```

[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 9607 Introduced in House (IH)]

<DOC>

118th CONGRESS
  2d Session
                                H. R. 9607

  To promote a 21st century artificial intelligence workforce and to 
authorize the Secretary of Education to carry out a program to increase 
   access to prekindergarten through grade 12 emerging and advanced 
   technology education and upskill workers in the technology of the 
                                future.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                           September 16, 2024

  Ms. Lee of California (for herself and Mr. Cleaver) introduced the 
 following bill; which was referred to the Committee on Education and 
the Workforce, and in addition to the Committee on Science, Space, and 
Technology, for a period to be subsequently determined by the Speaker, 
 in each case for consideration of such provisions as fall within the 
                jurisdiction of the committee concerned

_______________________________________________________________________

                                 A BILL

 
  To promote a 21st century artificial intelligence workforce and to 
authorize the Secretary of Education to carry out a program to increase 
   access to prekindergarten through grade 12 emerging and advanced 
   technology education and upskill workers in the technology of the 
                                future.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Workforce of the Future Act of 
2024''.

SEC. 2. TABLE OF CONTENTS.

    The table of contents for this Act is as follows:

Sec. 1. Short title.
Sec. 2. Table of contents.
           TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS

Sec. 101. Sense of Congress.
Sec. 102. Definitions.
Sec. 103. Report on artificial intelligence.
  TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE 
                              DEVELOPMENT

Sec. 201. Findings.
Sec. 202. Definitions.
Sec. 203. Department of Education grants.
Sec. 204. Department of Labor grants.
Sec. 205. Reporting requirements.
Sec. 206. Amendments to other laws.

           TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS

SEC. 101. SENSE OF CONGRESS.

    It is the sense of Congress that--
            (1) while the field of artificial intelligence is evolving 
        quickly and has potential to disrupt jobs, there are 
        opportunities to prepare the American workforce to develop and 
        work alongside this new technology and mitigate the potential 
        negative consequences of job displacement; and
            (2) to ensure these opportunities, it is imperative to 
        identify the following:
                    (A) Data and data access necessary to properly 
                analyze the impact of artificial intelligence on the 
                United States workforce.
                    (B) Industries projected to be most impacted by 
                artificial intelligence.
                    (C) Opportunities for workers and other 
                stakeholders to influence the impact of artificial 
                intelligence across industries.
                    (D) Characteristics of workers and communities 
                whose career opportunities are most likely to be 
                affected by the growth of artificial intelligence.
                    (E) The skills, expertise, and education needed to 
                develop, operate, or work alongside artificial 
                intelligence.
                    (F) Methods to ensure necessary skills, expertise, 
                and education are accessible to all segments of the 
                current and future workforce.

SEC. 102. DEFINITIONS.

    In this title:
            (1) Artificial intelligence.--The term ``artificial 
        intelligence'' has the meaning given the term in section 5002 
        of the National Artificial Intelligence Initiative Act of 2020 
        (15 U.S.C. 9401).
            (2) Community college.--The term ``community college'' has 
        the meaning given the term ``junior or community college'' in 
        section 312(f) of the Higher Education Act of 1965 (20 U.S.C. 
        1058(f)).
            (3) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given the 
        term in section 101 of the Higher Education Act of 1965 (20 
        U.S.C. 1001).
            (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 U.S.C. 
        7801).
            (5) Minority-serving institution.--The term ``minority-
        serving institution'' means an eligible institution as 
        described in section 371 of the Higher Education Act of 1965 
        (20 U.S.C. 1067q).
            (6) State educational agency.--The term ``State educational 
        agency'' has the meaning given the term in section 8101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        7801).
            (7) Technical college.--The term ``technical college'' 
        means a postsecondary vocational institution, as that term is 
        defined in section 102(c) of the Higher Education Act of 1965 
        (20 U.S.C. 1002(c)).
            (8) Tribal college or university.--The term ``Tribal 
        College or University'' has the meaning given the term in 
        section 316 of the Higher Education Act of 1965 (20 U.S.C. 
        1059c).

SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE.

    (a) In General.--
            (1) Interim and final reports.--The Secretary of Labor, the 
        Director of the National Science Foundation, and the Secretary 
        of Education shall, jointly and in collaboration with the 
        individuals and entities described in subsection (c), prepare 
        and submit to the Committee on Education and the Workforce and 
        the Committee on Science, Space, and Technology of the House of 
        Representatives, and the Committee on Health, Education, Labor, 
        and Pensions and the Committee on Commerce, Science, and 
        Transportation of the Senate--
                    (A) not later 1 year after the date of enactment of 
                this Act, an interim report on artificial intelligence 
                and its impact on the workforce of the United States, 
                which shall include the information and recommendations 
                listed in subsection (b);
                    (B) not later than 2 years after the date of 
                enactment of this Act, a final report on artificial 
                intelligence and its impact on the workforce of the 
                United States, which shall include the information and 
                recommendations listed in subsection (b); and
                    (C) not later than 5 years after the final report 
                described in subparagraph (B) is submitted, an updated 
                report reassessing the information and recommendations 
                listed in subsection (b).
            (2) Memorandum of understanding.--The Secretary of Labor 
        may enter into a memorandum of understanding with the Director 
        of the National Science Foundation and the Secretary of 
        Education to establish procedures for the preparation and 
        submission of the interim and final reports described in 
        paragraph (1).
    (b) Required Information.--Each report submitted under subsection 
(a) shall include the following:
            (1) An identification of the specific data relating to the 
        workforce, and the availability of such data, necessary to 
        properly analyze the impact and growth of artificial 
        intelligence on the workforce of the United States and outline 
        how much of this data is privately owned, and the effectiveness 
        of Federal, State, or industry efforts (including public-
        private partnerships) to make privately owned data on the 
        workforce of the United States available for Federal research 
        purposes.
            (2) Identification of industries and occupations projected 
        to have the most growth in artificial intelligence use, the 
        extent to which the technology is likely to result in the 
        enhancement of workers' capabilities or their displacement, and 
        level of education currently consistent with industries and 
        occupations identified.
            (3) Analysis of how growth in artificial intelligence use 
        will impact job quality in the industries and occupations 
        identified in paragraph (2).
            (4) Identification of opportunities for workers, educators, 
        institutions of higher education, Congress, labor 
        organizations, or other relevant stakeholders to influence the 
        impact of artificial intelligence on workers across various 
        industries.
            (5) Analysis of how educational entities, workforce 
        development organizations, and labor organizations can 
        collaborate to advance new opportunities for education and 
        workforce development to support an artificial intelligence-
        enabled economy and workforce.
            (6) Analysis of which demographic groups (including based 
        on race and ethnicity, gender, socio-economic status or income 
        level, age, disability status, and geography) of workers and 
        communities currently stand to experience expanded career 
        opportunities, and which of these groups currently appear most 
        vulnerable to career displacement, due to artificial 
        intelligence.
            (7) Analysis of the skills, expertise, and education in 
        emerging and advanced technology needed to develop, operate, or 
        work alongside artificial intelligence over the next decades, 
        as compared to the levels of such comparable expertise and 
        education among the workforce as of the date of enactment of 
        this Act, with a differentiation between core competencies 
        required across the entire workforce and competencies required 
        within the industries and occupations identified in paragraph 
        (2).
            (8) Identification of methods by which necessary skills, 
        expertise, and education can be effectively delivered to 
        various segments of the United States workforce, including 
        promising efforts underway as of the time of the report that 
        can be expanded.
            (9) Identification of industry leaders, institutions of 
        higher education, and labor organizations at the forefront of 
        research and application of artificial intelligence in the 
        industries and occupations identified in paragraph (2).
            (10) Identification of the resources and opportunities 
        required for labor organizations and institutions of higher 
        education, including community colleges, technical colleges, 
        minority-serving institutions (including Tribal Colleges and 
        Universities), and institutions of higher education serving 
        rural areas, to deliver skills, expertise, and education 
        identified in paragraph (7).
            (11) Identification of the demographic characteristics and 
        educational background (including level of education) of the 
        individuals who deliver skills, expertise, and education to 
        students at the institutions described in paragraph (10).
            (12) Recommendations to support enhanced workforce 
        development and prepare future workforce members for the 
        artificial intelligence economy, and any other relevant 
        observations or recommendations within the field of emerging 
        and advanced technology, which shall include recommendations 
        on--
                    (A) methods to expand public access to privately-
                owned workforce data and government-owned workforce 
                data, for the purpose of researching the effect of 
                emerging technologies on the United States workforce;
                    (B) policy, regulatory, or programmatic options for 
                stakeholders (workers, educators, institutions of 
                higher education, Congress, labor organizations, or 
                other relevant stakeholders) to effectively enhance 
                educational and workforce development opportunities, 
                including mitigating perceived negative impacts of 
                artificial intelligence on segments of the United 
                States workforce;
                    (C) recommendations to employers on best practices 
                to engage workers and representatives of workers, 
                including labor organizations, in decisionmaking on the 
                integration of artificial intelligence into the 
                workplace;
                    (D) methods to upskill or mitigate earnings or 
                income losses to demographic groups identified in 
                paragraph (6) as most vulnerable to career 
                displacement, due to artificial intelligence;
                    (E) methods to encourage low cost, open source 
                sharing of industry valued credentials certifying the 
                types of skills, expertise, and education identified in 
                paragraph (7);
                    (F) methods to ensure core skills and competencies 
                identified in paragraph (7) can be evaluated, updated, 
                and made public by relevant stakeholders as needed, 
                given rapid developments in the field of artificial 
                intelligence;
                    (G) methods to ensure community colleges, technical 
                colleges, minority-serving institutions (including 
                Tribal Colleges and Universities), and institutions of 
                higher education serving rural areas receive resources 
                and opportunities identified in paragraph (10);
                    (H) methods to promote knowledge sharing and 
                capacity building between industry leaders, labor 
                organizations, and institutions identified in paragraph 
                (9) and community colleges, technical colleges, 
                minority-serving institutions (including Tribal 
                Colleges and Universities), and rural institutions of 
                higher education; and
                    (I) other methods to ensure that the skills, 
                expertise, and education needed to develop, operate, or 
                work alongside artificial intelligence are delivered to 
                vulnerable demographic groups identified in paragraph 
                (6), rural workers, and other historically underserved 
                segments of the United States workforce (including 
                workers with disabilities).
    (c) Collaboration.--In preparing the report under subsection (a), 
the Secretary of Labor, the Director of the National Science 
Foundation, and the Secretary of Education shall collaborate, through a 
series of public meetings, roundtables or other methods, with--
            (1) local educational agencies, State educational agencies, 
        State agencies with responsibility for the administration of a 
        core program (as defined in section 3 of the Workforce 
        Innovation and Opportunity Act (29 U.S.C. 3102)), institutions 
        of higher education (including community colleges, technical 
        colleges, minority-serving institutions (including Tribal 
        Colleges and Universities), labor organizations, and 
        institutions of higher education serving rural areas), 
        workforce-training organizations, National Laboratories, and 
        teacher and educator preparation programs;
            (2) a broad range of industrial stakeholders in the 
        technology, manufacturing, employment, human resources, and 
        service sectors, including companies (large and small), think 
        tanks, organized labor, and industry organizations;
            (3) the National Academies of Sciences, Engineering, and 
        Medicine, including by sharing relevant information obtained as 
        a result of the study conducted under section 5105 of the 
        National Artificial Intelligence Initiative Act of 2020 (Public 
        Law 116-283; 134 Stat. 4530); and
            (4) the Secretary of Commerce, the Director of the White 
        House Office of Science and Technology Policy, the Director of 
        the National Artificial Intelligence Initiative Office, the 
        National Cyber Director, and the heads of any other Federal 
        agency the Secretary of Labor, the Director of the National 
        Science Foundation, and the Secretary of Education determine 
        appropriate.

  TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE 
                              DEVELOPMENT

SEC. 201. FINDINGS.

    Congress finds the following:
            (1) Emerging and advanced technologies are transforming 
        industry, creating new fields of commerce, driving innovation, 
        and bolstering productivity. Emerging and advanced technology 
        and information occupations are projected to grow by 377,500 
        jobs per year on average between 2022 and 2032, much faster 
        than the average for all other occupations.
            (2) As of 2024, more than 400,000 computing and technology 
        jobs remain unfilled in the United States. These unfilled jobs 
        present a significant opportunity for individuals to advance in 
        the 21st century economy. It is projected that there will be 
        660,000 new jobs in the technology and computing sector by 
        2032. However, the availability of emerging and advanced 
        technology education at the time of enactment of this Act does 
        not equitably provide all students in the United States with 
        the tools to fill these technology sector jobs.
            (3) Given the rapidly increasing interest and deployment of 
        artificial intelligence and other new technologies in the 
        workplace, knowledge of, and the skills to use, emerging and 
        advanced technology is increasingly essential for all 
        individuals, not just those working or planning to work in the 
        technology sector.
            (4) Providing students with emerging and advanced 
        technology education in elementary school and secondary school 
        is critical for student success, and strengthening the 
        workforce of a 21st century economy.
            (5) While an estimated 90 percent of parents want 
        technology, such as computer science, taught in their 
        children's schools, just 44 percent of all middle schools and 
        57.5 percent of secondary schools offer high-quality technology 
        instruction that includes programming and coding.
            (6) Lack of universal emerging and advanced technology 
        education is evident in the lack of a widespread tech industry, 
        which is overwhelmingly concentrated in a few cities 
        nationwide. Emerging and advanced technology education is 
        limited to affluent schools and students, placing low-income, 
        minority, and rural communities at risk of being left behind.

SEC. 202. DEFINITIONS.

    In this title:
            (1) Computational thinking.--The term ``computational 
        thinking'' means the wide range of creative processes that go 
        into formulating problems and their solutions in such a way 
        that the solutions can be carried out by a computer, and may 
        involve some understanding of software and hardware design, 
        logic and the use of abstraction and representation, algorithm 
        design, algorithm expression, problem decomposition, 
        modularity, programming paradigms and languages, issues of 
        information security and privacy, the application of 
        computation across a wide range of disciplines, and the 
        societal impact of computing.
            (2) Eligible entity.--The term ``eligible entity'' means--
                    (A) a State educational agency, as defined in 
                section 8101 of the Elementary and Secondary Education 
                Act of 1965 (20 U.S.C. 7801);
                    (B) a local educational agency, as defined in 
                section 8101 of the Elementary and Secondary Education 
                Act of 1965 (20 U.S.C. 7801);
                    (C) an eligible Tribal school;
                    (D) a community college, which shall have the 
                meaning given the term ``junior or community college'' 
                in section 312(f) of the Higher Education Act of 1965 
                (20 U.S.C. 1058(f));
                    (E) a technical college or postsecondary vocational 
                institution, as that term is defined in section 102(c) 
                of the Higher Education Act of 1965 (20 U.S.C. 
                1002(c));
                    (F) a labor organization;
                    (G) a State agency with responsibility for a 
                workforce development program, as defined in section 3 
                of the Workforce Innovation and Opportunity Act (29 
                U.S.C. 3102); or
                    (H) an institution of higher education, as defined 
                in section 101 of the Higher Education Act of 1965 (20 
                U.S.C. 1001).
            (3) Eligible tribal school.--The term ``eligible Tribal 
        school'' means--
                    (A) a school operated by the Bureau of Indian 
                Education;
                    (B) a school operated pursuant to the Indian Self-
                Determination and Education Assistance Act (25 U.S.C. 
                5301 et seq.); or
                    (C) a tribally controlled school (as defined in 
                section 5212 of the Tribally Controlled Schools Act of 
                1988 (25 U.S.C. 2511)).
            (4) Emerging and advanced technology education.--The term 
        ``emerging and advanced technology education'' includes 
        education in any of the following: computational thinking; 
        software design; hardware architecture and organization; 
        theoretical foundations; use of abstraction and representation 
        in problem solving; logic; algorithm design and implementation; 
        the limits of computation; programming paradigms and languages; 
        parallel and distributed computing; information security and 
        privacy; computing systems and networks; graphics and 
        visualization; databases and information retrieval; the 
        relationship between computing and mathematics; artificial 
        intelligence; quantum computing; applications of computing 
        across a broad range of disciplines and problems; cloud 
        computing; and the social impacts and professional practices of 
        computing.
            (5) Poverty line.--The term ``poverty line'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            (6) Programming.--The term ``programming'' means a hands-
        on, inquiry-based way in which computational thinking may be 
        learned.
            (7) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (8) STEAM.--The term ``STEAM'' means the subjects of 
        science, technology, engineering, arts, and mathematics, 
        including emerging and advanced technology.

SEC. 203. DEPARTMENT OF EDUCATION GRANTS.

    (a) Authorization of Grants.--
            (1) In general.--The Secretary shall award grants to 
        eligible entities to serve as models for national replication 
        of emerging and advanced technology education expansion 
        efforts, including by building participants' broader 
        transferable skills, not just specialized technical skills. 
        From the amounts appropriated under subsection (g), after 
        reserving amounts under subsection (e), the Secretary shall--
                    (A) reserve 50 percent of the remaining funds to 
                award grants to eligible entities that propose to use 
                grant funds in accordance with subsection (c); and
                    (B) reserve 50 percent of the remaining funds to 
                award grants to eligible entities that propose to use 
                grant funds in accordance with subsection (d).
            (2) Consortia and partnerships.--An eligible entity may 
        apply for a grant under this section as part of a consortium or 
        in partnership with a State educational agency or other 
        partner.
            (3) Duration.--Grants awarded under this section shall be 
        for a period of not more than 5 years.
            (4) Staggering grant awards.--The Secretary may stagger 
        grant awards under this section over the period of 
        authorization for such grant awards.
            (5) Considerations.--In awarding grants under this section, 
        the Secretary shall consider--
                    (A) the information and recommendations included in 
                the reports prepared under section 103; and
                    (B) structural and other barriers facing specific 
                demographic groups, as informed by the reports prepared 
                under section 103.
    (b) Application Requirements.--
            (1) In general.--An eligible entity that desires a grant 
        under this section shall submit an application to the Secretary 
        at such time, in such manner, and containing such information 
        as the Secretary may require.
            (2) Plan.--An eligible entity that proposes to use grant 
        funds in accordance with subsection (c) shall include in the 
        application under paragraph (1), at a minimum, plans for the 
        following:
                    (A) Every high school student served by the 
                eligible entity to have access to emerging and advanced 
                technology education not later than 5 years after 
                receipt of grant funds.
                    (B) All students served by the eligible entity to 
                have access to a progression of emerging and advanced 
                technology education from prekindergarten through 
                middle school that prepares students for high school 
                emerging and advanced technology education.
                    (C) Expansion of overall access to rigorous (as 
                defined by the Secretary) STEAM classes, utilizing 
                emerging and advanced technology as a catalyst for 
                increased interest in STEAM more broadly, and reducing 
                the enrollment and academic achievement gap for 
                underrepresented groups, such as minorities, girls, and 
                youth from families living at, or below, the poverty 
                line.
                    (D) Continuous monitoring and evaluation of project 
                activities.
                    (E) Effectively sustaining project activities after 
                the grant period ends, and the length of time which the 
                applicant plans to sustain the project activities.
    (c) Grant Funds for Emerging and Advanced Technology Education.--
            (1) Required activities.--An eligible entity that receives 
        a grant under subsection (a)(1)(A) shall use the grant funds 
        for the following activities:
                    (A) Training teachers to teach emerging and 
                advanced technology, including providing professional 
                development opportunities.
                    (B) Expanding access to high-quality learning 
                materials (as defined by the Secretary) and online 
                learning options, including equipment and other related 
                technologies and access to broadband internet that are 
                necessary to fully perform in the area of emerging and 
                advanced technologies.
                    (C) Creating plans for expanding overall access to 
                rigorous (as defined by the Secretary) STEAM classes, 
                utilizing emerging and advanced technology as a 
                catalyst for increased interest in STEAM more broadly, 
                and reducing course equity gaps for all students, 
                including underrepresented groups, such as minorities, 
                girls, and youth from low-income families.
                    (D) Ensuring additional support and resources, 
                which may include mentoring for students traditionally 
                underrepresented in STEAM fields.
                    (E) Ongoing industry engagement to receive feedback 
                on curricula and the emerging skills needed of 
                artificial intelligence-related jobs.
            (2) Permissible activities.--An eligible entity that 
        receives a grant under subsection (a)(1)(A) may use the grant 
        funds for the following activities:
                    (A) Building effective regional collaborations with 
                industry, nonprofit organizations, State boards and 
                local boards (as such terms are defined in section 3 of 
                the Workforce Innovation and Opportunity Act (29 U.S.C. 
                3102)), 2-year and 4-year degree granting institutions 
                of higher education (including community colleges, 
                technical colleges, historically Black colleges and 
                universities (as defined within the meaning of the term 
                ``part B institution'' in section 322 of the Higher 
                Education Act of 1965 (20 U.S.C. 1061)), Hispanic-
                serving institutions (as defined in section 502 of such 
                Act (20 U.S.C. 1101a)), Asian American and Native 
                American Pacific Islander-serving institutions (as 
                defined in section 371(c) of such Act (20 U.S.C. 
                1067q(c))), Tribal Colleges and Universities (as 
                defined in section 316 of such Act (20 U.S.C. 1059c)), 
                Alaska Native-serving institutions (as defined in 
                section 317(b) of such Act (20 U.S.C. 1059d(b))), 
                Native Hawaiian-serving institutions (as defined in 
                section 317(b) of such Act (20 U.S.C. 1059d(b))), 
                Predominantly Black Institutions (as defined in section 
                371(c) of such Act (20 U.S.C. 1067q(c))), Native 
                American-serving, nontribal institutions (as defined in 
                section 371(c) of such Act (20 U.S.C. 1067q(c))), and 
                other minority-serving institutions), and out-of-school 
                providers.
                    (B) Recruiting and hiring instructional personnel 
                as needed, including teachers and paraeducators (which 
                shall have the meaning given the term 
                ``paraprofessional'' in section 8101 of the Elementary 
                and Secondary Education Act of 1965 (20 U.S.C. 7801)), 
                including through support for the workforce development 
                system (as defined in section 3 of the Workforce 
                Innovation and Opportunity Act (29 U.S.C. 3102)) in the 
                State.
                    (C) Preparations for effectively sustaining project 
                activities after the grant period ends.
                    (D) Disseminating information about effective 
                practices.
            (3) Limitation.--Not more than 15 percent of a grant 
        awarded under subsection (a)(1)(A) may be used to purchase 
        equipment.
    (d) Grant Funds for Emerging and Advanced Technology Teacher 
Development and Recruitment.--
            (1) In general.--An eligible entity that receives a grant 
        under subsection (a)(1)(B) shall use the grant funds for 
        emerging and advanced technology teacher development and 
        recruitment, which may include professional development 
        opportunities, loan forgiveness, or tuition reimbursement for 
        service as an emerging and advanced technology teacher, or any 
        other program designed to develop and recruit emerging and 
        advanced technology teachers.
            (2) Fulfilling obligation.--If an eligible entity that 
        receives a grant under subsection (a)(1)(B) uses the grant 
        funds to implement a loan forgiveness program or program for 
        tuition reimbursement for service as an emerging and advanced 
        technology teacher, the eligible entity shall fulfill any loan 
        forgiveness or tuition reimbursement obligation made to a 
        teacher in exchange for service.
    (e) National Activities.--The Secretary may reserve not more than 
2.5 percent of funds available for grants under this section for 
national activities, including technical assistance, evaluation, and 
dissemination.
    (f) Evaluations.--In carrying out this section, the Secretary shall 
authorize third-party evaluations of grants awarded under this section 
to help build an evidence base of programs that advance a 21st century 
artificial intelligence workforce.
    (g) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $160,000,000 for the period of 
fiscal years 2025 through 2029.

SEC. 204. DEPARTMENT OF LABOR GRANTS.

    (a) Grants Authorized.--
            (1) In general.--The Secretary of Labor shall award grants 
        to eligible entities to serve as models for national 
        replication of emerging and advanced technology workforce 
        expansion efforts, including by building participants' broader 
        transferable skills, not just specialized technical skills. 
        From the amounts appropriated under subsection (f), after 
        reserving amounts under subsection (d), the Secretary of Labor 
        shall award grants as described in subsection (b).
            (2) Consortia and partnerships.--An eligible entity may 
        apply for a grant under this section as part of a consortium or 
        in partnership with a State workforce agency or other partner.
            (3) Duration.--Grants awarded under this section shall be 
        for a period of not more than 5 years.
            (4) Staggering grant awards.--The Secretary of Labor may 
        stagger grant awards under this section over the period of 
        authorization for such grant awards.
            (5) Considerations.--In awarding grants under this section, 
        the Secretary of Labor shall consider--
                    (A) the information and recommendations included in 
                the reports prepared under section 103; and
                    (B) structural and other barriers facing specific 
                demographic groups, as informed by the reports prepared 
                under section 103.
    (b) Grant Funds To Serve Individuals Seriously Affected by AI.--
            (1) In general.--An eligible entity that receives a grant 
        under this section shall use the grant funds to serve 
        individuals who--
                    (A) have a high school diploma or its recognized 
                equivalent; and
                    (B) are employed in an industry or occupation 
                projected, pursuant to the report under section 
                103(b)(2), to have the most growth in artificial 
                intelligence use, which is likely to significantly 
                impact the job opportunities or wages of workers.
            (2) Activities.--In serving individuals described in 
        paragraph (1), an eligible entity that receives a grant under 
        this section shall use the grant funds for one or more of the 
        following purposes:
                    (A) Upskilling such individuals, including by 
                offering scholarships or skill certifications, or by 
                supporting other programs that upskill such 
                individuals.
                    (B) Enabling lifelong learning and cross training, 
                including continuing education certificates or programs 
                aiming to update workers' skills related to advanced 
                and emerging technology.
    (c) Application Requirements.--An eligible entity that desires a 
grant under this section shall submit an application to the Secretary 
of Labor at such time, in such manner, and containing such information 
as the Secretary of Labor may require, including, at a minimum, plans 
for the following:
            (1) Continuous monitoring and evaluation of project 
        activities.
            (2) Effectively sustaining project activities after the 
        grant period ends, and the length of time which the applicant 
        plans to sustain the project activities.
    (d) National Activities.--The Secretary of Labor may reserve not 
more than 2.5 percent of funds available for grants under this section 
for national activities, including technical assistance, evaluation, 
and dissemination.
    (e) Evaluations.--In carrying out this section, the Secretary of 
Labor shall authorize third-party evaluations of grants awarded under 
this section to help build an evidence base of programs that advance a 
21st century artificial intelligence workforce.
    (f) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section $90,000,000 for the period of 
fiscal years 2025 through 2029.

SEC. 205. REPORTING REQUIREMENTS.

    (a) Grantee Reports.--Each eligible entity--
            (1) that receives a grant under section 203 shall submit to 
        the Secretary a report, not less than twice a year during the 
        grant period, on the use of grant funds that shall include data 
        on the numbers of individuals served through activities funded 
        under such section, disaggregated by race (for Asian and Native 
        Hawaiian or Pacific Islander individuals using the same race 
        response categories as the decennial census of the population), 
        ethnicity, gender, and eligibility to participate in the school 
        lunch program established under the Richard B. Russell National 
        School Lunch Act (42 U.S.C. 1751 et seq.); and
            (2) that receives a grant under section 204 shall submit to 
        the Secretary of Labor a report, not less than twice a year 
        during the grant period, on the use of grant funds that shall 
        include data on the numbers of individuals served through 
        activities funded under such section, disaggregated by race 
        (for Asian and Native Hawaiian or Pacific Islander individuals 
        using the same race response categories as the decennial census 
        of the population), ethnicity, and gender.
    (b) Report by the Secretary.--Not later than 5 years after the 
first grant is awarded under this title, the Secretary and the 
Secretary of Labor shall submit to Congress a report based on the 
analysis of reports received under subsection (a) with a recommendation 
on how to expand the programs under this title.

SEC. 206. AMENDMENTS TO OTHER LAWS.

    (a) Department of Education Organization Act.--Section 203(c)(1) of 
the Department of Education Organization Act (20 U.S.C. 3413(c)(1)) is 
amended by inserting ``, which shall include information with respect 
to the existence of emerging and advanced technology education (as 
defined in section 202 of the Workforce of the Future Act of 2024), 
disaggregated by the type of emerging and advanced technology education 
and by the type of eligible entity (as defined in such section 202)'' 
after ``Rights''.
    (b) The Education Sciences Reform Act of 2002.--Section 153(a)(1) 
of the Education Sciences Reform Act of 2002 (20 U.S.C. 9543(a)(1)) is 
amended--
            (1) in subparagraph (N), by striking ``and'' after the 
        semicolon;
            (2) in subparagraph (O), by inserting ``and'' after the 
        semicolon; and
            (3) by adding at the end the following:
                    ``(P) the existence of emerging and advanced 
                technology education (as defined in section 202 of the 
                Workforce of the Future Act of 2024) in elementary 
                schools and secondary schools, and the degree of 
                competency in emerging and advanced technology fields 
                among such students;''.
                                 <all>
```