I 

118TH CONGRESS 

1ST SESSION H. R. 1050 

To direct the Secretary of Education to make grants for the purpose of 

increasing access to data literacy education, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

FEBRUARY 14, 2023 

Ms. STEVENS (for herself, Mr. BAIRD, Mr. BEYER, and Mrs. KIM of California) introduced the following bill; which was referred to the Committee 

on Education and the Workforce 

A BILL 

To direct the Secretary of Education to make grants for 

the purpose of increasing access to data literacy education, and for other purposes. 

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

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Data Science and Literacy Act of 2023’’. 

6 (b) TABLE OF CONTENTS.—The table of contents for 

7 this Act is as follows: 

Sec. 1. Short title; table of contents. 

Sec. 2. Findings. 

TITLE I—DATA LITERACY EDUCATION GRANT PROGRAM 


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Sec. 101. Grant program established. 

Sec. 102. Applications. 

Sec. 103. Use of funds. 

Sec. 104. Reporting and evaluation. 

Sec. 105. Definitions. 

Sec. 106. Authorization of appropriations. 

TITLE II—STATISTICS ON SECONDARY SCHOOL STEM TEACHERS 

Sec. 201. Amendments to the Education Sciences Reform Act of 2002. 

1 SEC. 2. FINDINGS. 

2 Congress finds the following: 

3 (1) Data science and literacy are vital for 

4 United States residents in an era of intense global 

5 competition and growing reliance on data. 

6 (2) The American people constantly interact 

7 with and are affected by data. For example, they— 

8 (A) regularly consume data, such as edu9 cational data, business data, financial data, 

10 medical data, sports statistics, and data-based 

11 claims in news media; 

12 (B) are included in a variety of data sets, 

13 such as medical and credit histories, web 

14 searches, social media activity, and purchase 

15 histories; and 

16 (C) interact with products that are the re17 sult of data-driven processes. For example, 

18 medications and other medical interventions are 

19 tested in randomized trials to assess their effi20 cacy and safety. Similarly, data are often used 


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1 to inform policy decisions that have consider2 able impact on citizens. 

3 (3) Data literacy is increasingly integral in the 

4 fields of science, technology, engineering, and mathe5 matics (STEM) and other fields. 

6 (4) Data literacy is essential for both effective 

7 citizenship and personal well-being. Data literacy is 

8 an integral skill for understanding data-driven 

9 claims and making personal decisions in the 21st 

10 century. This includes the need to— 

11 (A) contribute to the digital economy as a 

12 productive member of the workforce; 

13 (B) interpret and synthesize data displays 

14 and summaries, such as polls, surveys, and 

15 study outcomes; and 

16 (C) critically evaluate claims based on data 

17 both in consuming news media, advertising, and 

18 social media and in making personal decisions, 

19 such as those related to medical care or finan20 cial well-being. 

21 (5) Access to high-quality data science and lit22 eracy education is vital for building the United 

23 States STEM workforce and United States competi24 tiveness in the 21st century in the following ways: 


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1 (A) STEM fields are a well-known driver 

2 of the United States economy, job growth, and 

3 competitiveness. A 2022 government report 

4 from the National Science Foundation under5 scores this point and also notes growing STEM 

6 competition from around the globe. 

7 (B) Accessing talent and ideas from across 

8 the socioeconomic spectrum and from diverse 

9 geography is critical for building a vibrant 

10 United States STEM workforce. 

11 (C) Concerted efforts to cultivate such tal12 ent in the data-driven fields of statistics, data 

13 science, mathematical modeling, computer 

14 science, machine learning, artificial intelligence, 

15 operations research, and analytics are critical to 

16 United States competitiveness efforts. 

17 (D) Data scientist, statistician, and oper18 ations researcher roles are among the fastest 

19 growing positions in the United States. How20 ever, United States companies often struggle to 

21 fill their data scientist, statistician, and oper22 ations researcher positions, a situation not ex23 pected to change this decade. 

24 (E) The STEM workforce is projected to 

25 grow at a faster pace than the non-STEM 


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1 workforce; however, some have expressed con2 cern that the domestic supply of STEM workers 

3 will not meet future workforce needs. 

4 (F) More and earlier access to quality edu5 cation that includes data-intense disciplines is 

6 necessary to meet industry demands and com7 petitiveness pressures. 

8 (G) Access to high-quality data literacy 

9 education with ongoing support is critical as an 

10 entry point to STEM fields for students from 

11 populations traditionally underrepresented in 

12 STEM fields, including Native Hawaiians, Alas13 ka Natives, and American Indians. 

14 (H) Such accessibility should also include 

15 community colleges, which are often more ac16 cessible to diverse groups. 

17 (6) The expanded focus on data science and lit18 eracy would have several benefits, such as— 

19 (A) helping the United States compete in 

20 the emerging field of data science and growing 

21 discipline of statistics; 

22 (B) expanding the STEM workforce by ac23 cessing talent across the socioeconomic spec24 trum; and 


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1 (C) diversifying the STEM workforce by 

2 bringing access and support to populations tra3 ditionally underrepresented in STEM fields, in4 cluding female students, students of color, and 

5 students from disadvantaged backgrounds. 

6 Studies have identified positive associations be7 tween diversity and performance for companies. 

8 (7) Increased attention to data science and lit9 eracy supports the burgeoning emphasis on evidence10 based policymaking and data-driven decision, includ11 ing in government as exemplified by the Founda12 tions for Evidence-Based Policymaking Act of 2018 

13 (Public Law 115–435). 

14 (8) Effective data science and statistics edu15 cation at the pre-kindergarten through postsec16 ondary levels would— 

17 (A) ensure graduates have the skills and 

18 knowledge necessary to compete in the work19 force of the 21st century, with its burgeoning 

20 growth of and dependence on data, and acquire 

21 the self-efficacy and motivation to embrace ca22 reers in data science, statistics, and other 

23 STEM fields; 


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1 (B) contribute to student learning and 

2 problem-solving skills across multiple dis3 ciplines; and 

4 (C) equip students with the knowledge 

5 needed to be responsible and engaged citizens. 

6 TITLE I—DATA LITERACY 

7 EDUCATION GRANT PROGRAM 

8 SEC. 101. GRANT PROGRAM ESTABLISHED. 

9 From the amounts appropriated under section 106, 

10 the Secretary shall award grants, on a competitive basis, 

11 to eligible entities to carry out projects— 

12 (1) that increase access to data literacy edu13 cation for students at the pre-kindergarten through 

14 postsecondary levels; 

15 (2) that improve data reasoning skills in such 

16 students; 

17 (3) that will serve as models for national data 

18 science and data literacy education; and 

19 (4) in accordance with section 103. 

20 SEC. 102. APPLICATIONS. 

21 (a) IN GENERAL.—To be eligible to receive a grant 

22 under this title, an eligible entity shall submit to the Sec23 retary an application at such time, in such manner, and 

24 containing such information as the Secretary may require, 

25 which shall include a description of how the entity plans— 


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1 (1) to carry out project activities under section 

2 103 for the purposes of— 

3 (A) increasing access to and support for 

4 data literacy, data science, and statistics edu5 cation; and 

6 (B) expanding access to and support for 

7 rigorous classes in STEM fields, including by— 

8 (i) using data and statistical literacy 

9 to increase student interest in STEM 

10 fields; and 

11 (ii) reducing enrollment gaps, oppor12 tunity gaps, and differentiated success for 

13 underrepresented students; 

14 (2) for the duration of a grant made to the eli15 gible entity under this title, to continuously assess 

16 and evaluate project activities funded by such grant; 

17 and 

18 (3) to continue project activities after the expi19 ration of the grant (including a statement of the 

20 planned duration of such continuation). 

21 (b) DURATION.—A grant made under this title shall 

22 be for a term of not more than 5 years. 


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1 SEC. 103. USE OF FUNDS. 

2 (a) IN GENERAL.—An eligible entity that receives a 

3 grant under this title shall use the grant funds for not 

4 fewer than 2 of the following activities: 

5 (1) Developing curricula in data literacy, data 

6 science, and statistics. 

7 (2) Expanding student access to learning sup8 port and high-quality learning materials in data 

9 science and statistics, including online courses and 

10 interactive learning platforms. 

11 (3) Creating and implementing plans to— 

12 (A) increase access to and support for rig13 orous classes in STEM fields; 

14 (B) use data literacy and statistical think15 ing to increase student interest in STEM fields; 

16 and 

17 (C) reduce gaps in access to data science 

18 and statistics courses for underrepresented stu19 dents. 

20 (4) Providing— 

21 (A) evidence-based professional develop22 ment for data science and statistics educators 

23 and specialists; or 

24 (B) evidence-based training for educators 

25 and specialists transitioning from other subjects 

26 to data science and statistics. 


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1 (5) With respect to data literacy education, col2 laborating with 1 or more of the following regional 

3 entities: 

4 (A) Industry. 

5 (B) A nonprofit organization. 

6 (C) An out-of-school education provider. 

7 (D) A two- or four-year institution of high8 er education. 

9 (6) Recruiting and hiring instructional per10 sonnel, including specialists in data science and sta11 tistics pedagogy and curricula. 

12 (7) Preparing to continue project activities after 

13 the end of the grant period. 

14 (8) Disseminating information about effective 

15 practices in data science and statistics education. 

16 (b) ADDITIONAL ALLOWABLE USES OF GRANT

17 FUNDS FOR CERTAIN ELIGIBLE ENTITIES.—In addition 

18 to the activities described in subsection (a)— 

19 (1) in the case of an eligible entity that is not 

20 an institution of higher education, such entity may 

21 use the grant funds to— 

22 (A) increase access to and support for data 

23 literacy education for students at the pre-kin24 dergarten through middle school levels to preVerDate Sep 11 2014 23:25 Mar 10, 2023 Jkt 039200 PO 00000 Frm 00010 Fmt 6652 Sfmt 6201 E:\BILLS\H1050.IH H1050

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1 pare such students for data literacy education 

2 at the high school level; 

3 (B) prepare and support teachers to teach 

4 students to— 

5 (i) understand data; and 

6 (ii) use computational, analytical, and 

7 statistical thinking to solve problems; and 

8 (C) provide support and resources for 

9 underrepresented students; 

10 (2) in the case of an eligible entity that is an 

11 institution of higher education (or an eligible consor12 tium that includes such an institution), such entity 

13 may use the grant funds to provide financial support 

14 and mentorship to underrepresented students; and 

15 (3) in the case of an eligible entity that is a 

16 two-year institution of higher education (or an eligi17 ble consortium that includes such an institution), 

18 such entity may use the grant funds to: 

19 (A) Assess relevant local employment op20 portunities for students in data science, ana21 lytics, and statistics. 

22 (B) Establish industry partnerships. 

23 (C) Maintain up-to-date curricula. 

24 (D) Develop programs, partnerships, and 

25 articulation agreements to facilitate the timely 


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1 transition of students from data science, ana2 lytics, and statistics programs at the institution 

3 to— 

4 (i) bachelor’s degree programs in data 

5 science, analytics, statistics, or related 

6 fields; or 

7 (ii) relevant local employment. 

8 (c) LIMITATION.—Not more than 15 percent of the 

9 funds of a grant made under this title in a fiscal year 

10 may be used to purchase equipment to enable the activities 

11 described in this section. 

12 SEC. 104. REPORTING AND EVALUATION. 

13 (a) RECIPIENT REPORTS.—Not less frequently than 

14 twice each year for the duration of a grant made under 

15 this title, an eligible entity that receives such a grant shall 

16 submit to the Secretary a report on the use of grant funds, 

17 including data on the students served through project ac18 tivities assisted with such funds, disaggregated by— 

19 (1) race (for Asian and Native Hawaiian or Pa20 cific Islander students using the same race response 

21 categories as the decennial census of the popu22 lation); 

23 (2) ethnicity; 

24 (3) gender; and 


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1 (4) eligibility to receive a free or reduced price 

2 lunch under the Richard B. Russell National School 

3 Lunch Act (42 U.S.C. 1751 et seq.). 

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

5 years after the date on which the first grant is made under 

6 this title, the Secretary shall submit to Congress and make 

7 publicly available a report that includes— 

8 (1) an analysis of reports received by the Sec9 retary pursuant to subsection (a); and 

10 (2) recommendations for expanding the grant 

11 program established under this title. 

12 (c) GRANT PROGRAM EVALUATION.—Not later than 

13 5 years after the date on which the first grant is made 

14 under this title, the Secretary, acting through the Director 

15 of the Institute of Education Sciences, shall carry out and 

16 make publicly available an evaluation of the effectiveness 

17 of the grants made under this title, including an analysis 

18 of the following: 

19 (1) With respect to a project assisted with a 

20 grant made under this title, the effectiveness of such 

21 project with respect to— 

22 (A) improving access to data science and 

23 data literacy curricula and instruction; 


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1 (B) improving data science and data lit2 eracy skills in students at the pre-kindergarten 

3 through postsecondary levels; and 

4 (C) assisting eligible entities that receive 

5 grants under this title in recruiting, preparing, 

6 and retaining qualified data science and statis7 tics educators and specialists. 

8 (2) The effectiveness of the grants made under 

9 this title with respect to improving national equi10 table student access to data science and data literacy 

11 curricula and instruction. 

12 SEC. 105. DEFINITIONS. 

13 In this title: 

14 (1) DATA LITERACY.—The term ‘‘data literacy’’ 

15 means the ability to understand and communicate 

16 claims derived from data, including— 

17 (A) what data are; 

18 (B) where data come from; and 

19 (C) what aspects of the world data rep20 resent. 

21 (2) DATA SCIENCE.—The term ‘‘data science’’ 

22 means the interdisciplinary use of statistics, mathe23 matics, and computer science to analyze data and 

24 provide tools to interact with data. 


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1 (3) DATA SCIENCE EDUCATION.—The term 

2 ‘‘data science education’’ includes education in any 

3 of the following subjects: 

4 (A) Analytics. 

5 (B) Applied statistics and data science. 

6 (C) Artificial intelligence. 

7 (D) Data acquisition and management. 

8 (E) Data literacy. 

9 (F) Data quality and representation. 

10 (G) Data security and privacy. 

11 (H) Ethical use of data. 

12 (I) Machine learning. 

13 (J) Operations research. 

14 (K) Social impacts and professional prac15 tices of statistics and data science. 

16 (L) Statistical methods and modeling. 

17 (M) Statistical problem-solving processes. 

18 (4) ELIGIBLE CONSORTIUM.—The term ‘‘eligi19 ble consortium’’ means a consortium that— 

20 (A) includes— 

21 (i) an eligible State educational agen22 cy; 

23 (ii) an eligible local educational agen24 cy; 

25 (iii) an eligible Tribal school; or 


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1 (iv) an institution of higher education; 

2 and 

3 (B) may include a non-profit or for-profit 

4 organization. 

5 (5) ELIGIBLE ENTITY.—The term ‘‘eligible enti6 ty’’ means an eligible State educational agency, eligi7 ble local educational agency, eligible Tribal school, 

8 institution of higher education, or eligible consor9 tium. 

10 (6) ELIGIBLE LOCAL EDUCATIONAL AGENCY.— 

11 The term ‘‘eligible local educational agency’’ means 

12 a local educational agency described in section 

13 1003(f)(1) of the Elementary and Secondary Edu14 cation Act of 1965 (20 U.S.C. 6303(f)(1)). 

15 (7) ELIGIBLE STATE EDUCATIONAL AGENCY.— 

16 The term ‘‘eligible State educational agency’’ means 

17 a State educational agency that serves 1 or more eli18 gible local educational agencies. 

19 (8) ELIGIBLE TRIBAL SCHOOL.—The term ‘‘eli20 gible Tribal school’’ means— 

21 (A) a school operated by the Bureau of In22 dian Education; 

23 (B) a school operated pursuant to the In24 dian Self-Determination and Education Assist25 ance Act (25 U.S.C. 5301 et seq.); or 


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1 (C) a tribally controlled school (as such 

2 term is defined in section 5212 of the Tribally 

3 Controlled Schools Act of 1988 (25 U.S.C. 

4 2511)). 

5 (9) ESEA TERMS.—The terms ‘‘local edu6 cational agency’’ and ‘‘State educational agency’’ 

7 have the meanings given such terms in section 8101 

8 of the Elementary and Secondary Education Act of 

9 1965 (20 U.S.C. 7801). 

10 (10) INSTITUTION OF HIGHER EDUCATION.— 

11 The term ‘‘institution of higher education’’ has the 

12 meaning given such term in section 101 of the High13 er Education Act of 1965 (20 U.S.C. 1001). 

14 (11) OPERATIONS RESEARCH.—The term ‘‘op15 erations research’’ means the application of scientific 

16 methods to the management and administration of 

17 organized military, governmental, commercial, and 

18 industrial processes to maximize operational effi19 ciency. 

20 (12) SECRETARY.—The term ‘‘Secretary’’ 

21 means the Secretary of Education. 

22 (13) STATISTICAL PROBLEM-SOLVING PROC23 ESS.—The term ‘‘statistical problem-solving process’’ 

24 means a framework for decisionmaking that includes 

25 the following components: 


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1 (A) Formulating statistical investigative 

2 questions. 

3 (B) Collecting and considering the data. 

4 (C) Analyzing the data. 

5 (D) Interpreting the results. 

6 (14) STATISTICS.—The term ‘‘statistics’’ means 

7 the science of learning from data and of measuring 

8 and communicating uncertainty. 

9 (15) STEM FIELDS.—The term ‘‘STEM fields’’ 

10 means the fields of science, technology, engineering, 

11 and mathematics and the fields of statistics and 

12 computer science. 

13 (16) UNDERREPRESENTED STUDENT.—The 

14 term ‘‘underrepresented student’’— 

15 (A) means a student from a population 

16 that is traditionally underrepresented in STEM 

17 fields; and 

18 (B) includes— 

19 (i) female students; 

20 (ii) students of color; and 

21 (iii) students from low-income fami22 lies. 


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1 SEC. 106. AUTHORIZATION OF APPROPRIATIONS. 

2 (a) IN GENERAL.—There is authorized to be appro3 priated to carry out this title $10,000,000 for each of fis4 cal years 2024 through 2028. 

5 (b) LIMITATIONS.— 

6 (1) ADMINISTRATIVE EXPENSES.—Not more 

7 than 2.5 percent of the funds made available for a 

8 fiscal year under subsection (a) may be used for ad9 ministrative expenses of the Secretary associated 

10 with grants made under this title, including— 

11 (A) technical assistance; and 

12 (B) the dissemination of— 

13 (i) the report required under section 

14 104(b); and 

15 (ii) the evaluation required under sec16 tion 104(c). 

17 (2) PROGRAM EVALUATION.—Not more than 1 

18 percent of the funds made available for a fiscal year 

19 under subsection (a) may be used to carry out the 

20 evaluation required under section 104(c). 


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1 TITLE II—STATISTICS ON SEC2 ONDARY SCHOOL STEM 

3 TEACHERS 

4 SEC. 201. AMENDMENTS TO THE EDUCATION SCIENCES RE5 FORM ACT OF 2002. 

6 (a) IN GENERAL.—Section 153 of the Education 

7 Sciences Reform Act of 2002 (20 U.S.C. 9543) is amend8 ed— 

9 (1) in subsection (a)(1)— 

10 (A) in subparagraph (N), by striking 

11 ‘‘and’’ at the end; 

12 (B) in subparagraph (O), by adding ‘‘and’’ 

13 at the end; and 

14 (C) by inserting after subparagraph (O) 

15 the following: 

16 ‘‘(P) the number of science, technology, en17 gineering, and math (STEM) teachers in sec18 ondary schools in each State, including— 

19 ‘‘(i) the subjects taught by such 

20 teachers; 

21 ‘‘(ii) the educational backgrounds of 

22 such teachers; and 

23 ‘‘(iii) the demographics of such teach24 ers, disaggregated by race, ethnicity, and 

25 gender;’’; and 


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1 (2) by adding at the end the following: 

2 ‘‘(c) STEM TEACHERS REPORT FREQUENCY.—The 

3 statistical data described in subsection (a)(1)(P) shall be 

4 collected and reported not more frequently than once every 

5 5 years.’’. 

6 (b) EFFECTIVE DATE.—This section and the amend7 ments made by this section shall take effect 1 year after 

8 the date of the enactment of this section. 

Æ 


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