I 

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. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 


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1 SECTION 1. SHORT TITLE. 

2 This Act may be cited as the ‘‘Workforce of the Fu3 ture Act of 2024’’. 

4 SEC. 2. TABLE OF CONTENTS. 

5 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. 

6 TITLE I—IMPACT OF ARTIFICIAL 

7 INTELLIGENCE ON JOBS 

8 SEC. 101. SENSE OF CONGRESS. 

9 It is the sense of Congress that— 

10 (1) while the field of artificial intelligence is 

11 evolving quickly and has potential to disrupt jobs, 

12 there are opportunities to prepare the American 

13 workforce to develop and work alongside this new 

14 technology and mitigate the potential negative con15 sequences of job displacement; and 

16 (2) to ensure these opportunities, it is impera17 tive to identify the following: 


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1 (A) Data and data access necessary to 

2 properly analyze the impact of artificial intel3 ligence on the United States workforce. 

4 (B) Industries projected to be most im5 pacted by artificial intelligence. 

6 (C) Opportunities for workers and other 

7 stakeholders to influence the impact of artificial 

8 intelligence across industries. 

9 (D) Characteristics of workers and commu10 nities whose career opportunities are most likely 

11 to be affected by the growth of artificial intel12 ligence. 

13 (E) The skills, expertise, and education 

14 needed to develop, operate, or work alongside 

15 artificial intelligence. 

16 (F) Methods to ensure necessary skills, ex17 pertise, and education are accessible to all seg18 ments of the current and future workforce. 

19 SEC. 102. DEFINITIONS. 

20 In this title: 

21 (1) ARTIFICIAL INTELLIGENCE.—The term ‘‘ar22 tificial intelligence’’ has the meaning given the term 

23 in section 5002 of the National Artificial Intelligence 

24 Initiative Act of 2020 (15 U.S.C. 9401). 


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1 (2) COMMUNITY COLLEGE.—The term ‘‘commu2 nity college’’ has the meaning given the term ‘‘junior 

3 or community college’’ in section 312(f) of the High4 er Education Act of 1965 (20 U.S.C. 1058(f)). 

5 (3) INSTITUTION OF HIGHER EDUCATION.—The 

6 term ‘‘institution of higher education’’ has the 

7 meaning given the term in section 101 of the Higher 

8 Education Act of 1965 (20 U.S.C. 1001). 

9 (4) LOCAL EDUCATIONAL AGENCY.—The term 

10 ‘‘local educational agency’’ has the meaning given 

11 the term in section 8101 of the Elementary and Sec12 ondary Education Act of 1965 (20 U.S.C. 7801). 

13 (5) MINORITY-SERVING INSTITUTION.—The 

14 term ‘‘minority-serving institution’’ means an eligi15 ble institution as described in section 371 of the 

16 Higher Education Act of 1965 (20 U.S.C. 1067q). 

17 (6) STATE EDUCATIONAL AGENCY.—The term 

18 ‘‘State educational agency’’ has the meaning given 

19 the term in section 8101 of the Elementary and Sec20 ondary Education Act of 1965 (20 U.S.C. 7801). 

21 (7) TECHNICAL COLLEGE.—The term ‘‘tech22 nical college’’ means a postsecondary vocational in23 stitution, as that term is defined in section 102(c) 

24 of the Higher Education Act of 1965 (20 U.S.C. 

25 1002(c)). 


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1 (8) TRIBAL COLLEGE OR UNIVERSITY.—The 

2 term ‘‘Tribal College or University’’ has the meaning 

3 given the term in section 316 of the Higher Edu4 cation Act of 1965 (20 U.S.C. 1059c). 

5 SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE. 

6 (a) IN GENERAL.— 

7 (1) INTERIM AND FINAL REPORTS.—The Sec8 retary of Labor, the Director of the National Science 

9 Foundation, and the Secretary of Education shall, 

10 jointly and in collaboration with the individuals and 

11 entities described in subsection (c), prepare and sub12 mit to the Committee on Education and the Work13 force and the Committee on Science, Space, and 

14 Technology of the House of Representatives, and the 

15 Committee on Health, Education, Labor, and Pen16 sions and the Committee on Commerce, Science, and 

17 Transportation of the Senate— 

18 (A) not later 1 year after the date of en19 actment of this Act, an interim report on artifi20 cial intelligence and its impact on the workforce 

21 of the United States, which shall include the in22 formation and recommendations listed in sub23 section (b); 

24 (B) not later than 2 years after the date 

25 of enactment of this Act, a final report on artiVerDate Sep 11 2014 23:01 Oct 17, 2024 Jkt 059200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:\BILLS\H9607.IH H9607

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1 ficial intelligence and its impact on the work2 force of the United States, which shall include 

3 the information and recommendations listed in 

4 subsection (b); and 

5 (C) not later than 5 years after the final 

6 report described in subparagraph (B) is sub7 mitted, an updated report reassessing the infor8 mation and recommendations listed in sub9 section (b). 

10 (2) MEMORANDUM OF UNDERSTANDING.—The 

11 Secretary of Labor may enter into a memorandum 

12 of understanding with the Director of the National 

13 Science Foundation and the Secretary of Education 

14 to establish procedures for the preparation and sub15 mission of the interim and final reports described in 

16 paragraph (1). 

17 (b) REQUIRED INFORMATION.—Each report sub18 mitted under subsection (a) shall include the following: 

19 (1) An identification of the specific data relat20 ing to the workforce, and the availability of such 

21 data, necessary to properly analyze the impact and 

22 growth of artificial intelligence on the workforce of 

23 the United States and outline how much of this data 

24 is privately owned, and the effectiveness of Federal, 

25 State, or industry efforts (including public-private 


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1 partnerships) to make privately owned data on the 

2 workforce of the United States available for Federal 

3 research purposes. 

4 (2) Identification of industries and occupations 

5 projected to have the most growth in artificial intel6 ligence use, the extent to which the technology is 

7 likely to result in the enhancement of workers’ capa8 bilities or their displacement, and level of education 

9 currently consistent with industries and occupations 

10 identified. 

11 (3) Analysis of how growth in artificial intel12 ligence use will impact job quality in the industries 

13 and occupations identified in paragraph (2). 

14 (4) Identification of opportunities for workers, 

15 educators, institutions of higher education, Con16 gress, labor organizations, or other relevant stake17 holders to influence the impact of artificial intel18 ligence on workers across various industries. 

19 (5) Analysis of how educational entities, work20 force development organizations, and labor organiza21 tions can collaborate to advance new opportunities 

22 for education and workforce development to support 

23 an artificial intelligence-enabled economy and work24 force. 


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1 (6) Analysis of which demographic groups (in2 cluding based on race and ethnicity, gender, socio3 economic status or income level, age, disability sta4 tus, and geography) of workers and communities 

5 currently stand to experience expanded career oppor6 tunities, and which of these groups currently appear 

7 most vulnerable to career displacement, due to artifi8 cial intelligence. 

9 (7) Analysis of the skills, expertise, and edu10 cation in emerging and advanced technology needed 

11 to develop, operate, or work alongside artificial intel12 ligence over the next decades, as compared to the 

13 levels of such comparable expertise and education 

14 among the workforce as of the date of enactment of 

15 this Act, with a differentiation between core com16 petencies required across the entire workforce and 

17 competencies required within the industries and oc18 cupations identified in paragraph (2). 

19 (8) Identification of methods by which nec20 essary skills, expertise, and education can be effec21 tively delivered to various segments of the United 

22 States workforce, including promising efforts under23 way as of the time of the report that can be ex24 panded. 


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1 (9) Identification of industry leaders, institu2 tions of higher education, and labor organizations at 

3 the forefront of research and application of artificial 

4 intelligence in the industries and occupations identi5 fied in paragraph (2). 

6 (10) Identification of the resources and oppor7 tunities required for labor organizations and institu8 tions of higher education, including community col9 leges, technical colleges, minority-serving institutions 

10 (including Tribal Colleges and Universities), and in11 stitutions of higher education serving rural areas, to 

12 deliver skills, expertise, and education identified in 

13 paragraph (7). 

14 (11) Identification of the demographic charac15 teristics and educational background (including level 

16 of education) of the individuals who deliver skills, ex17 pertise, and education to students at the institutions 

18 described in paragraph (10). 

19 (12) Recommendations to support enhanced 

20 workforce development and prepare future workforce 

21 members for the artificial intelligence economy, and 

22 any other relevant observations or recommendations 

23 within the field of emerging and advanced tech24 nology, which shall include recommendations on— 


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1 (A) methods to expand public access to 

2 privately-owned workforce data and govern3 ment-owned workforce data, for the purpose of 

4 researching the effect of emerging technologies 

5 on the United States workforce; 

6 (B) policy, regulatory, or programmatic 

7 options for stakeholders (workers, educators, in8 stitutions of higher education, Congress, labor 

9 organizations, or other relevant stakeholders) to 

10 effectively enhance educational and workforce 

11 development opportunities, including mitigating 

12 perceived negative impacts of artificial intel13 ligence on segments of the United States work14 force; 

15 (C) recommendations to employers on best 

16 practices to engage workers and representatives 

17 of workers, including labor organizations, in de18 cisionmaking on the integration of artificial in19 telligence into the workplace; 

20 (D) methods to upskill or mitigate earn21 ings or income losses to demographic groups 

22 identified in paragraph (6) as most vulnerable 

23 to career displacement, due to artificial intel24 ligence; 


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1 (E) methods to encourage low cost, open 

2 source sharing of industry valued credentials 

3 certifying the types of skills, expertise, and edu4 cation identified in paragraph (7); 

5 (F) methods to ensure core skills and com6 petencies identified in paragraph (7) can be 

7 evaluated, updated, and made public by relevant 

8 stakeholders as needed, given rapid develop9 ments in the field of artificial intelligence; 

10 (G) methods to ensure community colleges, 

11 technical colleges, minority-serving institutions 

12 (including Tribal Colleges and Universities), 

13 and institutions of higher education serving 

14 rural areas receive resources and opportunities 

15 identified in paragraph (10); 

16 (H) methods to promote knowledge sharing 

17 and capacity building between industry leaders, 

18 labor organizations, and institutions identified 

19 in paragraph (9) and community colleges, tech20 nical colleges, minority-serving institutions (in21 cluding Tribal Colleges and Universities), and 

22 rural institutions of higher education; and 

23 (I) other methods to ensure that the skills, 

24 expertise, and education needed to develop, op25 erate, or work alongside artificial intelligence 


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1 are delivered to vulnerable demographic groups 

2 identified in paragraph (6), rural workers, and 

3 other historically underserved segments of the 

4 United States workforce (including workers 

5 with disabilities). 

6 (c) COLLABORATION.—In preparing the report under 

7 subsection (a), the Secretary of Labor, the Director of the 

8 National Science Foundation, and the Secretary of Edu9 cation shall collaborate, through a series of public meet10 ings, roundtables or other methods, with— 

11 (1) local educational agencies, State educational 

12 agencies, State agencies with responsibility for the 

13 administration of a core program (as defined in sec14 tion 3 of the Workforce Innovation and Opportunity 

15 Act (29 U.S.C. 3102)), institutions of higher edu16 cation (including community colleges, technical col17 leges, minority-serving institutions (including Tribal 

18 Colleges and Universities), labor organizations, and 

19 institutions of higher education serving rural areas), 

20 workforce-training organizations, National Labora21 tories, and teacher and educator preparation pro22 grams; 

23 (2) a broad range of industrial stakeholders in 

24 the technology, manufacturing, employment, human 

25 resources, and service sectors, including companies 


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1 (large and small), think tanks, organized labor, and 

2 industry organizations; 

3 (3) the National Academies of Sciences, Engi4 neering, and Medicine, including by sharing relevant 

5 information obtained as a result of the study con6 ducted under section 5105 of the National Artificial 

7 Intelligence Initiative Act of 2020 (Public Law 116– 

8 283; 134 Stat. 4530); and 

9 (4) the Secretary of Commerce, the Director of 

10 the White House Office of Science and Technology 

11 Policy, the Director of the National Artificial Intel12 ligence Initiative Office, the National Cyber Direc13 tor, and the heads of any other Federal agency the 

14 Secretary of Labor, the Director of the National 

15 Science Foundation, and the Secretary of Education 

16 determine appropriate. 

17 TITLE II—EMERGING AND AD18 VANCED TECHNOLOGY EDU19 CATION AND WORKFORCE DE20 VELOPMENT 

21 SEC. 201. FINDINGS. 

22 Congress finds the following: 

23 (1) Emerging and advanced technologies are 

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1 tivity. Emerging and advanced technology and infor2 mation occupations are projected to grow by 

3 377,500 jobs per year on average between 2022 and 

4 2032, much faster than the average for all other oc5 cupations. 

6 (2) As of 2024, more than 400,000 computing 

7 and technology jobs remain unfilled in the United 

8 States. These unfilled jobs present a significant op9 portunity for individuals to advance in the 21st cen10 tury economy. It is projected that there will be 

11 660,000 new jobs in the technology and computing 

12 sector by 2032. However, the availability of emerg13 ing and advanced technology education at the time 

14 of enactment of this Act does not equitably provide 

15 all students in the United States with the tools to 

16 fill these technology sector jobs. 

17 (3) Given the rapidly increasing interest and 

18 deployment of artificial intelligence and other new 

19 technologies in the workplace, knowledge of, and the 

20 skills to use, emerging and advanced technology is 

21 increasingly essential for all individuals, not just 

22 those working or planning to work in the technology 

23 sector. 

24 (4) Providing students with emerging and ad25 vanced technology education in elementary school 


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1 and secondary school is critical for student success, 

2 and strengthening the workforce of a 21st century 

3 economy. 

4 (5) While an estimated 90 percent of parents 

5 want technology, such as computer science, taught 

6 in their children’s schools, just 44 percent of all 

7 middle schools and 57.5 percent of secondary schools 

8 offer high-quality technology instruction that in9 cludes programming and coding. 

10 (6) Lack of universal emerging and advanced 

11 technology education is evident in the lack of a wide12 spread tech industry, which is overwhelmingly con13 centrated in a few cities nationwide. Emerging and 

14 advanced technology education is limited to affluent 

15 schools and students, placing low-income, minority, 

16 and rural communities at risk of being left behind. 

17 SEC. 202. DEFINITIONS. 

18 In this title: 

19 (1) COMPUTATIONAL THINKING.—The term 

20 ‘‘computational thinking’’ means the wide range of 

21 creative processes that go into formulating problems 

22 and their solutions in such a way that the solutions 

23 can be carried out by a computer, and may involve 

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1 tation, algorithm design, algorithm expression, prob2 lem decomposition, modularity, programming para3 digms and languages, issues of information security 

4 and privacy, the application of computation across a 

5 wide range of disciplines, and the societal impact of 

6 computing. 

7 (2) ELIGIBLE ENTITY.—The term ‘‘eligible enti8 ty’’ means— 

9 (A) a State educational agency, as defined 

10 in section 8101 of the Elementary and Sec11 ondary Education Act of 1965 (20 U.S.C. 

12 7801); 

13 (B) a local educational agency, as defined 

14 in section 8101 of the Elementary and Sec15 ondary Education Act of 1965 (20 U.S.C. 

16 7801); 

17 (C) an eligible Tribal school; 

18 (D) a community college, which shall have 

19 the meaning given the term ‘‘junior or commu20 nity college’’ in section 312(f) of the Higher 

21 Education Act of 1965 (20 U.S.C. 1058(f)); 

22 (E) a technical college or postsecondary vo23 cational institution, as that term is defined in 

24 section 102(c) of the Higher Education Act of 

25 1965 (20 U.S.C. 1002(c)); 


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1 (F) a labor organization; 

2 (G) a State agency with responsibility for 

3 a workforce development program, as defined in 

4 section 3 of the Workforce Innovation and Op5 portunity Act (29 U.S.C. 3102); or 

6 (H) an institution of higher education, as 

7 defined in section 101 of the Higher Education 

8 Act of 1965 (20 U.S.C. 1001). 

9 (3) ELIGIBLE TRIBAL SCHOOL.—The term ‘‘eli10 gible Tribal school’’ means— 

11 (A) a school operated by the Bureau of In12 dian Education; 

13 (B) a school operated pursuant to the In14 dian Self-Determination and Education Assist15 ance Act (25 U.S.C. 5301 et seq.); or 

16 (C) a tribally controlled school (as defined 

17 in section 5212 of the Tribally Controlled 

18 Schools Act of 1988 (25 U.S.C. 2511)). 

19 (4) EMERGING AND ADVANCED TECHNOLOGY

20 EDUCATION.—The term ‘‘emerging and advanced 

21 technology education’’ includes education in any of 

22 the following: computational thinking; software de23 sign; hardware architecture and organization; theo24 retical foundations; use of abstraction and represen25 tation in problem solving; logic; algorithm design 


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1 and implementation; the limits of computation; pro2 gramming paradigms and languages; parallel and 

3 distributed computing; information security and pri4 vacy; computing systems and networks; graphics and 

5 visualization; databases and information retrieval; 

6 the relationship between computing and mathe7 matics; artificial intelligence; quantum computing; 

8 applications of computing across a broad range of 

9 disciplines and problems; cloud computing; and the 

10 social impacts and professional practices of com11 puting. 

12 (5) POVERTY LINE.—The term ‘‘poverty line’’ 

13 has the meaning given the term in section 8101 of 

14 the Elementary and Secondary Education Act of 

15 1965 (20 U.S.C. 7801). 

16 (6) PROGRAMMING.—The term ‘‘programming’’ 

17 means a hands-on, inquiry-based way in which com18 putational thinking may be learned. 

19 (7) SECRETARY.—The term ‘‘Secretary’’ means 

20 the Secretary of Education. 

21 (8) STEAM.—The term ‘‘STEAM’’ means the 

22 subjects of science, technology, engineering, arts, 

23 and mathematics, including emerging and advanced 

24 technology. 


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1 SEC. 203. DEPARTMENT OF EDUCATION GRANTS. 

2 (a) AUTHORIZATION OF GRANTS.— 

3 (1) IN GENERAL.—The Secretary shall award 

4 grants to eligible entities to serve as models for na5 tional replication of emerging and advanced tech6 nology education expansion efforts, including by 

7 building participants’ broader transferable skills, not 

8 just specialized technical skills. From the amounts 

9 appropriated under subsection (g), after reserving 

10 amounts under subsection (e), the Secretary shall— 

11 (A) reserve 50 percent of the remaining 

12 funds to award grants to eligible entities that 

13 propose to use grant funds in accordance with 

14 subsection (c); and 

15 (B) reserve 50 percent of the remaining 

16 funds to award grants to eligible entities that 

17 propose to use grant funds in accordance with 

18 subsection (d). 

19 (2) CONSORTIA AND PARTNERSHIPS.—An eligi20 ble entity may apply for a grant under this section 

21 as part of a consortium or in partnership with a 

22 State educational agency or other partner. 

23 (3) DURATION.—Grants awarded under this 

24 section shall be for a period of not more than 5 

25 years. 


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1 (4) STAGGERING GRANT AWARDS.—The Sec2 retary may stagger grant awards under this section 

3 over the period of authorization for such grant 

4 awards. 

5 (5) CONSIDERATIONS.—In awarding grants 

6 under this section, the Secretary shall consider— 

7 (A) the information and recommendations 

8 included in the reports prepared under section 

9 103; and 

10 (B) structural and other barriers facing 

11 specific demographic groups, as informed by the 

12 reports prepared under section 103. 

13 (b) APPLICATION REQUIREMENTS.— 

14 (1) IN GENERAL.—An eligible entity that de15 sires a grant under this section shall submit an ap16 plication to the Secretary at such time, in such man17 ner, and containing such information as the Sec18 retary may require. 

19 (2) PLAN.—An eligible entity that proposes to 

20 use grant funds in accordance with subsection (c) 

21 shall include in the application under paragraph (1), 

22 at a minimum, plans for the following: 

23 (A) Every high school student served by 

24 the eligible entity to have access to emerging 


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1 and advanced technology education not later 

2 than 5 years after receipt of grant funds. 

3 (B) All students served by the eligible enti4 ty to have access to a progression of emerging 

5 and advanced technology education from pre6 kindergarten through middle school that pre7 pares students for high school emerging and ad8 vanced technology education. 

9 (C) Expansion of overall access to rigorous 

10 (as defined by the Secretary) STEAM classes, 

11 utilizing emerging and advanced technology as 

12 a catalyst for increased interest in STEAM 

13 more broadly, and reducing the enrollment and 

14 academic achievement gap for underrepresented 

15 groups, such as minorities, girls, and youth 

16 from families living at, or below, the poverty 

17 line. 

18 (D) Continuous monitoring and evaluation 

19 of project activities. 

20 (E) Effectively sustaining project activities 

21 after the grant period ends, and the length of 

22 time which the applicant plans to sustain the 

23 project activities. 

24 (c) GRANT FUNDS FOR EMERGING AND ADVANCED

25 TECHNOLOGY EDUCATION.— 


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1 (1) REQUIRED ACTIVITIES.—An eligible entity 

2 that receives a grant under subsection (a)(1)(A) 

3 shall use the grant funds for the following activities: 

4 (A) Training teachers to teach emerging 

5 and advanced technology, including providing 

6 professional development opportunities. 

7 (B) Expanding access to high-quality 

8 learning materials (as defined by the Secretary) 

9 and online learning options, including equip10 ment and other related technologies and access 

11 to broadband internet that are necessary to 

12 fully perform in the area of emerging and ad13 vanced technologies. 

14 (C) Creating plans for expanding overall 

15 access to rigorous (as defined by the Secretary) 

16 STEAM classes, utilizing emerging and ad17 vanced technology as a catalyst for increased 

18 interest in STEAM more broadly, and reducing 

19 course equity gaps for all students, including 

20 underrepresented groups, such as minorities, 

21 girls, and youth from low-income families. 

22 (D) Ensuring additional support and re23 sources, which may include mentoring for stu24 dents traditionally underrepresented in STEAM 

25 fields. 


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1 (E) Ongoing industry engagement to re2 ceive feedback on curricula and the emerging 

3 skills needed of artificial intelligence-related 

4 jobs. 

5 (2) PERMISSIBLE ACTIVITIES.—An eligible enti6 ty that receives a grant under subsection (a)(1)(A) 

7 may use the grant funds for the following activities: 

8 (A) Building effective regional collabora9 tions with industry, nonprofit organizations, 

10 State boards and local boards (as such terms 

11 are defined in section 3 of the Workforce Inno12 vation and Opportunity Act (29 U.S.C. 3102)), 

13 2-year and 4-year degree granting institutions 

14 of higher education (including community col15 leges, technical colleges, historically Black col16 leges and universities (as defined within the 

17 meaning of the term ‘‘part B institution’’ in 

18 section 322 of the Higher Education Act of 

19 1965 (20 U.S.C. 1061)), Hispanic-serving insti20 tutions (as defined in section 502 of such Act 

21 (20 U.S.C. 1101a)), Asian American and Na22 tive American Pacific Islander-serving institu23 tions (as defined in section 371(c) of such Act 

24 (20 U.S.C. 1067q(c))), Tribal Colleges and Uni25 versities (as defined in section 316 of such Act 


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1 (20 U.S.C. 1059c)), Alaska Native-serving in2 stitutions (as defined in section 317(b) of such 

3 Act (20 U.S.C. 1059d(b))), Native Hawaiian4 serving institutions (as defined in section 

5 317(b) of such Act (20 U.S.C. 1059d(b))), Pre6 dominantly Black Institutions (as defined in 

7 section 371(c) of such Act (20 U.S.C. 

8 1067q(c))), Native American-serving, nontribal 

9 institutions (as defined in section 371(c) of 

10 such Act (20 U.S.C. 1067q(c))), and other mi11 nority-serving institutions), and out-of-school 

12 providers. 

13 (B) Recruiting and hiring instructional 

14 personnel as needed, including teachers and 

15 paraeducators (which shall have the meaning 

16 given the term ‘‘paraprofessional’’ in section 

17 8101 of the Elementary and Secondary Edu18 cation Act of 1965 (20 U.S.C. 7801)), including 

19 through support for the workforce development 

20 system (as defined in section 3 of the Work21 force Innovation and Opportunity Act (29 

22 U.S.C. 3102)) in the State. 

23 (C) Preparations for effectively sustaining 

24 project activities after the grant period ends. 


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1 (D) Disseminating information about effec2 tive practices. 

3 (3) LIMITATION.—Not more than 15 percent of 

4 a grant awarded under subsection (a)(1)(A) may be 

5 used to purchase equipment. 

6 (d) GRANT FUNDS FOR EMERGING AND ADVANCED

7 TECHNOLOGY TEACHER DEVELOPMENT AND RECRUIT8 MENT.— 

9 (1) IN GENERAL.—An eligible entity that re10 ceives a grant under subsection (a)(1)(B) shall use 

11 the grant funds for emerging and advanced tech12 nology teacher development and recruitment, which 

13 may include professional development opportunities, 

14 loan forgiveness, or tuition reimbursement for serv15 ice as an emerging and advanced technology teacher, 

16 or any other program designed to develop and re17 cruit emerging and advanced technology teachers. 

18 (2) FULFILLING OBLIGATION.—If an eligible 

19 entity that receives a grant under subsection 

20 (a)(1)(B) uses the grant funds to implement a loan 

21 forgiveness program or program for tuition reim22 bursement for service as an emerging and advanced 

23 technology teacher, the eligible entity shall fulfill any 

24 loan forgiveness or tuition reimbursement obligation 

25 made to a teacher in exchange for service. 


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1 (e) NATIONAL ACTIVITIES.—The Secretary may re2 serve not more than 2.5 percent of funds available for 

3 grants under this section for national activities, including 

4 technical assistance, evaluation, and dissemination. 

5 (f) EVALUATIONS.—In carrying out this section, the 

6 Secretary shall authorize third-party evaluations of grants 

7 awarded under this section to help build an evidence base 

8 of programs that advance a 21st century artificial intel9 ligence workforce. 

10 (g) AUTHORIZATION OF APPROPRIATIONS.—There 

11 are authorized to be appropriated to carry out this section 

12 $160,000,000 for the period of fiscal years 2025 through 

13 2029. 

14 SEC. 204. DEPARTMENT OF LABOR GRANTS. 

15 (a) GRANTS AUTHORIZED.— 

16 (1) IN GENERAL.—The Secretary of Labor shall 

17 award grants to eligible entities to serve as models 

18 for national replication of emerging and advanced 

19 technology workforce expansion efforts, including by 

20 building participants’ broader transferable skills, not 

21 just specialized technical skills. From the amounts 

22 appropriated under subsection (f), after reserving 

23 amounts under subsection (d), the Secretary of 

24 Labor shall award grants as described in subsection 

25 (b). 


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1 (2) CONSORTIA AND PARTNERSHIPS.—An eligi2 ble entity may apply for a grant under this section 

3 as part of a consortium or in partnership with a 

4 State workforce agency or other partner. 

5 (3) DURATION.—Grants awarded under this 

6 section shall be for a period of not more than 5 

7 years. 

8 (4) STAGGERING GRANT AWARDS.—The Sec9 retary of Labor may stagger grant awards under 

10 this section over the period of authorization for such 

11 grant awards. 

12 (5) CONSIDERATIONS.—In awarding grants 

13 under this section, the Secretary of Labor shall con14 sider— 

15 (A) the information and recommendations 

16 included in the reports prepared under section 

17 103; and 

18 (B) structural and other barriers facing 

19 specific demographic groups, as informed by the 

20 reports prepared under section 103. 

21 (b) GRANT FUNDS TO SERVE INDIVIDUALS SERI22 OUSLY AFFECTED BY AI.— 

23 (1) IN GENERAL.—An eligible entity that re24 ceives a grant under this section shall use the grant 

25 funds to serve individuals who— 


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1 (A) have a high school diploma or its rec2 ognized equivalent; and 

3 (B) are employed in an industry or occupa4 tion projected, pursuant to the report under 

5 section 103(b)(2), to have the most growth in 

6 artificial intelligence use, which is likely to sig7 nificantly impact the job opportunities or wages 

8 of workers. 

9 (2) ACTIVITIES.—In serving individuals de10 scribed in paragraph (1), an eligible entity that re11 ceives a grant under this section shall use the grant 

12 funds for one or more of the following purposes: 

13 (A) Upskilling such individuals, including 

14 by offering scholarships or skill certifications, 

15 or by supporting other programs that upskill 

16 such individuals. 

17 (B) Enabling lifelong learning and cross 

18 training, including continuing education certifi19 cates or programs aiming to update workers’ 

20 skills related to advanced and emerging tech21 nology. 

22 (c) APPLICATION REQUIREMENTS.—An eligible enti23 ty that desires a grant under this section shall submit an 

24 application to the Secretary of Labor at such time, in such 

25 manner, and containing such information as the Secretary 


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1 of Labor may require, including, at a minimum, plans for 

2 the following: 

3 (1) Continuous monitoring and evaluation of 

4 project activities. 

5 (2) Effectively sustaining project activities after 

6 the grant period ends, and the length of time which 

7 the applicant plans to sustain the project activities. 

8 (d) NATIONAL ACTIVITIES.—The Secretary of Labor 

9 may reserve not more than 2.5 percent of funds available 

10 for grants under this section for national activities, includ11 ing technical assistance, evaluation, and dissemination. 

12 (e) EVALUATIONS.—In carrying out this section, the 

13 Secretary of Labor shall authorize third-party evaluations 

14 of grants awarded under this section to help build an evi15 dence base of programs that advance a 21st century artifi16 cial intelligence workforce. 

17 (f) AUTHORIZATION OF APPROPRIATIONS.—There 

18 are authorized to be appropriated to carry out this section 

19 $90,000,000 for the period of fiscal years 2025 through 

20 2029. 

21 SEC. 205. REPORTING REQUIREMENTS. 

22 (a) GRANTEE REPORTS.—Each eligible entity— 

23 (1) that receives a grant under section 203 

24 shall submit to the Secretary a report, not less than 

25 twice a year during the grant period, on the use of 


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1 grant funds that shall include data on the numbers 

2 of individuals served through activities funded under 

3 such section, disaggregated by race (for Asian and 

4 Native Hawaiian or Pacific Islander individuals 

5 using the same race response categories as the de6 cennial census of the population), ethnicity, gender, 

7 and eligibility to participate in the school lunch pro8 gram established under the Richard B. Russell Na9 tional School Lunch Act (42 U.S.C. 1751 et seq.); 

10 and 

11 (2) that receives a grant under section 204 

12 shall submit to the Secretary of Labor a report, not 

13 less than twice a year during the grant period, on 

14 the use of grant funds that shall include data on the 

15 numbers of individuals served through activities 

16 funded under such section, disaggregated by race 

17 (for Asian and Native Hawaiian or Pacific Islander 

18 individuals using the same race response categories 

19 as the decennial census of the population), ethnicity, 

20 and gender. 

21 (b) REPORT BY THE SECRETARY.—Not later than 5 

22 years after the first grant is awarded under this title, the 

23 Secretary and the Secretary of Labor shall submit to Con24 gress a report based on the analysis of reports received 


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1 under subsection (a) with a recommendation on how to 

2 expand the programs under this title. 

3 SEC. 206. AMENDMENTS TO OTHER LAWS. 

4 (a) DEPARTMENT OF EDUCATION ORGANIZATION

5 ACT.—Section 203(c)(1) of the Department of Education 

6 Organization Act (20 U.S.C. 3413(c)(1)) is amended by 

7 inserting ‘‘, which shall include information with respect 

8 to the existence of emerging and advanced technology edu9 cation (as defined in section 202 of the Workforce of the 

10 Future Act of 2024), disaggregated by the type of emerg11 ing and advanced technology education and by the type 

12 of eligible entity (as defined in such section 202)’’ after 

13 ‘‘Rights’’. 

14 (b) THE EDUCATION SCIENCES REFORM ACT OF

15 2002.—Section 153(a)(1) of the Education Sciences Re16 form Act of 2002 (20 U.S.C. 9543(a)(1)) is amended— 

17 (1) in subparagraph (N), by striking ‘‘and’’ 

18 after the semicolon; 

19 (2) in subparagraph (O), by inserting ‘‘and’’ 

20 after the semicolon; and 

21 (3) by adding at the end the following: 

22 ‘‘(P) the existence of emerging and ad23 vanced technology education (as defined in sec24 tion 202 of the Workforce of the Future Act of 

25 2024) in elementary schools and secondary 


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1 schools, and the degree of competency in emerg2 ing and advanced technology fields among such 

3 students;’’. 

Æ 


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