLARSHIP
PROGRAM.
Section 10 of the National Science Foundation Authorization Act of
2002 (42 U.S.C. 1862n-1) is amended--
(1) by striking ``and mathematics'' each place it appears and
inserting ``mathematics, informatics, and computer science'';
(2) in subsection (a)(3)(B), by striking ``or mathematics''
and inserting ``mathematics, informatics, and computer
science'';
(3) in subsections (b)(1)(D)(i), (c)(1)(A), (d)(1), and
(i)(7), by striking ``or mathematics'' each place it appears
and inserting ``mathematics, informatics, or computer
science''; and
(4) in subsection (i)(5), by striking ``or mathematics'' and
inserting ``mathematics, or computer science''.
Committee Statement and Views
PURPOSE AND SUMMARY
The purpose of H.R. 3397, the ``Building Blocks of STEM
Act,'' is to direct the National Science Foundation (NSF) to
more equitably allocate funding for research in the Discovery
Research PreK-12 (DRK-12) program to studies that include a
focus on early childhood (birth through age 10). The bill does
not require a minimum percentage of grant awards go toward
early childhood, but instead directs NSF to take a strategic
approach and consider age when awarding grants--with the goal
of increasing the research of early childhood science,
technology, engineering, and mathematics (STEM) programs.
In addition, the bill authorizes two NSF grant programs;
one to accelerate research to identify and improve
understanding of what factors contribute to the willingness or
unwillingness of young girls to participate in STEM and the
other to develop and evaluate intervention programs in pre-K
and elementary classrooms aimed at increasing participation of
young girls in computer science activities. The bill also adds
computer science and informatics to the Robert Noyce Teacher
Scholarship Program.
BACKGROUND AND NEED FOR LEGISLATION
NSF continues to make the largest financial investment in
STEM education of all federal science agencies, and plays the
leadership role in setting research and policy agendas.
Studies have found that children who engage in scientific
activities from an early age develop positive attitudes toward
science and are more likely to pursue an expertise and careers
in STEM fields later on.
NSF's DRK-12 program seeks to enhance the understanding and
instruction of STEM for both preK-12 students and their
teachers through research and development of STEM education
innovations and approaches. The goal of the DRK-12 program is
to provide models for use within the nation's preK-12 STEM
education effort. However, the majority of current DRK-12
research focuses on increasing STEM opportunities for students
in middle and high school.
During the past decade, employment in STEM occupations has
grown six times as fast as non-STEM occupations. However, women
remain underrepresented in the STEM workforce. According to the
National Center for Science and Engineering Statistics, women
comprise 48 percent of the U.S. workforce but 24 percent of
STEM workers. This gender disparity extends through all levels
of education. Strategic funding by existing NSF STEM programs
is needed in order to understand and address the root cause of
this gap.
Finally, while informatics, the science of processing data
for storage and retrieval, is one of the fastest growing STEM
career fields, it is not formally included under the Robert
Noyce Teacher Scholarship Program. The Bureau of Labor
Statistics projects the number of health informatics
specialists to grow fifteen percent by 2024, which is faster
than the projected job growth of all other US professions. In
order to meet this demand, we will need teachers trained to
understand this growing field and develop the next generation
of computer science workers.
LEGISLATIVE HISTORY
On March 9, 2017, the Research and Technology Subcommittee
held a hearing entitled, ``National Science Foundation Part 1:
Overview and Oversight.'' Witnesses were: Dr. France Cordova,
Director, National Science Foundation; Ms. Allison Lerner,
Inspector General, National Science Foundation.
On March 21, 2017, the Research and Technology Subcommittee
held a hearing entitled, ``National Science Foundation Part II:
Future Opportunities and Challenges for Science.'' Witnesses
were: Dr. Joan Ferrini-Mundy, Acting Chief Operating Officer,
National Science Foundation; Dr. Maria Zuber, Chair, National
Science Board; Dr. Jeffrey Spies, Co-Founder and Chief
Technology Officer, Center for Open Science and Assistant
Professor, University of Virginia; Dr. Keith Yamamoto, Vice
Chancellor for Science Policy and Strategy, University of
California, San Francisco.
On July 26, 2017, the Research and Technology Subcommittee
held a hearing entitled, ``STEM and Computer Science Education:
Preparing the 21st Century Workforce.'' Witnesses were: Mr.
James Brown, Executive Director, STEM Education Coalition; Mr.
Pat Yongpradit, Chief Academic Officer, Code.org; Dr. A. Paul
Alivisatos, Executive Vice Chancellor & Provost, Vice
Chancellor for Research, and Professor of Chemistry and
Materials Science & Engineering, University of California,
Berkeley; Ms. Dee Mooney, Executive Director, Micron Technology
Foundation.
On November 15, the full Committee approved by voice vote
H.R. 3397, the Building Blocks of STEM Act, with an amendment
in the nature of a substitute by Research and Technology
Subcommittee Chair Barbara Comstock.
COMMITTEE VIEWS
Priority of research into early childhood STEM programs
Young children have a natural curiosity that can be
fostered into an intense interest in science, technology,
engineering, math, and computer science at an early age. As
part of the billions of dollars NSF has invested into research
and programs to increase STEM participation, the DRK-12 program
has largely focused on increasing STEM opportunities for
students in middle school and above. While the Committee
recognizes that these programs are beneficial, studies have
found that children who engage in scientific activities from an
earlier age develop positive attitudes towards science and are
more likely to pursue higher education and careers in STEM
fields. However, H.R. 3397 does not set an amount of DRK-12
grant awards that have to go toward early childhood studies and
research. But it does direct NSF to take a much more strategic
approach and consider age when awarding grants to increase
research of early childhood STEM programs. If the U.S. is to
remain competitive in this increasingly dynamic global economy,
the Committee finds it is essential to promote STEM education
and careers to youth as early as possible.
Supporting girls in STEM
As demand for skilled STEM workers continues to grow, the
talent of the nation's young men and women must be harnessed.
The Committee recognizes that girls' attitudes towards STEM
fields can be cemented early in their lives. To address the
national interest in attracting more girls and women to STEM
studies and careers, H.R. 3397 directs NSF to conduct research
aimed at identifying the most effective means of encouraging
and spurring young girls' (birth to age 11) interest in STEM
subjects. The amended legislation also directs NSF to develop
scalable models to increase young girls' participation in
computer science. It is important to support programs that
provide girls experience in computer related fields and sets
them on the path towards acquiring the skills necessary to
compete for these well-paying 21st century jobs.
Section-by-Section
Section 1. Short title
Building Blocks of STEM Act.
Section 2. Findings
This section finds that children who engage in scientific
activities at an early age develop positive attitudes toward
science and are more likely to pursue STEM careers, yet a
majority of current NSF STEM research focuses on older
students. This section also finds that women remain
underrepresented in the STEM workforce.
Section 3. Definitions
This section defines the terms ``early childhood'' as
children from birth through age 10; ``STEM'' as science,
technology, engineering, and math, including computer science;
and ``young girls'' as female children from birth through age
10.
Section 4. Supporting STEM research on early childhood
This section requires the Director, when awarding grants
under the DRK-12 program, to consider age distribution in order
to more equitably allocate funding for research studies.
Section 5. Supporting girls in STEM education and computer science
This section authorizes NSF grants to accelerate research
to identify and improve understanding of what factors
contribute to the willingness or unwillingness of young girls
to participate in STEM and to develop and evaluate intervention
programs in pre-K and elementary classrooms aimed at increasing
participation of young girls in computer science activities.
Section 6. Computer science in the Robert Noyce Teacher Scholarship
Program
This section adds computer science and informatics to the
eligible topics of study included in NSF's Robert Noyce Teacher
Scholarship Program.
Explanation of Amendments
A substitute offered by Rep. Barbara Comstock was adopted
by the Committee. The amendment added two provisions to the
bill. The first provision directs NSF to competitively award
grants that will accelerate research efforts to increase
understanding of the factors that contribute to the
participation of young girls in STEM activities. That provision
also directs NSF to develop scalable models to increase young
girls' participation in computer science. The second provision
adds informatics and computer science to the definition of STEM
in the Robert Noyce Teacher Scholarship Program.
Committee Consideration
On November 15, 2017, the Committee met in open session and
ordered reported favorably the bill, H.R. 3397, as amended, by
voice vote, a quorum being present.
Application of Law to the Legislative Branch
Section 102(b)(3) of Public Law 104-1 requires a
description of the application of this bill to the legislative
branch where the bill relates to the terms and conditions of
employment or access to public services and accommodations.
This bill directs NSF to more equitably allocate funding for
research in the DRK-12 program to studies that include a focus
on early childhood. As such, this bill does not relate to
employment or access to public services and accommodations.
Legislative branch employees and their families, to the
extent that they are otherwise eligible for the benefits
provided by this legislation, have equal access to its
benefits.
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 of the Rules of the House of
Representatives, the Committee's oversight findings and
recommendations are reflected in the descriptive portions of
this report.
Statement of General Performance Goals and Objectives
H.R. 3397 directs the NSF to more equitably allocate
funding for research in the DRK-12 program to studies that
include a focus on early childhood.
Duplication of Federal Programs
No provision of H.R. 3397 establishes or reauthorizes a
program of the Federal Government known to be duplicative of
another Federal program, a program that was included in any
report from the Government Accountability Office to Congress
pursuant to section 21 of Public Law 111-139, or a program
related to a program identified in the most recent Catalog of
Federal Domestic Assistance.
Disclosure of Directed Rule Makings
The Committee estimates that enacting H.R. 3397 does not
direct the completion of any specific rule makings within the
meaning of 5 U.S.C. 551.
Federal Advisory Committee Act
The Committee finds that the legislation does not establish
or authorize the establishment of an advisory committee within
the definition of 5 U.S.C. App., Section 5(b).
Unfunded Mandate Statement
Section 423 of the Congressional Budget and Impoundment
Control Act (as amended by Section 101(a)(2) of the Unfunded
Mandate Reform Act, P.L. 104-4) requires a statement as to
whether the provisions of the reported include unfunded
mandates. In compliance with this requirement the Committee has
received a letter from the Congressional Budget Office included
herein.
Earmark Identification
H.R. 3397 does not include any congressional earmarks,
limited tax benefits, or limited tariff benefits as defined in
clause 9 of rule XXI.
Committee Estimate
Clause 3(d)(2) of rule XIII of the Rules of the House of
Representatives requires an estimate and a comparison by the
Committee of the costs that would be incurred in carrying out
H.R. 3397. However, clause 3(d)(3)(B) of that rule provides
that this requirement does not apply when the Committee has
included in its report a timely submitted cost estimate of the
bill prepared by the Director of the Congressional Budget
Office under section 402 of the Congressional Budget Act.
Budget Authority and Congressional Budget Office Cost Estimate
With respect to the requirements of clause 3(c)(2) of rule
XIII of the Rules of the House of Representatives and section
308(a) of the Congressional Budget Act of 1974 and with respect
to requirements of clause (3)(c)(3) of rule XIII of the Rules
of the House of Representatives and section 402 of the
Congressional Budget Act of 1974, the Committee has received
the following cost estimate for H.R. 3397 from the Director of
Congressional Budget Office:
U.S. Congress,
Congressional Budget Office,
Washington, DC, December 15, 2017.
Hon. Lamar Smith,
Chairman, Committee on Science, Space, and Technology,
House of Representatives, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 3397, the Building
Blocks of STEM Act.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Janani
Shankaran.
Sincerely,
Keith Hall,
Director.
Enclosure.
H.R. 3397--Building Blocks of STEM Act
H.R. 3397 would require the National Science Foundation
(NSF) to award grants to higher education institutions and
nonprofit organizations to study factors that contribute to
participation in STEM (science, technology, engineering, and
math) education by young girls, and develop and evaluate
methods to increase young girls' participation in computer
science. The bill also would modify the eligibility and
selection criteria of NSF's Discovery Research PreK-12 and
Robert Noyce Teacher Scholarship programs.
According to NSF, three existing programs--Education and
Human Resources Core Research, Discovery Research PreK-12, and
Computer Science for All: Research Practitioner Partnerships--
currently award grants that are similar to those that would be
authorized under H.R. 3397. In recent years, NSF has spent
around $155 million annually on those programs. Considering
information from NSF, CBO expects that the agency could meet
the bill's requirements by continuing to operate those existing
programs. CBO estimates that any additional administrative
costs incurred under H.R. 3397 would be insignificant; any such
spending would be subject to the availability of appropriated
funds.
Enacting H.R. 3397 would not affect direct spending or
revenues; therefore, pay-as-you-go procedures do not apply.
CBO estimates that enacting H.R. 3397 would not increase
net direct spending or on-budget deficits in any of the four
consecutive 10-year periods beginning in 2028.
H.R. 3397 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act.
The CBO staff contact for this estimate is Janani
Shankaran. The estimate was approved by H. Samuel Papenfuss,
Deputy Assistant Director for Budget Analysis.
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):
NATIONAL SCIENCE FOUNDATION AUTHORIZATION ACT OF 2002
* * * * * * *
SEC. 10. ROBERT NOYCE TEACHER SCHOLARSHIP PROGRAM.
(a) Scholarship Program.--
(1) In general.--The Director shall carry out a
program to award grants to eligible entities to recruit
and train mathematics and science teachers and to
provide scholarships and stipends to individuals
participating in the program. Such program shall be
known as the ``Robert Noyce Teacher Scholarship
Program''.
(2) Merit review.--Grants shall be provided under
this section on a competitive, merit-reviewed basis.
(3) Use of grants.--A grant provided under this
section shall be used by the eligible entity--
(A) to develop and implement a program to
recruit and prepare undergraduate students
majoring in science, technology, engineering,
[and mathematics] mathematics, informatics, and
computer science at the eligible entity (and
participating institutions of higher education
of the consortium, if applicable) to become
qualified as mathematics and science teachers,
through--
(i) administering scholarships in
accordance with subsection (c);
(ii) offering academic courses and
early clinical teaching experiences
designed to prepare students
participating in the program to teach
in elementary schools and secondary
schools, including such preparation as
is necessary to meet requirements for
teacher certification or licensing;
(iii) offering programs to students
participating in the program, both
before and after the students receive
their baccalaureate degree, to enable
the students to become better
mathematics and science teachers, to
fulfill the service requirements of
this section, and to exchange ideas
with others in the students' fields;
and
(iv) providing summer internships for
freshman and sophomore students
participating in the program; or
(B) to develop and implement a program to
recruit and prepare science, technology,
engineering, [or mathematics] mathematics,
informatics, and computer science professionals
to become qualified as mathematics and science
teachers, through--
(i) administering stipends in
accordance with subsection (d);
(ii) offering academic courses and
clinical teaching experiences designed
to prepare stipend recipients to teach
in elementary schools and secondary
schools served by a high need local
educational agency, including such
preparation as is necessary to meet
requirements for teacher certification
or licensing; and
(iii) offering programs to stipend
recipients, both during and after
matriculation in the program for which
the stipend is received, to enable
recipients to become better mathematics
and science teachers, to fulfill the
service requirements of this section,
and to exchange ideas with others in
the students' fields.
(4) Eligibility requirement.--
(A) In general.--To be eligible to receive a
grant under this section, an eligible entity
shall ensure that specific faculty members and
staff from the science, technology,
engineering, [and mathematics] mathematics,
informatics, and computer science departments
and specific education faculty of the eligible
entity (and participating institutions of
higher education of the consortium, if
applicable) are designated to carry out the
development and implementation of the program.
(B) Inclusion of master teachers.--An
eligible entity (and participating institutions
of higher education of the consortium, if
applicable) receiving a grant under this
section may also include master teachers in the
development of the pedagogical content of the
program and in the supervision of students
participating in the program in their clinical
teaching experiences.
(C) Active participants.--No eligible entity
(or participating institution of higher
education of the consortium, if applicable)
shall be eligible for a grant under this
section unless faculty from the science,
technology, engineering, [and mathematics]
mathematics, informatics, and computer science
departments of the eligible entity (and
participating institutions of higher education
of the consortium, if applicable) are active
participants in the program.
(5) Awards.--In awarding grants under this section,
the Director shall ensure that the eligible entities
(and participating institutions of higher education of
the consortia, if applicable) represent a variety of
types of institutions of higher education. In support
of this goal, the Director shall broadly disseminate
information about when and how to apply for grants
under this section, including by conducting outreach
to--
(A) historically Black colleges and
universities that are part B institutions, as
defined in section 322(2) of the Higher
Education Act of 1965 (20 U.S.C. 1061(2)); and
(B) minority institutions, as defined in
section 365(3) of the Higher Education Act of
1965 (20 U.S.C. 1067k(3)).
(6) Supplement not supplant.--Grant funds provided
under this section shall be used to supplement, and not
supplant, other Federal or State funds available for
the type of activities supported by the grant.
(b) Selection Process.--
(1) Application.--An eligible entity seeking funding
under this section shall submit an application to the
Director at such time, in such manner, and containing
such information as the Director may require. The
application shall include, at a minimum--
(A) in the case of an applicant that is
submitting an application on behalf of a
consortium of institutions of higher education,
a description of the participating institutions
of higher education and the roles and
responsibilities of each such institution;
(B) a description of the program that the
applicant intends to operate, including the
number of scholarships and summer internships
or the size and number of stipends the
applicant intends to award, the type of
activities proposed for the recruitment of
students to the program, and the selection
process that will be used in awarding the
scholarships or stipends;
(C) evidence that the applicant has the
capability to administer the program in
accordance with the provisions of this section,
which may include a description of any existing
programs at the applicant eligible entity (and
participating institutions of higher education
of the consortium, if applicable) that are
targeted to the education of mathematics and
science teachers and the number of teachers
graduated annually from such programs;
(D) a description of the academic courses and
clinical teaching experiences required under
subparagraphs (A)(ii) and (B)(ii) of subsection
(a)(3), as applicable, including--
(i) a description of the
undergraduate program that will enable
a student to graduate within 5 years
with a major in science, technology,
engineering, [or mathematics]
mathematics, informatics, or computer
science and to obtain teacher
certification or licensing;
(ii) a description of the clinical
teaching experiences proposed; and
(iii) evidence of agreements between
the applicant and the schools or local
educational agencies that are
identified as the locations at which
clinical teaching experiences will
occur;
(E) a description of the programs required
under subparagraphs (A)(iii) and (B)(iii) of
subsection (a)(3), including activities to
assist new teachers in fulfilling the teachers'
service requirements under this section;
(F) an identification of the applicant
eligible entity's science, technology,
engineering, [and mathematics] mathematics,
informatics, and computer science faculty and
its education faculty (and such faculty of
participating institutions of higher education
of the consortium, if applicable) who will
carry out the development and implementation of
the program as required under subsection
(a)(4); and
(G) a description of the process the
applicant will use to fulfill the requirements
of subsection (f).
(2) Review of applications.--In evaluating the
applications submitted under paragraph (1), the
Director shall consider, at a minimum--
(A) the ability of the applicant (and the
participating institutions of higher education
of the consortium, if applicable) to
effectively carry out the program;
(B) the extent to which the applicant's
science, technology, engineering, [and
mathematics] mathematics, informatics, and
computer science faculty and its education
faculty (and such faculty of participating
institutions of higher education of the
consortium, if applicable) have worked or will
work collaboratively to design new or revised
curricula that recognize the specialized
pedagogy required to teach science, technology,
engineering, [and mathematics] mathematics,
informatics, and computer science effectively
in elementary schools and secondary schools;
(C) the extent to which the applicant (and
the participating institutions of higher
education of the consortium, if applicable) is
committed to making the program a central
organizational focus;
(D) the degree to which the proposed
programming will enable scholarship or stipend
recipients to become successful mathematics and
science teachers;
(E) the number and academic qualifications of
the students who will be served by the program;
and
(F) the ability of the applicant (and the
participating institutions of higher education
of the consortium, if applicable) to recruit
students who would otherwise not pursue a
career in teaching in elementary schools or
secondary schools and students who are
individuals identified in section 33 or 34 of
the Science and Engineering Equal Opportunities
Act (42 U.S.C. 1885a or 1885b).
(c) Scholarship Requirements.--
(1) In general.--Scholarships under this section
shall be available only to students who--
(A) are majoring in science, technology,
engineering, [or mathematics] mathematics,
informatics, or computer science ; and
(B) have attained at least junior status in a
baccalaureate degree program.
(2) Selection.--Individuals shall be selected to
receive scholarships primarily on the basis of academic
merit, with consideration given to financial need and
to the goal of promoting the participation of
individuals identified in section 33 or 34 of the
Science and Engineering Equal Opportunities Act (42
U.S.C. 1885a or 1885b).
(3) Amount.--The Director shall establish for each
year the amount to be awarded for scholarships under
this section for that year, which shall be not less
than $10,000 per year, except that no individual shall
receive for any year more than the cost of attendance
at that individual's institution. Full-time students
may receive annual scholarships through the completion
of a baccalaureate degree program, not to exceed a
maximum of 3 years. Part-time students may receive
scholarships that are prorated according to such
students' enrollment status, not to exceed 6 years of
scholarship support.
(4) Service obligation.--If an individual receives a
scholarship under this section, such individual shall
be required to complete, within 8 years after
graduation from the baccalaureate degree program for
which the scholarship was awarded, 2 years of service
as a mathematics or science teacher for each full
scholarship award received, with a maximum service
requirement of 6 years. Service required under this
paragraph shall be performed in a high need local
educational agency.
(d) Stipends.--
(1) In general.--Stipends under this section shall be
available only to science, technology, engineering, [or
mathematics] mathematics, informatics, or computer
science professionals who, while receiving the stipend,
are enrolled in a program established under subsection
(a)(3)(B).
(2) Selection.--Individuals shall be selected to
receive stipends under this section primarily on the
basis of academic merit and professional achievement,
with consideration given to financial need and to the
goal of promoting the participation of individuals
identified in section 33 or 34 of the Science and
Engineering Equal Opportunities Act (42 U.S.C. 1885a or
1885b).
(3) Amount and duration.--Stipends under this section
shall be not less than $10,000 per year, except that no
individual shall receive for any year more than the
cost of attendance at such individual's institution.
Individuals may receive a maximum of 1 year of stipend
support, except that if an individual is enrolled in a
part-time program, such amount shall be prorated
according to the length of the program.
(4) Service obligation.--If an individual receives a
stipend under this section, such individual shall be
required to complete, within 4 years after graduation
from the program for which the stipend was awarded, 2
years of service as a mathematics or science teacher.
Service required under this paragraph shall be
performed in a high need local educational agency.
(e) Conditions of Support.--As a condition of acceptance of a
scholarship or stipend under this section, a recipient of a
scholarship or stipend shall enter into an agreement with the
eligible entity--
(1) accepting the terms of the scholarship or stipend
pursuant to subsection (c) or subsection (d);
(2) agreeing to provide the eligible entity with
annual certification of employment and up-to-date
contact information and to participate in surveys
conducted by the eligible entity as part of an ongoing
assessment program; and
(3) establishing that if the service obligation
required under this section is not completed, all or a
portion of the scholarship or stipend received under
this section shall be repaid in accordance with
subsection (g).
(f) Collection for Noncompliance.--
(1) Monitoring compliance.--An eligible entity
receiving a grant under this section shall, as a
condition of participating in the program, enter into
an agreement with the Director to monitor the
compliance of scholarship or stipend recipients with
their respective service requirements.
(2) Collection of repayment.--
(A) In general.--In the event that a
scholarship or stipend recipient is required to
repay the scholarship or stipend under
subsection (g), the eligible entity shall--
(i) be responsible for determining
the repayment amounts and for notifying
the recipient and the Director of the
amount owed; and
(ii) collect such repayment amount
within a period of time as determined
under the agreement described in
paragraph (1), or the repayment amount
shall be treated as a loan in
accordance with subparagraph (C).
(B) Returned to treasury.--Except as provided
in subparagraph (C), any such repayment shall
be returned to the Treasury of the United
States.
(C) Retain percentage.--An eligible entity
may retain a percentage of any repayment the
eligible entity collects to defray
administrative costs associated with the
collection. The Director shall establish a
single, fixed percentage that will apply to all
eligible entities.
(g) Failure to Complete Service Obligation.--
(1) General rule.--If an individual who has received
a scholarship or stipend under this section--
(A) fails to maintain an acceptable level of
academic standing in the educational
institution in which the individual is
enrolled, as determined by the Director;
(B) is dismissed from such educational
institution for disciplinary reasons;
(C) withdraws from the program for which the
award was made before the completion of such
program;
(D) declares that the individual does not
intend to fulfill the service obligation under
this section; or
(E) fails to fulfill the service obligation
of the individual under this section,
such individual shall be liable to the United States as
provided in paragraph (2).
(2) Amount of repayment.--
(A) Less than one year of service.--If a
circumstance described in paragraph (1) occurs
before the completion of 1 year of a service
obligation under this section, the total amount
of awards received by the individual under this
section shall be repaid or such amount shall be
treated as a loan to be repaid in accordance
with subparagraph (C).
(B) More than one year of service.--If a
circumstance described in subparagraph (D) or
(E) of paragraph (1) occurs after the
completion of 1 year of a service obligation
under this section--
(i) for a scholarship recipient, the
total amount of scholarship awards
received by the individual under this
section, reduced by the ratio of the
number of years of service completed
divided by the number of years of
service required, shall be repaid or
such amount shall be treated as a loan
to be repaid in accordance with
subparagraph (C); and
(ii) for a stipend recipient, one-
half of the total amount of stipends
received by the individual under this
section shall be repaid or such amount
shall be treated as a loan to be repaid
in accordance with subparagraph (C).
(C) Repayments.--The loans described under
subparagraphs (A) and (B) shall be payable to
the Federal Government, consistent with the
provisions of part B or D of title IV of the
Higher Education Act of 1965, and shall be
subject to repayment in accordance with terms
and conditions specified by the Director (in
consultation with the Secretary of Education)
in regulations promulgated to carry out this
paragraph.
(3) Exceptions.--The Director may provide for the
partial or total waiver or suspension of any service or
payment obligation by an individual under this section
whenever compliance by the individual with the
obligation is impossible or would involve extreme
hardship to the individual, or if enforcement of such
obligation with respect to the individual would be
unconscionable.
(h) Data Collection.--An eligible entity receiving a grant
under this section shall supply to the Director any relevant
statistical and demographic data on scholarship and stipend
recipients the Director may request, including information on
employment required under this section.
(i) Definitions.--In this section--
(1) the term ``cost of attendance'' has the meaning
given such term in section 472 of the Higher Education
Act of 1965 (20 U.S.C. 1087ll);
(2) the term ``eligible entity'' means--
(A) an institution of higher education; or
(B) an institution of higher education that
receives grant funds on behalf of a consortium
of institutions of higher education;
(3) the term ``fellowship'' means an award to an
individual under section 10A;
(4) the term ``high need local educational agency''
has the meaning given such term in section 201 of the
Higher Education Act of 1965 (20 U.S.C. 1021);
(5) the term ``mathematics and science teacher''
means a science, computer science, technology,
engineering, [or mathematics] mathematics, or computer
science teacher at the elementary school or secondary
school level;
(6) the term ``scholarship'' means an award under
subsection (c);
(7) the term ``science, technology, engineering, or
mathematics professional'' means a person who holds a
baccalaureate, master's, or doctoral degree in science,
technology, engineering, [or mathematics] mathematics,
informatics, or computer science, and is working in or
had a career in such field or a related area; and
(8) the term ``stipend'' means an award under
subsection (d).
(j) Mathematics and Science Scholarship Gift Fund.--In
accordance with section 11(f) of the National Science
Foundation Act of 1950 (42 U.S.C. 1870(f)), the Director is
authorized to accept donations from the private sector to
supplement but not supplant scholarships, stipends,
internships, or fellowships associated with programs under this
section or section 10A.
(k) Assessment of Teacher Service and Retention.--Not later
than 4 years after the date of enactment of the America
COMPETES Act, the Director shall transmit to the Committee on
Health, Education, Labor, and Pensions of the Senate and the
Committee on Science and Technology of the House of
Representatives a report on the effectiveness of the programs
carried out under this section and section 10A. The report
shall include the proportion of individuals receiving
scholarships, stipends, or fellowships under the program who--
(1) fulfill the individuals' service obligation
required under this section or section 10A;
(2) remain in the teaching profession beyond the
individuals' service obligation; and
(3) remain in the teaching profession in a high need
local educational agency beyond the individuals'
service obligation.
(l) Evaluation.--Not less than 2 years after the date of
enactment of the America COMPETES Act, the Director, in
consultation with the Secretary of Education, shall conduct an
evaluation to determine whether the scholarships, stipends, and
fellowships authorized under this section and section 10A have
been effective in increasing the numbers of high-quality
mathematics and science teachers teaching in high need local
educational agencies and whether there continue to exist
significant shortages of such teachers in high need local
educational agencies.
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