79–006 

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: 

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(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. 

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(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. 

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(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. 

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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 Co ́rdova, 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 

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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. 

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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 preK 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. 

8 

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 RepVerDate Sep 11 2014 07:14 Feb 14, 2018 Jkt 079006 PO 00000 Frm 00008 Fmt 6659 Sfmt 6602 E:\HR\OC\HR558.XXX HR558
9 

resentatives 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, 

10 

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, øand 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, øor 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 

11 

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, øand 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, 

øand 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 

12 

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, øor 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, øand 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; 

13 

(B) the extent to which the applicant’s science, technology, engineering, øand 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, øand 

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, øor 

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 awardVerDate Sep 11 2014 07:14 Feb 14, 2018 Jkt 079006 PO 00000 Frm 00013 Fmt 6659 Sfmt 6601 E:\HR\OC\HR558.XXX HR558
14 

ed, 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, øor 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— 

15 

(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). 

16 

(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, øor 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, øor 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 

17 

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. 

* * * * * * * 

Æ