II 

118TH CONGRESS 

2D SESSION S. 5031 

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 SENATE OF THE UNITED STATES 

SEPTEMBER 12, 2024 

Ms. BUTLER (for herself and Ms. HIRONO) introduced the following bill; which 

was read twice and referred to the Committee on Health, Education, 

Labor, and Pensions 

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, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Workforce of the Fu5 ture Act of 2024’’. 


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1 SEC. 2. TABLE OF CONTENTS. 

2 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. 

3 TITLE I—IMPACT OF ARTIFICIAL 

4 INTELLIGENCE ON JOBS 

5 SEC. 101. SENSE OF CONGRESS. 

6 It is the sense of Congress that— 

7 (1) while the field of artificial intelligence is 

8 evolving quickly and has potential to disrupt jobs, 

9 there are opportunities to prepare the American 

10 workforce to develop and work alongside this new 

11 technology and mitigate the potential negative con12 sequences of job displacement; and 

13 (2) to ensure these opportunities, it is impera14 tive to identify the following: 

15 (A) Data and data access necessary to 

16 properly analyze the impact of artificial intel17 ligence on the United States workforce. 


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1 (B) Industries projected to be most im2 pacted by artificial intelligence. 

3 (C) Opportunities for workers and other 

4 stakeholders to influence the impact of artificial 

5 intelligence across industries. 

6 (D) Characteristics of workers and commu7 nities whose career opportunities are most likely 

8 to be affected by the growth of artificial intel9 ligence. 

10 (E) The skills, expertise, and education 

11 needed to develop, operate, or work alongside 

12 artificial intelligence. 

13 (F) Methods to ensure necessary skills, ex14 pertise, and education are accessible to all seg15 ments of the current and future workforce. 

16 SEC. 102. DEFINITIONS. 

17 In this title: 

18 (1) ARTIFICIAL INTELLIGENCE.—The term ‘‘ar19 tificial intelligence’’ has the meaning given the term 

20 in section 5002 of the National Artificial Intelligence 

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

22 (2) COMMUNITY COLLEGE.—The term ‘‘commu23 nity college’’ has the meaning given the term ‘‘junior 

24 or community college’’ in section 312(f) of the High25 er Education Act of 1965 (20 U.S.C. 1058(f)). 


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1 (3) INSTITUTION OF HIGHER EDUCATION.—The 

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

3 meaning given the term in section 101 of the Higher 

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

5 (4) LOCAL EDUCATIONAL AGENCY.—The term 

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

7 the term in section 8101 of the Elementary and Sec8 ondary Education Act of 1965 (20 U.S.C. 7801). 

9 (5) MINORITY-SERVING INSTITUTION.—The 

10 term ‘‘minority-serving institution’’ means an eligi11 ble institution as described in section 371 of the 

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

13 (6) STATE EDUCATIONAL AGENCY.—The term 

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

15 the term in section 8101 of the Elementary and Sec16 ondary Education Act of 1965 (20 U.S.C. 7801). 

17 (7) TECHNICAL COLLEGE.—The term ‘‘tech18 nical college’’ means a postsecondary vocational in19 stitution, as that term is defined in section 102(c) 

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

21 1002(c)). 

22 (8) TRIBAL COLLEGE OR UNIVERSITY.—The 

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

24 given the term in section 316 of the Higher Edu25 cation Act of 1965 (20 U.S.C. 1059c). 


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1 SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE. 

2 (a) IN GENERAL.— 

3 (1) INTERIM AND FINAL REPORTS.—The Sec4 retary of Labor, the Director of the National Science 

5 Foundation, and the Secretary of Education shall, 

6 jointly and in collaboration with the individuals and 

7 entities described in subsection (c), prepare and sub8 mit to the Committee on Education and the Work9 force and the Committee on Science, Space, and 

10 Technology of the House of Representatives, and the 

11 Committee on Health, Education, Labor, and Pen12 sions and the Committee on Commerce, Science, and 

13 Transportation of the Senate— 

14 (A) not later 1 year after the date of en15 actment of this Act, an interim report on artifi16 cial intelligence and its impact on the workforce 

17 of the United States, which shall include the in18 formation and recommendations listed in sub19 section (b); 

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

21 of enactment of this Act, a final report on arti22 ficial intelligence and its impact on the work23 force of the United States, which shall include 

24 the information and recommendations listed in 

25 subsection (b); and 


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

2 report described in subparagraph (B) is sub3 mitted, an updated report reassessing the infor4 mation and recommendations listed in sub5 section (b). 

6 (2) MEMORANDUM OF UNDERSTANDING.—The 

7 Secretary of Labor may enter into a memorandum 

8 of understanding with the Director of the National 

9 Science Foundation and the Secretary of Education 

10 to establish procedures for the preparation and sub11 mission of the interim and final reports described in 

12 paragraph (1). 

13 (b) REQUIRED INFORMATION.—Each report sub14 mitted under subsection (a) shall include the following: 

15 (1) An identification of the specific data relat16 ing to the workforce, and the availability of such 

17 data, necessary to properly analyze the impact and 

18 growth of artificial intelligence on the workforce of 

19 the United States and outline how much of this data 

20 is privately owned, and the effectiveness of Federal, 

21 State, or industry efforts (including public-private 

22 partnerships) to make privately owned data on the 

23 workforce of the United States available for Federal 

24 research purposes. 


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1 (2) Identification of industries and occupations 

2 projected to have the most growth in artificial intel3 ligence use, the extent to which the technology is 

4 likely to result in the enhancement of workers’ capa5 bilities or their displacement, and level of education 

6 currently consistent with industries and occupations 

7 identified. 

8 (3) Analysis of how growth in artificial intel9 ligence use will impact job quality in the industries 

10 and occupations identified in paragraph (2). 

11 (4) Identification of opportunities for workers, 

12 educators, institutions of higher education, Con13 gress, labor organizations, or other relevant stake14 holders to influence the impact of artificial intel15 ligence on workers across various industries. 

16 (5) Analysis of how educational entities, work17 force development organizations, and labor organiza18 tions can collaborate to advance new opportunities 

19 for education and workforce development to support 

20 an artificial intelligence-enabled economy and work21 force. 

22 (6) Analysis of which demographic groups (in23 cluding based on race and ethnicity, gender, socio24 economic status or income level, age, disability sta25 tus, and geography) of workers and communities 


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1 currently stand to experience expanded career oppor2 tunities, and which of these groups currently appear 

3 most vulnerable to career displacement, due to artifi4 cial intelligence. 

5 (7) Analysis of the skills, expertise, and edu6 cation in emerging and advanced technology needed 

7 to develop, operate, or work alongside artificial intel8 ligence over the next decades, as compared to the 

9 levels of such comparable expertise and education 

10 among the workforce as of the date of enactment of 

11 this Act, with a differentiation between core com12 petencies required across the entire workforce and 

13 competencies required within the industries and oc14 cupations identified in paragraph (2). 

15 (8) Identification of methods by which nec16 essary skills, expertise, and education can be effec17 tively delivered to various segments of the United 

18 States workforce, including promising efforts under19 way as of the time of the report that can be ex20 panded. 

21 (9) Identification of industry leaders, institu22 tions of higher education, and labor organizations at 

23 the forefront of research and application of artificial 

24 intelligence in the industries and occupations identi25 fied in paragraph (2). 


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1 (10) Identification of the resources and oppor2 tunities required for labor organizations and institu3 tions of higher education, including community col4 leges, technical colleges, minority-serving institutions 

5 (including Tribal Colleges and Universities), and in6 stitutions of higher education serving rural areas, to 

7 deliver skills, expertise, and education identified in 

8 paragraph (7). 

9 (11) Identification of the demographic charac10 teristics and educational background (including level 

11 of education) of the individuals who deliver skills, ex12 pertise, and education to students at the institutions 

13 described in paragraph (10). 

14 (12) Recommendations to support enhanced 

15 workforce development and prepare future workforce 

16 members for the artificial intelligence economy, and 

17 any other relevant observations or recommendations 

18 within the field of emerging and advanced tech19 nology, which shall include recommendations on— 

20 (A) methods to expand public access to 

21 privately-owned workforce data and govern22 ment-owned workforce data, for the purpose of 

23 researching the effect of emerging technologies 

24 on the United States workforce; 


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1 (B) policy, regulatory, or programmatic 

2 options for stakeholders (workers, educators, in3 stitutions of higher education, Congress, labor 

4 organizations, or other relevant stakeholders) to 

5 effectively enhance educational and workforce 

6 development opportunities, including mitigating 

7 perceived negative impacts of artificial intel8 ligence on segments of the United States work9 force; 

10 (C) recommendations to employers on best 

11 practices to engage workers and representatives 

12 of workers, including labor organizations, in de13 cisionmaking on the integration of artificial in14 telligence into the workplace; 

15 (D) methods to upskill or mitigate earn16 ings or income losses to demographic groups 

17 identified in paragraph (6) as most vulnerable 

18 to career displacement, due to artificial intel19 ligence; 

20 (E) methods to encourage low cost, open 

21 source sharing of industry valued credentials 

22 certifying the types of skills, expertise, and edu23 cation identified in paragraph (7); 

24 (F) methods to ensure core skills and com25 petencies identified in paragraph (7) can be 


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1 evaluated, updated, and made public by relevant 

2 stakeholders as needed, given rapid develop3 ments in the field of artificial intelligence; 

4 (G) methods to ensure community colleges, 

5 technical colleges, minority-serving institutions 

6 (including Tribal Colleges and Universities), 

7 and institutions of higher education serving 

8 rural areas receive resources and opportunities 

9 identified in paragraph (10); 

10 (H) methods to promote knowledge sharing 

11 and capacity building between industry leaders, 

12 labor organizations, and institutions identified 

13 in paragraph (9) and community colleges, tech14 nical colleges, minority-serving institutions (in15 cluding Tribal Colleges and Universities), and 

16 rural institutions of higher education; and 

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

18 expertise, and education needed to develop, op19 erate, or work alongside artificial intelligence 

20 are delivered to vulnerable demographic groups 

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

22 other historically underserved segments of the 

23 United States workforce (including workers 

24 with disabilities). 


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

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

3 National Science Foundation, and the Secretary of Edu4 cation shall collaborate, through a series of public meet5 ings, roundtables or other methods, with— 

6 (1) local educational agencies, State educational 

7 agencies, State agencies with responsibility for the 

8 administration of a core program (as defined in sec9 tion 3 of the Workforce Innovation and Opportunity 

10 Act (29 U.S.C. 3102)), institutions of higher edu11 cation (including community colleges, technical col12 leges, minority-serving institutions (including Tribal 

13 Colleges and Universities), labor organizations, and 

14 institutions of higher education serving rural areas), 

15 workforce-training organizations, National Labora16 tories, and teacher and educator preparation pro17 grams; 

18 (2) a broad range of industrial stakeholders in 

19 the technology, manufacturing, employment, human 

20 resources, and service sectors, including companies 

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

22 industry organizations; 

23 (3) the National Academies of Sciences, Engi24 neering, and Medicine, including by sharing relevant 

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1 ducted under section 5105 of the National Artificial 

2 Intelligence Initiative Act of 2020 (Public Law 116– 

3 283; 134 Stat. 4530); and 

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

5 the White House Office of Science and Technology 

6 Policy, the Director of the National Artificial Intel7 ligence Initiative Office, the National Cyber Direc8 tor, and the heads of any other Federal agency the 

9 Secretary of Labor, the Director of the National 

10 Science Foundation, and the Secretary of Education 

11 determine appropriate. 

12 TITLE II—EMERGING AND AD13 VANCED TECHNOLOGY EDU14 CATION AND WORKFORCE DE15 VELOPMENT 

16 SEC. 201. FINDINGS. 

17 Congress finds the following: 

18 (1) Emerging and advanced technologies are 

19 transforming industry, creating new fields of com20 merce, driving innovation, and bolstering produc21 tivity. Emerging and advanced technology and infor22 mation occupations are projected to grow by 

23 377,500 jobs per year on average between 2022 and 

24 2032, much faster than the average for all other oc25 cupations. 


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

2 and technology jobs remain unfilled in the United 

3 States. These unfilled jobs present a significant op4 portunity for individuals to advance in the 21st-cen5 tury economy. It is projected that there will be 

6 660,000 new jobs in the technology and computing 

7 sector by 2032. However, the availability of emerg8 ing and advanced technology education at the time 

9 of enactment of this Act does not equitably provide 

10 all students in the United States with the tools to 

11 fill these technology sector jobs. 

12 (3) Given the rapidly increasing interest and 

13 deployment of artificial intelligence and other new 

14 technologies in the workplace, knowledge of, and the 

15 skills to use, emerging and advanced technology is 

16 increasingly essential for all individuals, not just 

17 those working or planning to work in the technology 

18 sector. 

19 (4) Providing students with emerging and ad20 vanced technology education in elementary school 

21 and secondary school is critical for student success, 

22 and strengthening the workforce of a 21st century 

23 economy. 

24 (5) While an estimated 90 percent of parents 

25 want technology, such as computer science, taught 


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

2 middle schools and 57.5 percent of secondary schools 

3 offer high-quality technology instruction that in4 cludes programming and coding. 

5 (6) Lack of universal emerging and advanced 

6 technology education is evident in the lack of a wide7 spread tech industry, which is overwhelmingly con8 centrated in a few cities nationwide. Emerging and 

9 advanced technology education is limited to affluent 

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

11 and rural communities at risk of being left behind. 

12 SEC. 202. DEFINITIONS. 

13 In this title: 

14 (1) COMPUTATIONAL THINKING.—The term 

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

16 creative processes that go into formulating problems 

17 and their solutions in such a way that the solutions 

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

19 some understanding of software and hardware de20 sign, logic and the use of abstraction and represen21 tation, algorithm design, algorithm expression, prob22 lem decomposition, modularity, programming para23 digms and languages, issues of information security 

24 and privacy, the application of computation across a 


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1 wide range of disciplines, and the societal impact of 

2 computing. 

3 (2) ELIGIBLE ENTITY.—The term ‘‘eligible enti4 ty’’ means— 

5 (A) a State educational agency, as defined 

6 in section 8101 of the Elementary and Sec7 ondary Education Act of 1965 (20 U.S.C. 

8 7801); 

9 (B) a local 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 (C) an eligible Tribal school; 

14 (D) a community college, which shall have 

15 the meaning given the term ‘‘junior or commu16 nity college’’ in section 312(f) of the Higher 

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

18 (E) a technical college or postsecondary vo19 cational institution, as that term is defined in 

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

21 1965 (20 U.S.C. 1002(c)); 

22 (F) a labor organization; 

23 (G) a State agency with responsibility for 

24 a workforce development program, as defined in 


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1 section 3 of the Workforce Innovation and Op2 portunity Act (29 U.S.C. 3102); or 

3 (H) an institution of higher education, as 

4 defined in section 101 of the Higher Education 

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

6 (3) ELIGIBLE TRIBAL SCHOOL.—The term ‘‘eli7 gible Tribal school’’ means— 

8 (A) a school operated by the Bureau of In9 dian Education; 

10 (B) a school operated pursuant to the In11 dian Self-Determination and Education Assist12 ance Act (25 U.S.C. 5301 et seq.); or 

13 (C) a tribally controlled school (as defined 

14 in section 5212 of the Tribally Controlled 

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

16 (4) EMERGING AND ADVANCED TECHNOLOGY

17 EDUCATION.—The term ‘‘emerging and advanced 

18 technology education’’ includes education in any of 

19 the following: computational thinking; software de20 sign; hardware architecture and organization; theo21 retical foundations; use of abstraction and represen22 tation in problem solving; logic; algorithm design 

23 and implementation; the limits of computation; pro24 gramming paradigms and languages; parallel and 

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1 vacy; computing systems and networks; graphics and 

2 visualization; databases and information retrieval; 

3 the relationship between computing and mathe4 matics; artificial intelligence; quantum computing; 

5 applications of computing across a broad range of 

6 disciplines and problems; cloud computing; and the 

7 social impacts and professional practices of com8 puting. 

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

10 has the meaning given the term in section 8101 of 

11 the Elementary and Secondary Education Act of 

12 1965 (20 U.S.C. 7801). 

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

14 means a hands-on, inquiry-based way in which com15 putational thinking may be learned. 

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

17 the Secretary of Education. 

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

19 subjects of science, technology, engineering, arts, 

20 and mathematics, including emerging and advanced 

21 technology. 

22 SEC. 203. DEPARTMENT OF EDUCATION GRANTS. 

23 (a) AUTHORIZATION OF GRANTS.— 

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

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1 tional replication of emerging and advanced tech2 nology education expansion efforts, including by 

3 building participants’ broader transferable skills, not 

4 just specialized technical skills. From the amounts 

5 appropriated under subsection (g), after reserving 

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

7 (A) reserve 50 percent of the remaining 

8 funds to award grants to eligible entities that 

9 propose to use grant funds in accordance with 

10 subsection (c); and 

11 (B) 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 (d). 

15 (2) CONSORTIA AND PARTNERSHIPS.—An eligi16 ble entity may apply for a grant under this section 

17 as part of a consortium or in partnership with a 

18 State educational agency or other partner. 

19 (3) DURATION.—Grants awarded under this 

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

21 years. 

22 (4) STAGGERING GRANT AWARDS.—The Sec23 retary may stagger grant awards under this section 

24 over the period of authorization for such grant 

25 awards. 


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1 (5) CONSIDERATIONS.—In awarding grants 

2 under this section, the Secretary shall consider— 

3 (A) the information and recommendations 

4 included in the reports prepared under section 

5 103; and 

6 (B) structural and other barriers facing 

7 specific demographic groups, as informed by the 

8 reports prepared under section 103. 

9 (b) APPLICATION REQUIREMENTS.— 

10 (1) IN GENERAL.—An eligible entity that de11 sires a grant under this section shall submit an ap12 plication to the Secretary at such time, in such man13 ner, and containing such information as the Sec14 retary may require. 

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

16 use grant funds in accordance with subsection (c) 

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

18 at a minimum, plans for the following: 

19 (A) Every high school student served by 

20 the eligible entity to have access to emerging 

21 and advanced technology education not later 

22 than 5 years after receipt of grant funds. 

23 (B) All students served by the eligible enti24 ty to have access to a progression of emerging 

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1 kindergarten through middle school that pre2 pares students for high school emerging and ad3 vanced technology education. 

4 (C) Expansion of overall access to rigorous 

5 (as defined by the Secretary) STEAM classes, 

6 utilizing emerging and advanced technology as 

7 a catalyst for increased interest in STEAM 

8 more broadly, and reducing the enrollment and 

9 academic achievement gap for underrepresented 

10 groups, such as minorities, girls, and youth 

11 from families living at, or below, the poverty 

12 line. 

13 (D) Continuous monitoring and evaluation 

14 of project activities. 

15 (E) Effectively sustaining project activities 

16 after the grant period ends, and the length of 

17 time which the applicant plans to sustain the 

18 project activities. 

19 (c) GRANT FUNDS FOR EMERGING AND ADVANCED

20 TECHNOLOGY EDUCATION.— 

21 (1) REQUIRED ACTIVITIES.—An eligible entity 

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

23 shall use the grant funds for the following activities: 


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1 (A) Training teachers to teach emerging 

2 and advanced technology, including providing 

3 professional development opportunities. 

4 (B) Expanding access to high-quality 

5 learning materials (as defined by the Secretary) 

6 and online learning options, including equip7 ment and other related technologies and access 

8 to broadband Internet that are necessary to 

9 fully perform in the area of emerging and ad10 vanced technologies. 

11 (C) Creating plans for expanding overall 

12 access to rigorous (as defined by the Secretary) 

13 STEAM classes, utilizing emerging and ad14 vanced technology as a catalyst for increased 

15 interest in STEAM more broadly, and reducing 

16 course equity gaps for all students, including 

17 underrepresented groups, such as minorities, 

18 girls, and youth from low-income families. 

19 (D) Ensuring additional support and re20 sources, which may include mentoring for stu21 dents traditionally underrepresented in STEAM 

22 fields. 

23 (E) Ongoing industry engagement to re24 ceive feedback on curricula and the emerging 


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1 skills needed of artificial intelligence-related 

2 jobs. 

3 (2) PERMISSIBLE ACTIVITIES.—An eligible enti4 ty that receives a grant under subsection (a)(1)(A) 

5 may use the grant funds for the following activities: 

6 (A) Building effective regional collabora7 tions with industry, nonprofit organizations, 

8 State boards and local boards (as such terms 

9 are defined in section 3 of the Workforce Inno10 vation and Opportunity Act (29 U.S.C. 3102)), 

11 2-year and 4-year degree granting institutions 

12 of higher education (including community col13 leges, technical colleges, historically Black col14 leges and universities (as defined within the 

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

16 section 322 of the Higher Education Act of 

17 1965 (20 U.S.C. 1061)), Hispanic-serving insti18 tutions (as defined in section 502 of such Act 

19 (20 U.S.C. 1101a)), Asian American and Na20 tive American Pacific Islander-serving institu21 tions (as defined in section 371(c) of such Act 

22 (20 U.S.C. 1067q(c))), Tribal Colleges and Uni23 versities (as defined in section 316 of such Act 

24 (20 U.S.C. 1059c)), Alaska Native-serving in25 stitutions (as defined in section 317(b) of such 


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1 Act (20 U.S.C. 1059d(b))), Native Hawaiian2 serving institutions (as defined in section 

3 317(b) of such Act (20 U.S.C. 1059d(b))), Pre4 dominantly Black Institutions (as defined in 

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

6 1067q(c))), Native American-serving, nontribal 

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

8 such Act (20 U.S.C. 1067q(c))), and other mi9 nority-serving institutions), and out-of-school 

10 providers. 

11 (B) Recruiting and hiring instructional 

12 personnel as needed, including teachers and 

13 paraeducators (which shall have the meaning 

14 given the term ‘‘paraprofessional’’ in section 

15 8101 of the Elementary and Secondary Edu16 cation Act of 1965 (20 U.S.C. 7801)), including 

17 through support for the workforce development 

18 system (as defined in section 3 of the Work19 force Innovation and Opportunity Act (29 

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

21 (C) Preparations for effectively sustaining 

22 project activities after the grant period ends. 

23 (D) Disseminating information about effec24 tive practices. 


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

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

3 used to purchase equipment. 

4 (d) GRANT FUNDS FOR EMERGING AND ADVANCED

5 TECHNOLOGY TEACHER DEVELOPMENT AND RECRUIT6 MENT.— 

7 (1) IN GENERAL.—An eligible entity that re8 ceives a grant under subsection (a)(1)(B) shall use 

9 the grant funds for emerging and advanced tech10 nology teacher development and recruitment, which 

11 may include professional development opportunities, 

12 loan forgiveness, or tuition reimbursement for serv13 ice as an emerging and advanced technology teacher, 

14 or any other program designed to develop and re15 cruit emerging and advanced technology teachers. 

16 (2) FULFILLING OBLIGATION.—If an eligible 

17 entity that receives a grant under subsection 

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

19 forgiveness program or program for tuition reim20 bursement for service as an emerging and advanced 

21 technology teacher, the eligible entity shall fulfill any 

22 loan forgiveness or tuition reimbursement obligation 

23 made to a teacher in exchange for service. 

24 (e) NATIONAL ACTIVITIES.—The Secretary may re25 serve not more than 2.5 percent of funds available for 


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1 grants under this section for national activities, including 

2 technical assistance, evaluation, and dissemination. 

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

4 Secretary shall authorize third-party evaluations of grants 

5 awarded under this section to help build an evidence base 

6 of programs that advance a 21st century artificial intel7 ligence workforce. 

8 (g) AUTHORIZATION OF APPROPRIATIONS.—There 

9 are authorized to be appropriated to carry out this section 

10 $160,000,000 for the period of fiscal years 2025 through 

11 2029. 

12 SEC. 204. DEPARTMENT OF LABOR GRANTS. 

13 (a) GRANTS AUTHORIZED.— 

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

15 award grants to eligible entities to serve as models 

16 for national replication of emerging and advanced 

17 technology workforce expansion efforts, including by 

18 building participants’ broader transferable skills, not 

19 just specialized technical skills. From the amounts 

20 appropriated under subsection (f), after reserving 

21 amounts under subsection (d), the Secretary of 

22 Labor shall award grants as described in subsection 

23 (b). 

24 (2) CONSORTIA AND PARTNERSHIPS.—An eligi25 ble entity may apply for a grant under this section 


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1 as part of a consortium or in partnership with a 

2 State workforce agency or other partner. 

3 (3) DURATION.—Grants awarded under this 

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

5 years. 

6 (4) STAGGERING GRANT AWARDS.—The Sec7 retary of Labor may stagger grant awards under 

8 this section over the period of authorization for such 

9 grant awards. 

10 (5) CONSIDERATIONS.—In awarding grants 

11 under this section, the Secretary of Labor shall con12 sider— 

13 (A) the information and recommendations 

14 included in the reports prepared under section 

15 103; and 

16 (B) structural and other barriers facing 

17 specific demographic groups, as informed by the 

18 reports prepared under section 103. 

19 (b) GRANT FUNDS TO SERVE INDIVIDUALS SERI20 OUSLY AFFECTED BY AI.— 

21 (1) IN GENERAL.—An eligible entity that re22 ceives a grant under this section shall use the grant 

23 funds to serve individuals who— 

24 (A) have a high school diploma or its rec25 ognized equivalent; and 


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1 (B) are employed in an industry or occupa2 tion projected, pursuant to the report under 

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

4 artificial intelligence use, which is likely to sig5 nificantly impact the job opportunities or wages 

6 of workers. 

7 (2) ACTIVITIES.—In serving individuals de8 scribed in paragraph (1), an eligible entity that re9 ceives a grant under this section shall use the grant 

10 funds for one or more of the following purposes: 

11 (A) Upskilling such individuals, including 

12 by offering scholarships or skill certifications, 

13 or by supporting other programs that upskill 

14 such individuals. 

15 (B) Enabling lifelong learning and cross 

16 training, including continuing education certifi17 cates or programs aiming to update workers’ 

18 skills related to advanced and emerging tech19 nology. 

20 (c) APPLICATION REQUIREMENTS.—An eligible enti21 ty that desires a grant under this section shall submit an 

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

23 manner, and containing such information as the Secretary 

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

25 the following: 


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1 (1) Continuous monitoring and evaluation of 

2 project activities. 

3 (2) Effectively sustaining project activities after 

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

5 the applicant plans to sustain the project activities. 

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

7 may reserve not more than 2.5 percent of funds available 

8 for grants under this section for national activities, includ9 ing technical assistance, evaluation, and dissemination. 

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

11 Secretary of Labor shall authorize third-party evaluations 

12 of grants awarded under this section to help build an evi13 dence base of programs that advance a 21st century artifi14 cial intelligence workforce. 

15 (f) AUTHORIZATION OF APPROPRIATIONS.—There 

16 are authorized to be appropriated to carry out this section 

17 $90,000,000 for the period of fiscal years 2025 through 

18 2029. 

19 SEC. 205. REPORTING REQUIREMENTS. 

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

21 (1) that receives a grant under section 203 

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

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

24 grant funds that shall include data on the numbers 

25 of individuals served through activities funded under 


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1 such section, disaggregated by race (for Asian and 

2 Native Hawaiian or Pacific Islander individuals 

3 using the same race response categories as the de4 cennial census of the population), ethnicity, gender, 

5 and eligibility to participate in the school lunch pro6 gram established under the Richard B. Russell Na7 tional School Lunch Act (42 U.S.C. 1751 et seq.); 

8 and 

9 (2) that receives a grant under section 204 

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

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

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

13 numbers of individuals served through activities 

14 funded under such section, disaggregated by race 

15 (for Asian and Native Hawaiian or Pacific Islander 

16 individuals using the same race response categories 

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

18 and gender. 

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

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

21 Secretary and the Secretary of Labor shall submit to Con22 gress a report based on the analysis of reports received 

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

24 expand the programs under this title. 


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1 SEC. 206. AMENDMENTS TO OTHER LAWS. 

2 (a) DEPARTMENT OF EDUCATION ORGANIZATION

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

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

5 inserting ‘‘, which shall include information with respect 

6 to the existence of emerging and advanced technology edu7 cation (as defined in section 202 of the Workforce of the 

8 Future Act of 2024), disaggregated by the type of emerg9 ing and advanced technology education and by the type 

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

11 ‘‘Rights’’. 

12 (b) THE EDUCATION SCIENCES REFORM ACT OF

13 2002.—Section 153(a)(1) of the Education Sciences Re14 form Act of 2002 (20 U.S.C. 9543(a)(1)) is amended— 

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

16 after the semicolon; 

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

18 after the semicolon; and 

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

20 ‘‘(P) the existence of emerging and ad21 vanced technology education (as defined in sec22 tion 202 of the Workforce of the Future Act of 

23 2024) in elementary schools and secondary 

24 schools, and the degree of competency in emergVerDate Sep 11 2014 00:36 Sep 17, 2024 Jkt 049200 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S5031.IS S5031

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1 ing and advanced technology fields among such 

2 students;’’. 

Æ 


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