U.S. GOVERNMENT PUBLISHING OFFICE

26–729PDF WASHINGTON : 2018

STEM AND COMPUTER SCIENCE EDUCATION: 

PREPARING THE 21ST CENTURY WORKFORCE 

HEARING 

BEFORE THE

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY 

COMMITTEE ON SCIENCE, SPACE, AND 

TECHNOLOGY 

HOUSE OF REPRESENTATIVES 

ONE HUNDRED FIFTEENTH CONGRESS 

FIRST SESSION 

JULY 26, 2017 

Serial No. 115–25 

Printed for the use of the Committee on Science, Space, and Technology 

( 

Available via the World Wide Web: http://science.house.gov 
(II) 

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY 

HON. LAMAR S. SMITH, Texas, Chair 

FRANK D. LUCAS, Oklahoma 

DANA ROHRABACHER, California 

MO BROOKS, Alabama 

RANDY HULTGREN, Illinois 

BILL POSEY, Florida 

THOMAS MASSIE, Kentucky 

JIM BRIDENSTINE, Oklahoma 

RANDY K. WEBER, Texas 

STEPHEN KNIGHT, California 

BRIAN BABIN, Texas 

BARBARA COMSTOCK, Virginia 

BARRY LOUDERMILK, Georgia 

RALPH LEE ABRAHAM, Louisiana 

DRAIN LAHOOD, Illinois 

DANIEL WEBSTER, Florida 

JIM BANKS, Indiana 

ANDY BIGGS, Arizona 

ROGER W. MARSHALL, Kansas 

NEAL P. DUNN, Florida 

CLAY HIGGINS, Louisiana 

RALPH NORMAN, South Carolina 

EDDIE BERNICE JOHNSON, Texas 

ZOE LOFGREN, California 

DANIEL LIPINSKI, Illinois 

SUZANNE BONAMICI, Oregon 

AMI BERA, California 

ELIZABETH H. ESTY, Connecticut 

MARC A. VEASEY, Texas 

DONALD S. BEYER, JR., Virginia 

JACKY ROSEN, Nevada 

JERRY MCNERNEY, California 

ED PERLMUTTER, Colorado 

PAUL TONKO, New York 

BILL FOSTER, Illinois 

MARK TAKANO, California 

COLLEEN HANABUSA, Hawaii 

CHARLIE CRIST, Florida 

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY

HON. BARBARA COMSTOCK, Virginia, Chair 

FRANK D. LUCAS, Oklahoma 

RANDY HULTGREN, Illinois 

STEPHEN KNIGHT, California 

DARIN LAHOOD, Illinois 

RALPH LEE ABRAHAM, Louisiana 

DANIEL WEBSTER, Florida 

JIM BANKS, Indiana 

ROGER W. MARSHALL, Kansas 

LAMAR S. SMITH, Texas 

DANIEL LIPINSKI, Illinois 

ELIZABETH H. ESTY, Connecticut 

JACKY ROSEN, Nevada 

SUZANNE BONAMICI, Oregon 

AMI BERA, California 

DONALD S. BEYER, JR., Virginia 

EDDIE BERNICE JOHNSON, Texas 
(III) 

C O N T E N T S 

July 26, 2017 

Page 

Witness List ............................................................................................................. 2 

Hearing Charter ...................................................................................................... 3 

Opening Statements 

Statement by Representative Barbara Comstock, Chairwoman, Subcommittee 

on Research and Technology, Committee on Science, Space, and Technology, 

U.S. House of Representatives ............................................................................ 4 

Written Statement ............................................................................................ 7 

Statement by Representative Daniel Lipinski, Ranking Member, Subcommittee on Research and Technology, Committee on Science, Space, and 

Technology, U.S. House of Representatives ....................................................... 9 

Written Statement ............................................................................................ 11 

Statement by Representative Lamar S. Smith, Chairman, Committee on 

Science, Space, and Technology, U.S. House of Representatives ..................... 13 

Written Statement ............................................................................................ 15 

Statement by Representative Eddie Bernice Johnson, Ranking Member, Committee on Science, Space, and Technology, U.S. House of Representatives .... 17 

Written Statement ............................................................................................ 19 

Witnesses: 

Mr. James Brown, Executive Director, STEM Education Coalition 

Oral Statement ................................................................................................. 23 

Written Statement ............................................................................................ 25 

Mr. Pat Yongpradit, Chief Academic Officer, Code.org 

Oral Statement ................................................................................................. 37 

Written Statement ............................................................................................ 39 

Dr. A. Paul Alivisatos, Executive Vice Chancellor & Provost, Vice Chancellor 

for Research, and Professor of Chemistry and Materials Science & Engineering, University of California, Berkeley 

Oral Statement ................................................................................................. 46 

Written Statement ............................................................................................ 48 

Ms. Dee Mooney, Executive Director, Micron Technology Foundation 

Oral Statement ................................................................................................. 64 

Written Statement ............................................................................................ 66 

Discussion ................................................................................................................. 70 

Appendix I: Answers to Post-Hearing Questions 

Mr. Pat Yongpradit, Chief Academic Officer, Code.org ........................................ 94 

Appendix II: Additional Material for the Record 

Letter submitted by Representative Barbara Comstock, Chairwoman, Subcommittee on Research and Technology, Committee on Science, Space, and 

Technology, U.S. House of Representatives ....................................................... 98 
Page

IV 

Qualcomm letter addressed to Representative Barbara Comstock, Chairwoman, Subcommittee on Research and Technology, and Representative 

Daniel Lipinski, Ranking Member, Subcommittee on Research and Technology, Committee on Science, Space, and Technology, U.S. House of Representatives ........................................................................................................... 99 
(1) 

STEM AND COMPUTER SCIENCE EDUCATION: 

PREPARING THE 21ST CENTURY WORKFORCE 

WEDNESDAY, JULY 26, 2017 

HOUSE OF REPRESENTATIVES, 

SUBCOMMITTEE ON RESEARCH AND TECHNOLOGY, 

COMMITTEE ON SCIENCE, SPACE, AND TECHNOLOGY, 

Washington, D.C. 

The Subcommittee met, pursuant to call, at 10:09 a.m., in Room 

2318 of the Rayburn House Office Building, Hon. Barbara Comstock [Chairwoman of the Subcommittee] presiding. 
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Chairwoman COMSTOCK. The Committee on Science, Space, and 

Technology will come to order. 

Without objection, the Chair is authorized to declare recesses of 

the Subcommittee at any time. 

Good morning, and welcome to today’s hearing titled ‘‘STEM and 

Computer Science Education: Preparing the 21st Century Workforce.’’ I now recognize myself for five minutes for an opening statement. 

Today we will discuss several initiatives in science, technology, 

engineering, and mathematics, or STEM, and computer science 

education, and how a variety of organizations engage students in 

these important fields. 

A STEM-educated workforce is necessary for innovation and for 

ensuring U.S. economic strength, competitiveness, and national security. As demand for skilled STEM workers continues to grow, the 

U.S. must work to fill those employment needs, especially with the 

looming retirements of the baby-boomer generation. 

In addition, there remains a critical cybersecurity workforce 

shortage as cyber-attacks are increasing in both quantity and complexity. The results from the 2017 Global Information Security 

Workforce Study predicts a worldwide shortage of 1.8 million cybersecurity professionals by 2022. Also, according to CyberSeek, 

40,000 jobs for information security analysts go unfilled every year 

in the U.S., and employers are struggling to fill 200,000 other 

cyber-related jobs. 

I know just in my district, in Virginia, we hear about thousands 

and thousands of cyber jobs that are going unfilled. This is one of 

the most competitive areas where we know we could use more employees and students, and there are a lot of innovative programs 

going on trying to get students into that pipeline. 

It is a privilege to serve an area of Virginia where so many of 

my constituents are the most talented people who work on cyber 

issues at so many of our companies, whether it’s Northrop Grumman or Capital One or small start-ups like PhishMe, and there are 

dozens of others. I could go on and on with the hundreds of companies that we have addressing these issues, but those are just some 

of the few that I have been able to visit and see a lot of their cybersecurity workforce in action. 

But whenever I visit these companies and constituents who work 

in the technology sector, a repeated concern expressed to me is the 

increasing need for individuals with appropriate education, training, and knowledge of cybersecurity matters, and how important it 

is that we get that pipeline from grade school now. There are great 

examples of local companies working to fill these workforce gaps. 

In Ashburn, Virginia, in my district, we have Telos, which is working with our local high school, C.S. Monroe Technology Center, 

which provides cybersecurity certificates so kids can start working 

right out of high school in these much-needed jobs, and again, getting into that pipeline while having employers who will often then 

pay for their college degree as well as their benefits and salary 

while they’re going through school. In addition, Telos is working 

with George Washington University’s Science and Technology campus, which is not just here in D.C., but also in Loudoun County. 
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Yesterday, I attended an event right here in the Capitol with 

Girls Who Code. It is a program which provides young women experience in computer related fields and sets them on a path toward 

acquiring these important skills that will be, as we know, so much 

needed in 21st century workforce. We know there are not enough 

women in those fields, and Girls Who Code is one of those exciting 

programs that’s capturing the imagination of these young people in 

high school and even earlier to get them on that path. 

Capital One, as I mentioned, which is headquartered in my district, also exposes middle school students to technology by 

partnering with schools and community leaders to inspire the students to focus on software engineering. Since it was launched, their 

program has had over 2,500 participants who have created over 

500 different mobile apps. 

Additionally, Micron, who is here today, has a sizable facility in 

Manassas in my district, which, commits STEM-focused grants and 

partners with Virginia universities to help inspire our students. 

They also partnered with Discover Technology to create their new 

STEM Mobile Discovery Lab, a bus specifically designed with interactive science exhibits where students are able to work with robotics and explore 3D printing. I am looking forward to hearing more 

about the work the they are doing during this hearing. I also wanted to thank them for recently coming to my Young Women’s Leadership program, where they were also promoting one of our programs. We were privileged to have a number of members from 

NASA promoting the STEM fields and an astronaut who came to 

speak to the girls, so it was one of our best-attended events, and 

we’re happy to promote the bus there. 

While these examples are encouraging, we know there is so much 

more we need to do to educate and train our current and future 

workforce. The workforce gap is especially troubling when considering the many hearings we have held in this Committee on federal 

cybersecurity issues. These hearings focused on cybersecurity incidents, as well as emerging risks which threaten federal agencies’ 

computer networks and hundreds of millions of Americans who entrust their confidential personal data to these agencies but also 

their personal data that’s in their everyday work, whether in their 

banks and, you know, in every part of our life. 

In order to fill these jobs, we must be able to harness the talent 

of our Nation’s young men and women. When it comes to women, 

it’s estimated that only three percent of these jobs are filled by 

women. That is part of the reason why we passed the INSPIRE 

Women Act, which was signed into law earlier this year. This bill 

leverages NASA’s talent pool of current and retired astronauts and 

other career professionals, including early career female scientists, 

engineers, and innovators to inform and inspire young women to 

pursue their dreams in STEM subjects. 

Through the combination of public and private sector investments, we can help inspire our students to get into these programs 

early and to stay, to capture their imagination, to help them and 

their parents understand that this is, you know, very much needed 

in our workforce but also very exciting areas which can pretty 

much take them into any field that they may be interested in. 
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So with that, I look forward to hearing the testimonies of our 

witnesses. 

The statement of Chairwoman Comstock follows:] 
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Chairwoman COMSTOCK. So thank you, and I now recognize the 

Ranking Member, the gentleman from Illinois, Mr. Lipinski, for his 

opening statement. 

Mr. LIPINSKI. Thank you, Chairwoman Comstock, and thank you, 

Chairman Smith, for holding this hearing today. This is an issue 

that’s very important to me, very close to my heart. I want to 

thank all the witnesses for being here today also. 

For the past 8-plus years I have had the privilege of serving as 

first Chair and then Ranking Member of this Subcommittee, which 

was formerly the Research and Science Education Subcommittee 

before we merged with the Technology and Innovation Committee. 

I’ve also during that time been Co-Chair of the STEM Ed Caucus, 

and we’ve done a lot of work in this area, but a lot more still needs 

to be done. My experiences here in Congress along with my background in engineering, my wife was a math major and has taken 

that into her career, it’s all given me a lot of insight into the importance of STEM education for the success of individuals in today’s 

job market but also for the success of our Nation’s economy. I’m not 

as well versed in computer science as in STEM ed, but I do know 

I spent much more time in the ’90s as a political science grad student, a lot more time doing computer programming than I did in 

the 1980s as an engineering undergrad. The importance of computers, computer programming, has just over the last four decades 

continued to mushroom, and it’s just critically important in so 

many jobs today, so I’m really glad that we’re holding this hearing 

today. 

Computers, we all know, are becoming more and more integral 

to our daily lives. With a device we carry around in our pocket, we 

can video chat with loved ones, order groceries, or even watch a 

live stream of a Congressional hearing like this one. Looking to the 

future, artificial intelligence, mixed reality, and the Internet of 

Things will undoubtedly play larger roles in our everyday lives. 

Obviously none of this is possible without computer scientists 

and individuals with computer skills. The innovations coming out 

of Silicon Valley are inspiring, but industries beyond the technology 

sector are also integrating computer science and data analytics into 

their business models. With this increased reliance on computing 

and information technology, the workforce demand for computing 

and programming expertise has skyrocketed. Code.org estimates 

that there are over a half million open computing jobs nationwide 

as we talked about where are the jobs. That’s the place where we 

have all these jobs that are unfilled. That means we are missing 

a lot of economic value. 

This hearing is a great opportunity to discuss challenges and opportunities for producing a workforce equipped to meet the demand 

for computing expertise. The National Center for Education Statistics reports that a record number of computer science bachelor’s degrees were awarded in 2015. Colleges and universities are straining to expand their capacity to accommodate the surge in student 

interest but we’re obviously still not producing enough skilled computer scientists. So we want to know what we can do to address 

this problem? 

There are also barriers at the high school level to providing access to high-quality computer science courses. According to a 2016 
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research study by Gallup and Google, only 40 percent of schools 

teach computer programming. Computer science curricula vary 

from school to school as only 10 states have created K–12 computer 

science standards. Increasing the pool of qualified teachers has also 

proven to be a very difficult challenge. 

I’m encouraged to see that each year more schools are offering 

computer science courses and allowing students to count them toward credit for graduation. In fact, last year the Chicago Public 

School System became the first in the country to add computer 

science to the list of requirements for graduation. The Chicago Public Schools class of 2021 will be the first high school class in the 

country to graduate with every student having taken a computer 

science course. These are all steps in the right direction, but there 

is clearly more work to be done. 

We need to provide opportunities for adults seeking career retraining and continuing education to have access to coding and 

computing skills through community colleges and employment 

training centers. To that end, I was pleased to see the Strengthening Career and Technical Education for the 21st Century Act 

pass the House unanimously last month, but as I regularly hear 

from employers in my district, demand for these skills still outstrips supply. 

Finally, we need to work to ensure that all students no matter 

where they grow up, their background, their race, or their sex, 

have the opportunity to become educated in computer science and 

all STEM fields. Increasing the participation of women and underrepresented minorities in STEM fields will not only increase our 

global competitiveness, but also help grow the STEM workforce. 

I look forward to a fruitful discussion about measures that can 

be taken to ensure that graduates entering the workforce and 

adults retraining for new careers are equipped with the necessary 

expertise to meet overwhelming employer demand. 

Thank you again to our witnesses for being here, and I yield the 

balance of my time. 

[The prepared statement of Mr. Lipinski follows:] 
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Chairwoman COMSTOCK. Thank you, Mr. Lipinski, and I now recognize the Chairman of the full Committee for a statement, Mr. 

Smith. 

Chairman SMITH. Thank you, Madam Chair, and also, thank you 

for having a hearing on a subject that I know is of special interest 

to both of us. 

Since our founding, American innovators have played an important role in our nation’s growth and prosperity. With the rise in 

competition from abroad, however, we must ensure that America 

stays a world leader in innovation. We can do this in part by better 

educating American students in STEM subjects. 

Unfortunately, America lags behind many other nations when it 

comes to science, technology, engineering and math. American students ranked 19th in science and 31st in math out of 35 countries. 

That to me is just an incredible statistic. We are in the bottom half 

in science and pretty close to the bottom ten percent when it comes 

to math. We can and must do better to keep America globally competitive. 

We have to capture and hold the desire of our nation’s youth to 

study science and engineering so they will want to pursue these careers. More graduates with STEM degrees means more advanced 

technologies and a more robust economy. A well-educated and 

trained STEM workforce promotes our future economic prosperity. 

But it is not just about the economy. These graduates have the 

potential to develop technologies that could save thousands of lives, 

jump-start a new industry, or even discover new worlds. We can 

work together to ensure that students continue to go into these 

fields so that their ideas can lead to a more innovative and prosperous America. 

You may be surprised to find out that STEM originally did not 

include computer science in its definition. In the last Congress, I 

introduced the STEM Education Act of 2015, which was signed into 

law. This bipartisan bill expands the definition of STEM to include 

computer science. The bill also helps encourage students to enter 

STEM fields. This measure directs the National Science Foundation to continue to award competitive merit-reviewed grants to support informal STEM education programs such as afterschool 

science programs and in ways that formal classroom training often 

does not. 

Thanks to Representative Esty, a member of this Committee, the 

bill also amends the NSF Noyce Master Teaching Fellowship program to allow teachers in pursuit of master’s degrees to participate 

in the program. This enables more teachers to have the opportunity 

to compete for the grants. 

Another challenge is that despite representing nearly half of the 

college-educated and total U.S. workforce, women account for less 

than 25 percent of America’s STEM workforce. To address this disparity, the first two Science Committee bills signed into law by 

President Trump helped support women’s involvement in STEM 

fields. The INSPIRE Women Act was led by Research and Technology Chairwoman Comstock, who is chairing us today, and the 

Promoting Women in Entrepreneurship Act was led by Representative Esty. I thank them both for their efforts to help inspire women 

to work in STEM-related fields. 
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Today we will hear from leaders and experts who focus on engaging students in STEM and computer science education. We need to 

learn what is taking place outside of the federal government so we 

can be sure we are not spending taxpayer dollars on duplicative 

programs, and we need to more effectively use taxpayers’ dollars to 

achieve the most benefit for our students and our country. 

It is critical to understand what is working and how we can build 

on that success. A well-educated and trained STEM workforce will 

promote our future economic prosperity, but we must encourage 

our nation’s youth to study science and engineering so they will 

want to pursue these careers. 

We need to ensure that young adults have the science and math 

skills to strive and thrive in a technology-based economy. You can’t 

have innovation without advances in technology, and the STEM 

students of today will lead us to the cutting-edge technologies of tomorrow. 

I look forward to hearing from our witnesses, but let me say at 

the same time, Madam Chair, and also to our expert panelists 

today, that I have a Judiciary Committee markup that began 23 

minutes ago, so I’m going to need to go there and shuttle back and 

forth. 

Also, before I finish, I just want to point out, and I don’t think 

I’ve done this before, in regard to the Ranking Member, Mr. Lipinski, I was reminded of this during his comment, that I believe he 

is the only member of the Science Committee to have received an 

NSF grant. Is that your understanding? 

Mr. LIPINSKI. I did receive one. I’m not sure I’m the only one. 

Chairman SMITH. I bet you’re the only one. We have to remind 

Dr. Foster, who also has his own niche on the Committee, that he 

has some competition. 

Thank you, Madam Chair. I’ll yield back. 

[The prepared statement of Chairman Smith follows:] 
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Chairwoman COMSTOCK. Thank you, and I now recognize the 

Ranking Member of the full Committee for a statement, Ms. Johnson. 

Ms. JOHNSON. Thank you very much, Madam Chairman. This is 

an exciting occasion for me. 

I first became aware of what we now call STEM education when 

I passed my first bill in 1974 in the Texas House. I had met Dr. 

John Kilby, who worked for Texas Instruments, and discovered the 

chip, the semiconductor that carried Texas Instruments around the 

world as a leading company, and later met Michael Dell from Austin, Texas, who came up with the Dell computer, and I knew then 

that we needed everyone involved. 

So Madam Chairperson Comstock, I appreciate the fact that 

you’re having this hearing. 

I was thrilled when President Obama announced his Computer 

Science for All initiative last year. The Computer Science for All 

initiative not only called attention to the need to improve computer 

science education, but also to the need to ensure that all students, 

including women and under-represented minorities, are encouraged 

to participate. Since President Obama’s announcement, we have 

seen a flurry of activity, and progress has been made, but we are 

not there yet. 

Representative Connie Morello and I and Dr. Ellis from Michigan 

worked on this subject for seven, eight years before we finally got 

America COMPETES. 

You know, in high school, female students are taking the Computer Science Advanced Placement exam at rates far lower than 

any other AP exam. In 2016, female students accounted for just 23 

percent of the AP exam takers in computer science. Under-represented minorities accounted for 15 percent of exam takers. 

The number of bachelor’s degrees in computer science has exploded over the last several years. However, when you break this 

growth down by gender, it is apparent that it is almost entirely due 

to an increase in male graduates. Only 18 percent of the bachelor’s 

degrees in computer science are awarded to women. The same fraction of women were earning bachelor’s degrees in computer science 

in the 1970s. 

Structural and social barriers are preventing us from fully engaging students of both genders, students of all ethnicities, and students from all backgrounds as we attempt to increase participation 

in computer science. Right now, computer scientists are creating innovative products and services that will affect all of our lives. 

These innovations cannot meet the needs of society if they are developed without insights from women and under-represented minorities. 

One encouraging advancement has been the implementation of a 

new AP Computer Science course, called Computer Science Principles. The National Science Foundation supported the development of this course, and it is designed with the goal of engaging 

more women and underrepresented minorities in computer science. 

With the introduction of this new exam in 2017, participation in 

AP Computer Science exams increased by four percent for women 

and five percent for under-represented minorities. This is a great 
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step forward, but more can and must be done to engage women and 

under-represented minorities at all levels of education. 

I look forward to discussing ways to foster a welcoming learning 

environment for all students to gain skills in computer science. 

This is essential if we are to ensure that the Computer Science for 

All initiative, launched by President Obama, lives up to its name. 

Before I close, I’d like to make note of the efforts made by a valuable member of the Committee, Representative Jackie Rosen. Last 

week, she introduced the ‘‘Code Like a Girl Act’’ which seeks to engage more girls in computer science at early levels of education, 

just where we’re supposed to start the STEM orientation. I thank 

her for her efforts, and I hope to see her bill receive speedy consideration. 

I thank the witnesses for being here today, and I look forward 

to the testimony, and I yield back. 

[The prepared statement of Ms. Johnson follows:] 
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Chairwoman COMSTOCK. Thank you, Mrs. Johnson and I would 

really appreciate your comments on women’s education. 

Since I’m not a science major, I’ll brag about my daughter. My 

daughter was a biology major and then got her master’s in forensic 

science, works at a lab here, does DNA analysis, and I credit her 

preschool education when she was in Montessori where before she 

got out of kindergarten, she knew multiplication and knew all her 

math and had that concrete understanding of science and math. So 

maybe we need to also revisit with some of our Education Committee Members how we can get more Montessori and that kind of 

concrete science education into our preschools since we’re obviously 

spending lots of money on that preschool education, but sometimes 

they’re—not to knock finger painting or anything—the math and 

the science that Montessori has is awesome. So, I’m going to give 

my little Montessori plug since all my kids were in that, and now 

I’m battling to get my grandchildren in there, too, since I credit 

that for all their high science scores. 

So before I introduce our witnesses today, I would like to ask 

unanimous consent to add a letter from the Computer Science Education Coalition into the record. 

[The information appears in Appendix II] 

Chairwoman COMSTOCK. I will now introduce our witnesses. 

So first, our first witness today is Mr. James Brown, Executive 

Director of the STEM Education Coalition. Prior to joining the Coalition, he was Assistant Director for Advocacy at the American 

Chemical Society. A nuclear engineer by training, he previously 

worked as a Legislative Aide for Representative Doc Hastings of 

Washington and began his career as an engineer with Newport 

News Shipbuilding working on aircraft-carrier construction. Thank 

you. Mr. Brown received a bachelor’s of science degree from the 

University of New Mexico and a master’s of science degree from 

Penn State both in nuclear engineering. He also holds an MBA 

from George Washington University, and we look forward to hearing from him. 

Next we have Mr. Pat Yongpradit. Is that—do you want to say 

it for us? 

Mr. YONGPRADIT. Yongpradit. 

Chairwoman COMSTOCK. Yongpradit. Thank you. He is the Chief 

Academic Officer of Code.org, a nonprofit dedicated to promoting 

computer science education. Prior to this role, he had a career as 

a high school computer science teacher—my husband also did that, 

so I’ve got to give my husband credit for the kids being great in 

science and math too—where Mr. Yongpradit inspired students to 

create mobile games and apps. He has been recognized as a Microsoft Worldwide Innovative Educator and is certified in biology, 

physics, math, health and technology education. He received a 

bachelor’s of science degree from distinction in biology from McGill 

University and a master’s degree in secondary science education 

from the University of Maryland. 

I now recognize Mr. Lipinski to introduce our third witness. 

Mr. LIPINSKI. It’s my pleasure to introduce Dr. Paul Alivisatos, 

Executive Vice Chancellor and Provost at the University of California-Berkeley, which shows that even though I’m a Stanford guy, 

I’m not biased. Dr. Alivisatos is also the Samsung Distinguished 
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Professor of Nanoscience and Nanotechnology, the Founding Director of the Kavli Energy and Nanoscience Institute, and Director 

Emeritus of Lawrence Berkeley National Laboratory. In his leadership Role at UC Berkeley, he oversees the university’s many programs working to increase the number and diversity of students in 

STEM programs, and personally played a role in growing one of 

them, the Division of Data Science, by chairing the search committee for its dean. In addition to his academic achievements, Dr. 

Alivisatos is the founder of two prominent nanotechnology companies, Nanosys and Quantum Dot Corp, the latter which now is part 

of Thermo Fisher Scientific, the world’s large scientific instrument 

company. Dr. Alivisatos holds a bachelor’s degree in chemistry from 

the University of Chicago and a Ph.D. in chemistry from U.C. 

Berkeley. 

Chairwoman COMSTOCK. Okay. And our final witness today is 

Ms. Dee Mooney, who has been Executive Director of the Micron 

Technology Foundation since 2006. In her role, she drives the Micron Foundation’s programs—you don’t drive the bus—aimed at advancing science and technology education and enhancing the quality of life in Micron’s manufacturing site communities. As I briefly 

mentioned in my opening statement, of Micron’s 13 locations in the 

United States, the company has an important presence in my district, which we very much appreciate and in the Commonwealth of 

Virginia. In fact, Micron’s Manassas location is the site of the company’s flagship 300-millimeter water fabrication facility, deploying 

the world’s most advanced memory technology. In addition to employing over 1,200 people on its Virginia team, Micron and the Micron Foundation have donated $7 million toward Virginia education and community organizations and partner with Virginia universities to help support and inspire students in STEM education. 

So, I want to thank you for all the important work that you do, 

and I think, you know, we have one example here today, but I 

know all of us could probably provide examples from our districts 

where our businesses and our small businesses and startups are so 

engaged in our community and with our students from a very 

young age. We have a Children’s Science Center and we have various STEM programs where our businesses are always showing. 

They are active and engaged in those programs because you all 

know better than anyone understand the need for the STEM pipeline, so it’s always very exciting for me when I see that STEM pipeline starting at a local, you know, science fair with five-year-olds, 

and your companies are there. So, thank you. 

Ms. Mooney also serves on several educational and community 

nonprofit boards in Boise, Idaho, and is currently the Vice Chair 

for Idaho’s STEM Action Center. She holds a bachelor’s degree in 

psychology from Iowa State University and a master’s degree in industrial psychology from the University of New Haven. 

I now recognize Mr. Brown for five minutes to begin his testimony. 
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TESTIMONY OF MR. JAMES BROWN, 

EXECUTIVE DIRECTOR, 

STEM EDUCATION COALITION 

Mr. BROWN. Good morning, and thanks to all of you on the Committee for the invitation the opportunity to testify at today’s hearing. 

One of the roles our Coalition plays is to listen to and be the 

voice of STEM stakeholders within the policymaking process, and 

one of the voices that we hear from a lot are grandparents. Grandparents do their homework and they get this issue. I will get a call 

from a grandparent who will read me a list over the phone of the 

highest-paying college majors—petroleum engineering, systems engineering, actuarial science, chemical engineering, computer 

science and engineering, nuclear engineering. They get it. They’ve 

done their homework. They get the fact that STEM skills are important not just to their children and their grandchildren but to the 

society in general. 

They also get some of the ironies of this issue. So 83 percent of 

millennials sleep with their smartphones but only 16 percent of 

high school graduates have an interest in pursuing careers in 

science and technology, and they also get that that number would 

be a lot higher if we did a better job of getting women and students 

of color into these important fields. 

I’m going to talk about three trends that are at work in the policy area that have lots of implications for STEM education. The 

first is what’s going on at the state level. So in 2015, Congress 

passed the Every Student Succeeds Act. It replaced the No Child 

Left Behind law, and amongst other things, it grants back to the 

states and to districts a lot of decision-making powers over accountability systems and how they spend federal resources. Twenty-five 

states so far have put forward plans under this new education law, 

and we just completed an analysis of what’s in those plans, and 

there are some positive trends. So 17 of those 25 states have added 

science to their state’s accountability systems. This is a huge decision with implications for STEM education because it drives resource decisions up and down the education spectrum. A similar 

number of states have added career and technical education indicators and measures of advanced coursework taking like AP subjects 

that are STEM related. About a quarter of those states have also 

proposed to use federal resources for teacher quality programs to 

hire STEM educators to invest in teacher training programs for the 

teachers already in the classroom and similar activities, and another quarter of those states have proposed using new federal dollars available under a new funding stream to support well-rounded 

educational activities to support things like STEM competitions, 

hands-on science activities and STEM-focused specialty schools. 

However, there’s a catch. The Trump Administration’s budget 

and the bills that have been moving through the House Appropriations Committee have been sending what I say are mixed signals 

about whether those programs will exist or what the funding levels 

will be for those programs, and I go into more detail in that in my 

written testimony. That’s the first trend. 
24 

The second trend is the changing nature of the economy and of 

the STEM workforce. You’ve highlighted this in your opening statements, and I know the other witnesses will say this as well: the 

economy is changing. STEM skills are becoming much more important to employment, and that’s across the spectrum, so not just the 

rocket scientist. From the supply room to the boardroom, STEM 

skills are more important, and the biggest area of growth is in the 

so-called middle skills jobs. About half the jobs in the STEM arena 

don’t require a four-year college degree. Those are your STEM technicians, people in advanced manufacturing. The challenge is, parents and teacher are kind of lagging in their understanding of 

these trends, so people’s images of those jobs are very different 

than the realities that exist today, and the National Science Foundation, for example, plays a huge role in studying these trends, 

being able to translate them into how we change our practices to 

capture more people who will be interested in these fields, and give 

them the right kinds of skills. 

The third trend is the nature of learning is changing. One of the 

biggest recognitions in the STEM education community is that a lot 

of learning, important learning, is happening outside the classroom. It’s happening online, it’s happening in after-school programs, it’s happening in museums. The kids that we’re talking 

about that are not in the STEM fields, a lot of them will get their 

first experience with a mentor or a hands-on learning experience, 

and if you talk to people in the STEM fields, those experiences are 

a lot of times why they chose to go the way that they did in terms 

of careers, and again, the National Science Foundation has an incredibly important role in supporting knowledge about how those 

pathways work and how people make decisions in environments 

outside the traditional classroom, so that’s an incredibly important 

area. 

And lastly, I’ll just say there’s a strong bipartisan tradition of 

supporting STEM education as a policy priority. A lot of that tradition originated in this room, and what I would love to say to the 

next grandparent that calls us up and asks for help on this subject 

is the Federal Government has got their back on this issue. 

[The prepared statement of Mr. Brown follows:] 
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Chairwoman COMSTOCK. I now recognize Mr. Yongpradit for his 

testimony. 

TESTIMONY OF MR. PAT YONGPRADIT, 

CHIEF ACADEMIC OFFICER, CODE.ORG 

Mr. YONGPRADIT. Thank you, Ms. Comstock. That was a great 

job. 

So Chairwoman Comstock, Ranking Member Lipinski, and members of the Subcommittee, on behalf of Code.org, thank you for this 

opportunity to testify about the importance of computer science 

education in preparing the country’s 21st century workforce. My 

name is Pat Yongpradit. I’m the Chief Academic Officer of 

Code.org. But more importantly, I’m a former computer science 

teacher, just removed from the classroom four years ago. And being 

a teacher is hard. Being a computer science teacher in this Nation 

is even harder. You are often the only computer science teacher in 

a school. If you’re in one of the 21 states without a clear computer 

science certification pathway, you may have to be certified in a different subject to teach computer science, and if you’re in one of the 

40 states that don’t have computer science standards like Mr. 

Lipinski already noted, you may lack any curricular direction and 

have to constantly craft resources on your own. The lack of support 

from the state level is not surprising as there are only a handful 

of states that have dedicated funding for computer science or have 

any state position that’s even responsible for K–12 computer 

science. All of these challenges apply to mean as a teacher in Silver 

Spring, Maryland, but my school at one thing going for it. At least 

it had a computer science teacher. As reported in a survey administered by Gallop, the problem is that the majority of schools, 60 percent, don’t even offer computer science. That means thousands of 

students, students in your districts who want to learn computer 

science just can’t. 

So the challenge before our Nation is clear: preparing enough 

computer science teachers and creating policies that will install 

and high-quality computer science experiences for all students. 

So much has been said about our Nation’s STEM crisis, but when 

we talk about the STEM crisis in our economy and schools, we 

need to address the greatest area of concern: computing. The Bureau of Labor Statistics has projected that millions of new STEM 

jobs will be created between 2014 and 2024, but did you know that 

while six percent of new job growth will be in life sciences, where 

I got my undergrad degree? Over 70 percent of new growth will be 

in computing occupations. So this impact goes beyond STEM like 

Mr. Brown noted. 

Computing occupations have become the single largest sector of 

new wages in the United States overall. Almost half of all professionals who use advanced computing skills like coding are in nonSTEM fields, so a 21st century doctor, lawyer or even banker may 

not need to know how to write complex code but they at least need 

to understand the inner workings of an app, what’s a website, security and other computing basics, and this isn’t just about future 

jobs. It’s about the 500,000 currently open jobs in our Nation. 

These are private and public sector jobs such as cybersecurity. 
38 

How do we strengthen our Nation’s cyber defenses? Provide 

every American with a foundational K–12 computer science education. This will also build a pipeline for our Nation’s cyber workforce. 

So our crisis is that while job demand is high, only 40 percent 

of our schools teach any amount of computer science. Only eight 

percent of our STEM graduates are in computer science. There just 

aren’t enough Americans prepared to meet the demand. 

Furthermore, the existing workforce isn’t diverse. The root cause 

is our K–12 system. For example, of the students who took the AP 

computer science exam in Virginia last year, only 24 percent were 

female. In Illinois, that percentage was 21 percent. 

Code.org is a national nonprofit dedicated to expanding access to 

computer science, so we’re working on this, we with our partners. 

So we’re known for an annual Hour of Code, which many Members 

of Congress have engaged in. We call on students all over the world 

to engage in one hour of coding during the week of Computer 

Science Education Week. That’s just the beginning. 

We also create free, open-source courses. We’ve trained more 

than 60,000 teachers nationwide in all of your states to teach computer science. We partnered with 120 of the largest school districts. 

We even have set up a Governor’s Partnership for K–12 Computer 

Science. There are nine governors, six Republicans, three Democrats. Governor Hogan from Maryland just joined two weeks ago. 

So looking forward, there is much work to do. The majority of 

schools in the United States don’t teach computer science at a time 

when Canada, Ireland, New Zealand, Romania, Malaysia, Japan, 

Sweden and the U.K.—the U.K. has been at this for three years 

already instituting nationwide computer science. 

So Code.org and the computer science community are grateful for 

the help we have here on Capitol Hill. If at any point you want to 

talk more about what’s happening in your states, your districts 

around computer science, that’s basically my thing. I go around to 

state departments of education and help drum up more work 

around computer science and help them with their goals as well. 

So thank you for this opportunity to speak and I look forward to 

hearing from our other panelists. 

[The prepared statement of Mr. Yongpradit follows:] 
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Chairwoman COMSTOCK. Thank you. 

And now we’ll hear from Doctor—— 

Dr. ALIVISATOS. Alivisatos. 

Chairwoman COMSTOCK. Alivisatos. Thank you. Just like it 

reads. My sister is a Rapawano, and it reads just like that, so—— 

TESTIMONY OF DR. A. PAUL ALIVISATOS, 

EXECUTIVE VICE CHANCELLOR & PROVOST, 

VICE CHANCELLOR FOR RESEARCH, 

AND PROFESSOR OF CHEMISTRY AND 

MATERIALS SCIENCE & ENGINEERING, 

UNIVERSITY OF CALIFORNIA, BERKELEY 

Dr. ALIVISATOS. Madam Chairperson and Members of the Subcommittee, thank you. I’m very grateful for this opportunity to 

comment on the challenges and opportunities we are seeing in 

higher education for computer science and related fields. 

Tragically, as was noted earlier, even as computer science and 

engineering and data science as well have permeated essentially 

every aspect of our lives and the economy, the percentage of women 

and under-represented groups majoring in these disciplines has at 

best been holding steady and in many cases is actually declining. 

Further, the quantity of students we are able to train can only 

grow significantly if we imagine new ways of both inspiring and 

teaching students. 

I want to talk about the new approaches Berkeley is taking to 

better serve our community and the Nation in this area. What can 

we do to increase the number and diversity of students who pursue 

computation and data sciences as well as other sciences and engineering subjects? 

First, our universities can create programs targeted to reverse 

this decrease of participation of women and minority students in 

computer science and related fields. At UC Berkeley, we have a 

whole group of programs, each of which differs slightly, and which 

we’re testing to see which ones work the best. One is the CS Scholars program, the most recent cohort of 65 undergraduate scholars. 

It’s the largest to date and has representation of 62 percent female 

students and 26 percent under-represented minority students. Another is a Computer Science Capacity Award funded by Google to 

provide special discussion, tutoring and other support. 

More importantly, I would say at this point at Berkeley we are 

opening up the power of data science to all of our students. Two 

years ago, we established a course called Foundations of Data 

Science that is based on helping students from any major or any 

background to address questions that interest them using the powerful tools of data science. From linguists to chemistry and from 

history to economics, students from over 60 majors have responded. 

This is the fastest growing program in the history of Berkeley. It 

will serve over 1,000 students in the fall. 

We are rapidly building on this success, adding follow-on classes. 

We just hired David Culler as our first Dean of Data Sciences. A 

new undergraduate major is in development but even more important, a minor in data science will be offered and completed by thousands of students a year with an unprecedented range of diversity. 
47 

How can we build on this observation that students readily excel 

at technical subjects of great difficulty even those that they previously shied away from when they are personally engaged in asking a question they care about? At Berkeley we are working to give 

every undergraduate the opportunity to engage in a hands-on discovery experience. It’s amazing what happens to students’ interest 

once you get them out of a lecture hall and into a research and discovery team. With greater inspiration and understanding of their 

field, we expect better student engagement and retention in their 

chosen majors including computer science. 

To offer personal discovery experiences to thousands more undergraduates, potentially even to all 27,000 who are at Berkley at any 

one time, we will engage our talented graduate students and 

postdoctoral scholars as mentors. Discovery experiences hold promise to bring more talent to the hard problems our society faces, and 

to introduce a new generation of very well-prepared students into 

vital sectors of our economy. As we are now entering a new phase 

of promoting these discovery experiences in a systematic way, we 

are discovering that there are many paths for us to do this and 

that the data science major will be a crucial piece of achieving that. 

I hope that any of you that are in the Bay area will take some 

time to come and visit Berkeley to see what’s going on and to meet 

some of our students because it’s a phenomenal transformation 

that’s going on. 

Thank you. 

[The prepared statement of Dr. Alivisatos follows:] 
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Chairwoman COMSTOCK. Thank you very much. 

Now we’ll hear from Ms. Mooney. 

STATEMENT OF MS. DEE MOONEY, 

EXECUTIVE DIRECTOR, 

MICRON TECHNOLOGY FOUNDATION 

Ms. MOONEY. Thank you, Chairwoman Comstock, Ranking Member Johnson and Ranking Member Lipinski, and distinguished 

members of the Subcommittee. Thanks for the opportunity to be 

here today. 

My name is Dee Mooney, and I work for Micron Technology, specifically, its foundation. Micron is a leading worldwide memory and 

storage solutions company. Our memory technician—our memory 

technology is in the things you use every day form smartphones to 

laptops to our cars. This technology is increasingly critical given 

the growth of data and the need to access, store and manage that 

information. 

Our company was started by four visionaries in the basement of 

a dental office in Boise, Idaho, reflecting the American ideas of ingenuity, grit and innovation. Today we’re nearly 39 years, 18 countries, 26,000 patents and more than 30,000 people strong. 

This level of innovation requires a robust and talented workforce, 

especially in the STEM fields. We believe STEM education is critical to cultivating tomorrow’s technology leaders, not just for our 

team but to advance our industry and the economy at large. 

While Micron is a semiconductor manufacturer, we rely on 

skilled programs to develop product firmware, build software for 

several tools throughout our manufacturing operations. Depending 

on the role, you workforce needs range from technicians to Ph.D.’s. 

Unfortunately, we regularly see a lack of available talent to fill 

these skills. 

The Micron Foundation was created by Micron nearly 20 years 

ago in part to inspire the next generation of innovators with a 

focus on STEM. We have given away $88 million to improve access 

to STEM education and invest in local communities. We are—as 

Chairman Comstock mentioned, we are located in Manassas, Virginia, and we do quite a few programs there with supporting robotics, our public schools for engineering camps, teacher grants. We 

bring the Micron bus there. We also are very—I’d like to highlight 

a program that we partner with at the Northern Virginia Community College called Systemic Solutions. This pipeline development 

program engages students in elementary school and inspires them 

to continue to pursue STEM throughout their school and career experience. 

In Idaho, the story is similar where we support educators and 

students through grants and outreach. This includes hosting a free 

hands-on science camp for junior high students to explore robotics, 

virtual reality, 3D printing, and the latest technology developments. We recently expanded this program to California this year, 

and we are looking to expand it to other communities. We also take 

these lessons a step further into shaping future careers with our 

Girls Going Tech and Women in Technical Career speaker series. 

Computer science accounts for many of the fastest-growing occupation, and we feel that too. During the 2015 Idaho legislative ses-
65 

sion, a visionary group of stakeholders helped to create the Idaho 

STEM Action Center to develop unique grant training, professional 

development and student opportunities. This helped pave the way 

for a circuit initiative passed by our state legislature last year with 

the intent to help clarify student learning objectives within computer science and help guide districts and educators that choose to 

complement computer science. It helps them have a roadmap so 

they know how to implement that in their schools. 

To us, this represents the type of collaboration and initiative 

needed to keep America on pace and beyond in a very global competitive environment. This starts by supporting an educated workforce that can compete tomorrow and well into the future. 

I look forward to the discussion today and learning from the 

other panelists, and again, thank you for having me. 

[The prepared statement of Ms. Mooney follows:] 
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Chairwoman COMSTOCK. Thank you, and thank you for all your 

engagement on these issues. I know you mentioned grandparents’ 

interest and the Children’s Science Center that’s in Fairfax, Micron 

and many other companies in the area of support. I remember 

being sort of a kickoff for it where Microsoft gave a large grant for 

them also, and they are building a longer-term museum, but right 

now they’re in one of our local malls, and it’s my granddaughter’s 

favorite place to play. Just about any time you mention it, she’s 

game to get there. She’s 2–1/2. 

So the pipeline starts young and you are all an important part 

there. I think there’s also Family Science. I’m just going to plug all 

these things because I think this is something we all need to be 

engaged in and involved in, and I appreciate your helping with 

that. 

So Ms. Mooney, in your testimony you talk about working with 

the local public schools and universities to help engage students in 

STEM, and I’d add preschool to that because that’s certainly what 

the Children’s Science Centers and others do. Can you speak a little bit about all this? And all of you maybe kind of—like what kind 

of online things can we all be promoting. 

And I know Mr. Yongpradit, you talked about some of the classes 

that are available I think that are sort of with the internet, the democratization of education. While we’re waiting to get all these 

things into the classroom, what can we be highlighting for people? 

Because the great thing, you know, in organizations like Women 

Who Code that we saw yesterday, I can assure you are in that 

group, there was at least about 100 young women there. It was 

very diverse. You know, this was a summer-long program and it 

was really exciting to see the real diversity there and how aggressive they have been, and again, a lot of our local companies are 

supporting that. But where can we plug people into this who may 

not find out about these programs or how can we make sure we’re 

doing that, if you could all address that? 

I’ll start with Ms. Mooney. 

Ms. MOONEY. Thank you, Chairman Comstock. We are always 

looking for those opportunities. Often our programs that start in 

junior high and high school, a lot of times those students are on 

their way, so we look for opportunities back at the beginning of 

education where we can get them excited, and this would be a good 

time to talk about our partnership with the STEM Bus. The STEM 

Bus rolls into a school and we try to target low-income schools, 

Title I schools that might not have a lot of resources at their fingertips, and the bus rolls in and it’s a 60-foot, big bus. It’s decorated 

with bright colors and it rolls in. There’s an assembly at the school 

where all the kids come in and there’s drones flying around, there’s 

music. It gets a lot of excitement. And then throughout the day, 

students are able to come outside into the bus, which has been 

completely repurposed and inside there’s lots of fun things. There’s 

3D printing, there’s virtual reality, lots of hands-on activities, and 

we talk about what really sparks their interest. That’s kind of the 

exciting thing that happens. Then we work with those teachers to 

make sure that they can continue that path to keep inspiring those 

students. 

Chairwoman COMSTOCK. Yes? 
71 

Mr. YONGPRADIT. Mrs. Comstock, that was a great question 

about what online experiences can be plugged so that students who 

don’t have access in school and still have some type of experience. 

There are a number of online opportunities. At Code.org, we created a number of blended opportunities. They’re both online and in 

person. The Hour of Code itself is an online experience. They’re tutorials that students can do, and that can be done outside of the 

Computer Science Education Week, so that was the Hour of Code, 

and many Members of Congress have actually participated in an 

Hour of Code. There are for-profits like Code HS and Code Academy. Universities like Berkeley are offering free courses through 

providers like EdEx and other providers like Forsair and Udacity 

are offering free colleges as well. 

But here’s the thing. Our research at the K–8 level shows that 

when there’s a teacher in a classroom teaching these students, the 

classrooms are more diverse and the students go further, so that’s 

why we put our money in the classroom and in school, making sure 

that these students in school can have that experience and that all 

students can have that experience, so that they don’t have to go to 

an online provider outside the school to get that fundamental computer science experience. 

Chairwoman COMSTOCK. Thank you. 

Mr. Brown? 

Mr. BROWN. One thing I’d add to this is, so 4 years ago we had 

500 affiliate organizations that were part of our Coalition. Now we 

have a little more than 700. And when we get inquiries from people 

saying what do I do in my community, a lot of times what we will 

want to do is connect them with a growing network of STEM organizations that are in their local communities. Mayors have STEM 

councils now. There are regional STEM organizations. A lot of 

states have these entities. There are places to turn now in your 

local community to connect you with what’s actually going on out 

there because these activities are blossoming across the country as 

the states start to prioritize these, but the answer to this is oftentimes a really local answer, figuring out who in your community is 

taking this on and connected people who are trying to seek help 

with those connector folks. 

Chairwoman COMSTOCK. And I know, having served in the state 

house—you note a number of the schools that don’t have it as mandatory. There’s always a challenge when you’re trying to add another class. You get a lot of pushback from the schools. It was before I had gotten in the state house but there had been a mandate 

for financial literacy classes, and they then delayed the implementation because it was very difficult for some of the schools to get 

that in there, and then it turned out. But there was an online class 

that you could help because some kinds wanted to be in computer 

science or more advanced physics than have to take a class in financial literacy for someone who already had that. So I think there 

is a need for some innovation here so that if you have a kid who’s 

online, you know, doing things, how do you incorporate that? Because I know there is resistance on that state level but we need 

to make sure it is available, and I know in my district, the young 

man who won our Congressional app challenge that we have here 

every year did not have computer science at his school. We want 
72 

to make sure they do have that, so that’s something we’re going to 

work with them on. But he was teaching an after-school class to 

his colleagues. He had started this himself, a brilliant young man 

who had started in elementary school, but as you said, Mr. 

Yongpradit, we’ve got to make sure everyone has access to that, so 

what has been your experience in kind of breaking through that 

difficulty not wanting another mandate? 

Mr. YONGPRADIT. So ultimately, schools need to be responsive to 

where our culture is heading, and I look at that scripture up there 

in the Bible where there is no vision, that people perish, and that’s 

actually already happening right now in all these schools where 

they don’t offer computer science, and so first off—— 

Chairwoman COMSTOCK. Get it offered even if it’s not mandated 

that you take it. 

Mr. YONGPRADIT. Yes, it’s just an issue of priorities sometimes. 

I mean, there’s so many electives that high schools offer. You know, 

sometimes things do need to go and change and evolve. So we’ve 

seen that schools all over the country, districts, principals, administrators, they all figure out new and exciting ways to fit computer 

science into the schedule. So in fact, it’s not even a theoretical discussion. It’s already happening en masse like San Francisco Unified where Berkeley is at. They’re instituting computer science in 

K–12, every single grade, so somehow they’re fitting it in into a 

school district that’s about 56,000 students, and so whether that’s 

integrating it into another subject or offering it as a rotation at an 

elementary school level with music and art, schools are figuring out 

a way. 

Chairwoman COMSTOCK. Thank you, and thank you for your 

work, all of you. 

Now I yield to Mr. Lipinski. 

Mr. LIPINSKI. Thank you. I could sit here and ask questions all 

day because I have so many, so if I can quickly get answers so I 

can get to at least a few. 

Mr. Brown, you had talked about specifically middle skill jobs 

where there’s great need, an unfulfilled need. As I was thinking 

about this hearing, you know, the title is ‘‘STEM and Computer 

Science Education: Preparing the 21st Century Workforce,’’ I want 

to know what types of skills are we talking about? Because we’re 

talking about computers, computer science majors in college as opposed to, you know, skills learned in grades K–8. What are the 

skills that are necessary for the jobs that are out there? Where are 

we really missing—you know, where is the workforce not prepared? 

What types of jobs are these? Can we have some sense of how 

many are we missing at different levels? 

Mr. BROWN. Sure. This is a really complicated challenge, this 

middle skill jobs question. So a good example of a new middle skill 

job where workers can do really good and not need a college degree 

is the auto mechanic. So we all have this analogy in our minds of 

I can’t fix my care anymore because it has to be plugged into a 

computer at the dealer, right? Like that’s the common anecdote. 

But if you look at what an auto mechanic’s job is now versus, say, 

30 years ago, an auto mechanic is now somebody who has to use 

a computerized interface to figure out what’s wrong with the car, 

and then they go fix it, and that’s a very different image than most 
73 

parents have of what an auto mechanic does or what somebody else 

that might be interested in that profession is, and for a long time 

the people who would go into those jobs were not treated like the 

STEM crowd, right? There’s a societal view that those jobs are 

okay but they’re not for my kids if my kids are going to do well 

in the world, and that’s frankly just a wrong view because if you’re 

really good at being an auto mechanic and you work in a high-end 

car dealership, you might make more money in your first or second 

year than a college degree person who is maybe in the middle of 

their class with an engineering degree. I mean, so that’s a misconception that’s not there. So there’s a whole track of students, 

and a lot of these students are in the CT or the vocational-technical 

track that are getting trained for these jobs but a lot of times that’s 

not where the best educators are in the school, that’s not where the 

emphasis of the states or the districts STEM program is. 

The image is, when you do person-on-the-street polling and you 

ask people about STEM careers, they still identify the STEM career with the rocket scientist, the Ph.D. They don’t have images of 

these middle skill jobs to draw from, and this—so to get back to 

what those skills are, they’re problem-solving skills. They’re problem-solving skills that use technology, and the STEM field—there’s 

lots of way to teach problem-solving. It just turns out that STEM 

is probably the least worst way to do that, right? You can teach 

people how to solve problem without being a scientist, but learning 

the scientific method and learning about data and evidence are the 

best ways to do that within the school system. 

And so getting back to the point about what we really need to 

do is, we need to make sure the high-quality programs are also in 

those middle skill tracks and that we’re not just focusing resources 

on the future rocket scientists, the people that sort of fit the description of who you expect to see when you talk about a STEM job. 

Mr. LIPINSKI. Let me move on to Dr. Alivisatos. What can we do 

to—there’s a great shortage of teachers. Any recommendations you 

have of what can be done so we can have more computer science 

or other similarly related fields get people in to be teaching at the 

college level? 

Dr. ALIVISATOS. Well, both high school and college. You know, we 

have an enormous talent pool of graduate students and also undergraduates who are really learning computer science and STEM 

fields and who spend—spontaneously because it’s their love—they 

spend time, for example, graduate student mentoring undergraduates or high school students, and likewise college students doing 

the same thing. So those people are showing that they have a deep 

desire to do these things. Many of them could use much more help 

learning how to be mentors early as part of their education. So if 

they’re in a STEM discipline, actually having training on how to 

be a mentor, which is a vital part of actually being part of a science 

team or an engineering team, so teaching those skills in a systematic way to large numbers will open those careers to them and help 

them to do better. 

But as you know, there are also a lot of structural reasons why 

the teaching careers aren’t always as attractive as they could be in 

some of our areas, and some of those are controlled by local poli-
74 

cies, but it’s clearly a huge problem to make it more attractive to 

people. 

Mr. LIPINSKI. Can we get—if the Chair will allow, what about 

programs to try to get people who are out and working to come into 

a university and teach or to the high school classroom and teach? 

Dr. ALIVISATOS. So in our discovery experience program that 

we’re planning, one way—we’re finding many—let’s say in our case, 

we have 27,000 students. We want them all to have a discovery experience. We need to build a network for that. So for example, a 

postdoctoral scholar or a graduate student would mentor. But even 

if we do that, there’s still more personal mentorship that’s needed, 

so we’re inviting in all of our colleagues from the Bay area technology community and also from many local businesses and even 

from community organizations to come in and mentor our students, 

and also, we’re putting in a requirement that every student, as 

they mature through the program, they themselves spend a certain 

amount of time mentoring in a local high school, and so we kind 

of see to scale this, you need to have a kind of network of people 

at different levels, and each time you’ve gone up to a next level, 

you should be reaching a hand down to the earlier stage to help 

them because that helps the numbers to work well for such a complicated large number of people problem. 

Mr. YONGPRADIT. So Mr. Lipinski, I’d like to add that there’s actually a great model program in the United States right now sponsored by Microsoft. It’s called TEALS. I think it’s Technology Education and Literacy in Schools, and basically what happens is, they 

take engineers from a number of companies, not just Microsoft, and 

these engineers go in to the classroom, sometimes three to five 

days a week in the morning right before they go to work and they 

actually teach a computer science class, and so this is in schools 

where they just can’t find a teacher to teach computer science, and 

this is happening in, I believe, hundreds of schools nationwide in 

several dozen districts, and so that’s a model program that I’d like 

to call out. 

Mr. LIPINSKI. Thank you very much. I yield back. 

Chairwoman COMSTOCK. Thank you. 

And I now recognize Mr. Marshall. 

Mr. MARSHALL. Thank you, Chairwoman. 

Mr. Yongpradit, I missed your number. How many computer 

science jobs are open across the country now approximately? 

Mr. YONGPRADIT. So 500,000 open computing jobs, and those include jobs that require a four-year degree, as well as the middle 

schools jobs that—middle-skills jobs that Mr. Brown mentioned. 

Mr. MARSHALL. Okay. I want you all to write down these numbers, see if you come up with the same conclusion I come up with. 

I just met with Dr. Ben Carson. He told me there’s six million 

skilled jobs open in this country right now. We’re at a 16-year low 

for unemployment across the country. My State of Kansas has 

20,000 open jobs. I think I read that Mrs. Comstock has 30,000 

open computer jobs in her State. You just told us we have 500,000 

open jobs across the country in computer science. 

So, here’s the counterintuitive things I’m learning. I’m a freshman up here. A half-million people have given up looking for a job. 

There are districts in our country with unemployment of 17 to 20 
75 

percent. And in those districts, 25 percent of people are on Medicaid assistance, and 50 percent of them are on food assistance. My 

theory—see if you disagree with me—is we don’t have a job problem; we have a job skills problem in this country. Everywhere I go 

in my town halls, whether it’s the construction industry or skills 

set, we don’t have a skilled workforce anymore. 

What’s the disconnect? What are we doing to motivate people to 

not work or to not get that skill set to work? What has happened 

in our culture that we don’t motivate people to get the proper skill 

set? I think this is a cultural problem. 

Mr. Yongpradit, you’ve got a comment what’s happened to our 

culture? 

Mr. YONGPRADIT. Yes, I can talk about it just from my experience 

teaching. So, at some point we had this definition of digital literacy 

that was let’s just learn how to use a computer, like here’s a 

mouse, here’s a keyboard, let’s learn how to type and create presentations, right? And that was the thing in the ’80s and ’90s. Lots of 

us learned how to use computers in a course like that. 

But what those courses missed is how to dig deeper and how to 

actually program the computer, how to create technologies of your 

own. And so, because of that, we have this huge gap between all 

these open computing jobs and a workforce that just isn’t skilled 

to access those types of jobs. We have people who may be able to 

use a welding machine, but they’re not able to program a welding 

machine. 

So, with this level of automation that we’re seeing in manufacturing jobs these days, we see people who are being automated out. 

Now, here’s the thing. They can be automated in if they learn how 

to now program those machines. And in the same way we have a 

great opportunity ahead of us with the transportation industry 

with all this automation of cars. I mean, folks, in 15 years, I mean, 

there’ll be a lot of kids who don’t even think about driving. It’s just 

nonsense to them. They’ll just, you know, call up a car to drive—— 

Mr. MARSHALL. I need to move on. 

Mr. YONGPRADIT. —for them. 

Mr. MARSHALL. So we have some incredible community colleges 

and technical colleges in my district, and I think that they’re 

poised to probably make the quickest adjustments. 

Mr. Brown, can you give some comments? Are our community 

colleges responding? What are they teaching? What are they doing? 

Mr. BROWN. Well, I think you used a term that’s super important 

here, which is responsiveness. So much of this challenge—we have 

low unemployment, but we have also low participation in the workforce, right? The underemployment number is probably 20 percent 

of the population—— 

Mr. MARSHALL. It’s scary. 

Mr. BROWN. —more, right? Part of that challenge is because it’s 

too hard to transition from one set of skills to a pretty similar related set of skills. I’ll give you an example of a problem if we could 

solve that would get at this that community colleges probably play 

a role, and that’s transitioning military veterans. 

Mr. MARSHALL. Yes, sir. 

Mr. BROWN. So, there’s 100,000 people discharged from the military every year. About 60 percent of them have STEM skills, but 
76 

it’s really hard for a combat medic or electrical technician to get 

a commercial credential because we can’t manage that skills gap 

problem just for a highly trained population that we know their 

skills, and yet they don’t line up with the educational institutions. 

And so community colleges have a lot more flexibility than some 

other institutions. They’re dealing with a lot more diverse population that has a lot of different skills. If we could manage that 

transition alone of getting more of those 60,000 military veterans 

into STEM careers, it would help us tell the metal technician in Indianapolis who worked for Carrier a better way to get a job. 

Mr. MARSHALL. Are you seeing—who’s doing it right? Who’s the 

most successful place you’ve seen doing this? 

Mr. BROWN. You know, the trend that I think speaks most to the 

innovation is the fact that companies are doing their own training 

for high school students—— 

Mr. MARSHALL. They sure are, yes. 

Mr. BROWN. —now, right? I mean, that’s the commercial motive. 

That’s capitalism at work. It’s probably not the ideal solution, but 

that’s where a lot of companies are is they’re doing this training 

in-house and skipping the education system altogether, which says 

we have a problem. 

Mr. MARSHALL. Yes, sir. Thank you. 

Chairwoman COMSTOCK. Thank you. And you’re exactly right. 

I’ve seen that just in visiting whether it’s a manufacturing plant— 

the businesses bring people in and train them on that equipment 

for that very reason. 

But I would also mention the high schools—I think you’re exactly 

right. The community colleges are a great place to—but our high 

schools are trying to do more of that, and I think making sure that 

they are faster and really adapt quickly like that and then move 

it on down into junior highs and then having these kids get some 

work experience, too, and being exposed to all that. 

Mr. YONGPRADIT. Well, and can I just—I want to make sure this 

is a clear point. Companies are doing it because the education system can’t keep up. 

Chairwoman COMSTOCK. Right. Yes. 

Mr. YONGPRADIT. That’s not to say we should be giving up on fixing our educational institutions. The high schools that people really 

value are the ones that are preparing kids for specific career paths. 

That’s what the grandparents are asking for—— 

Chairwoman COMSTOCK. Yes. 

Mr. YONGPRADIT. —when they call up. 

Chairwoman COMSTOCK. Great. Okay. I now—oh, Mrs. Johnson 

is not here. We have Ms. Esty now recognized for five minutes. 

Ms. ESTY. I want to thank the Ranking Member and the Chairwoman for this important topic we’re discussing today. And actually, Mr. Brown, I was going to start with lower grades in education, but as a member of the Veterans Committee and working 

a lot on this issue, I’d like to start with you about what we can 

better do because it is a crime actually that we are not providing 

our veterans with a better ability to transition to civilian workforce. And you’re exactly right; they’ve got the skills. 

But again, do you think stackable credentials, is this something 

we should be working within the VA to try to do this? How do 
77 

you—or transition from DOD? Because some of us have been looking at elements. Can we do a better job of translating? What are 

those Defense Department skill sets that they have, and how can 

we translate? And if you have suggestions for us about how we can 

be helpful, I can tell you there’s huge commitment on this committee and across Congress to do better for our veterans. 

And you just think about something like cybersecurity. We have 

skill sets there that are going to waste, and people are looking for 

jobs, so we are passionate about filling that gap and putting veterans to work. So, thoughts any of you have on what we can do on 

that would be welcome. 

Mr. BROWN. Well, so let me first say thank you for your service 

on the Veterans Committee. And the Veterans Committee in the 

House just passed a GI bill reform, right? And one of the things 

that’s really important sort of under the radar is that that bill contains a provision to allow veterans who are studying career fields 

that take more than a certain number of credits so that they’re not 

basically aged out of their GI bill benefits. And those are the kinds 

of adjustments in our system we have to make to meet the unique 

requirements. It has laboratories. It takes longer. 

The transition issue for veterans, the reason why I use it as a 

litmus test for this problem is part of the reason that’s not happening as—it brings in all these factors we’re talking about. So veteran nurses have to meet state certificate requirements in nursing, 

and I think there’s a lot we could do to make those more portable, 

stackable, you know, things of that nature to make skill—because 

employers are looking at cross-state-lines hiring practices. There 

are big regional disparities on this issue, and so those are the types 

of things we have to take on and reform those boundaries between—it’s interagency, intergovernmental type of things that are 

going to help us solve that problem. 

It’s not that the innovation’s not there to do that kind of training. I mean, universities and community colleges can do it, but it’s 

the rules of what constitutes a licensed person in a lot of those professions that are some of the barriers. 

Ms. ESTY. No, I think you’re right. There’s siloing and there’s 

guild mentality, and I would note a lot of us here have worked on 

diversity issues for women, girls, people of color. The military is 

much more diverse than it used to be, and so one of the ways we 

could rapidly change the face of what somebody who’s in STEM 

looks like is to really aggressively look to place people with service 

in the military into the STEM fields. And I think it’s under-attended-to, and I’d love to follow up with all of you on thoughts 

about how we can do that. 

And, yes, we actually have a special provision on STEM skills in 

the GI bill, and we’ve made it lifelong benefits to address this issue 

about needing to reskill over years. So, that deals with in part the 

immediate problem of like how do we fill these midlevel skills right 

away. 

I’d like to have you opine a little bit and talk about what you 

think we can do in elementary level. I know several of my colleagues here are working on legislation built off of things we’ve 

seen particularly for girls. If they aren’t engaged by eighth grade, 

it doesn’t matter what you have in high school; they’ve already self- 
78 

selected out of these fields. So, thoughts about what we can do on 

that? And, again, Mr. Yongpradit, that could be something we 

should be—not just high school students but in elementary going 

in and talking about science and computer fields. Thanks. 

Mr. YONGPRADIT. We’ve been active in this area, probably the 

most active of all the K–12 areas that we work in, elementary, middle, and high school. So, I mentioned that we’ve trained 60,000-plus 

teachers over the last 3–1/2 years. The majority of that I’d actually 

estimate probably around 52,000 of that is at the K–5 level. And 

so what we’re doing is we’re taking the media specialists, the computer lab teacher, even the classroom-level teacher, and we’re 

teaching them how to integrate computer science into their math 

lesson, their science lesson, or even to offer it as an elective alongside art, music, P.E. as a special or an elective in a rotation. 

And you know what’s wonderful about that? So, I know that a 

number of the members of the subcommittee are sponsoring the 

Code Like a Girl Act, which is wonderful. Elementary school teachers are so hungry for computer science. You would think that it’d 

be hard to like convince them to like, you know, bring it into their 

curriculum because they have so much going on already, which 

they do, but they are so hungry and they are so willing. 

Ms. ESTY. Great, thank you. I see I’m out of my time, and I yield 

back. Thank you all very much. 

Chairwoman COMSTOCK. And I now recognize Mr. Webster. 

Mr. WEBSTER. Thank you, Madam Chair. 

Yes, I was thinking about that K–5 program. I decided when I 

was in fourth grade I wanted to be an engineer and ended up doing 

that, actually planned out where I was going to go to school, started, then started praying. 

So, my question is kind of around that. First of all, I know there 

is a need in everyday life to understand something about STEM. 

A couple weeks ago, my wife’s washing machine broke, and I got 

a little manual on it off the internet. And it’s self-diagnosing, so I 

pushed a couple buttons and up pops a binary number, and it was 

12. And so I looked on this little chart, 12, bad motor control. Sure 

enough, that’s what was wrong with it, so even in the household, 

it’s good to know a little bit about STEM. 

But we have spent a lot of money locally—I know in our area— 

along with K–12 funding and so forth to try to draw more people 

into STEM. Does that need any more coordination or is it working? 

Is there any empirical data that would say this works? We’re really 

getting a lot more people, not necessarily from one particular area, 

just is it working? Anybody? 

Ms. MOONEY. Chairwoman Comstock, Mr. Webster, thank you 

for your question. And you are exactly right. There is a lot of not 

only our foundation but a lot of company foundations, nonprofits 

that are working on this issue. We tend to focus very much on the 

schools, on the students, on the teachers, and that’s fantastic to 

help support them, but we’ve noticed even with our grants that 

there tends to not be a parent component, and if we can educate 

the parents to the importance of these skills, help them to understand how to encourage their students to stay with it, that is an 

element that can definitely help. 
79 

We’ve also had focus groups where parents have come in and 

they’ve talked to us and they’ve said things like, ‘‘I wasn’t good at 

math’ you probably won’t be either,’’ and that really is very damaging, and that can hinder a student’s progress in that area. So, 

we’re trying to do a little bit more—in fact, actually a lot more— 

around the importance of parents and bringing them into the equation. 

Mr. WEBSTER. So is that universal or is it in its infancy or—— 

Ms. MOONEY. I would say without programs and even the grant 

requests that come across our desk for us to fund, that element 

seems to be missing, so we’re trying to encourage a little bit more 

of that. I’m sure there’s lots of other areas that we could certainly 

be focusing on, but that is—that’s something that we find missing 

quite a bit. 

Dr. ALIVISATOS. I’d just like—— 

Mr. WEBSTER. Okay. Yes, go ahead. 

Dr. ALIVISATOS. If I could just say a quick—I mean, I think this 

comment about when a young person, if they’re in—often elementary school but also very much in middle school, and then it happens all the way through, when you get this kind of experience 

where somebody will say, you know, I wasn’t good in STEM, you 

may not be, or math isn’t for me, that kind of thing, it really closes 

things off for people in a way that then they internalize. And that 

is a cultural phenomenon that really hurts. 

And so to your point that inside the home matters enormously 

but also inside the schools. Giving experiences where people can actually have something that they touch outside of just a test that’s 

going to be graded but something where they can actually have a 

success has an enormous effect on people, and I think that many 

of the curricula are really evolving that way now so that people, 

in addition to their classroom experience, have an experience outside of the classroom where they experience a success, and that 

helps them to come back in. And that has to happen all through 

the system. 

Mr. WEBSTER. Would directed scholarships, maybe enhanced 

scholarships for STEM, help? Yes, go ahead. 

Mr. YONGPRADIT. Mr. Webster, I’ll say that the number-one most 

effective way to spend money in computer science to actually increase the number of computer science offerings is in-service professional development. That means professional development for 

teachers who are already in the classroom and teaching them how 

to just offer computer science as an elective, as an extra course, or 

what have you. And it’s already proven. A.P. computer science 

principles, which Ms. Johnson mentioned, is the largest A.P. 

launch of any computer science course—of any A.P. course ever. 

And so that was driven by in-service professional development for 

teachers. 

Mr. BROWN. Can I just add one more—— 

Mr. WEBSTER. Well, I’m out of time. Chair? 

Chairwoman COMSTOCK. Oh, if you—Mr. Brown, if you’d like 

to—— 

Mr. BROWN. So, two things I would add to that. I would definitely concur that the high-quality teacher component is—that’s— 

the data show us that high-quality teachers and high-quality expe-
80 

riences are the biggest impact on students. But I would like to say 

something about the scholarship question you asked. One of our experiences over the last 15 years going back to the America COMPETES Act and different attempts to try and incentivize students 

is scholarships are less effective than people think because the financial incentives alone of making it easier for a student to go to 

college will not necessarily overcome their lack of preparation for 

success in another STEM-oriented career. So, it’s their degree of 

preparation that’s more of a selector for whether they can succeed 

with a scholarship or with some kind of financial incentive than 

just doubling the amount of scholarship money that’s out there. 

Mr. WEBSTER. Okay. Thank you. Thank you. 

Chairwoman COMSTOCK. Thank you. And I think you’re so right 

on the teacher continuing to upgrade that because, I mean, that’s 

why sometimes bringing the outside people in, too, helps because 

they’re in the real world. Their skills are upgraded. My husband 

was teaching computer science in the early ’80s. Then, he was a 

principal. Now, he has to go back, and there’s a lot of upgrading 

to do there, so anything we can do to continue to upgrade those 

skills. 

So, I now recognize Ms. Rosen for five minutes. 

Ms. ROSEN. Thank you. I’d like to thank the Chairwoman, Ranking Member Mr. Lipinski, and all of our guests. And what I want 

to say, first of all, is I am a girl who codes, who made it to Congress, who started her career as a computer programmer in the 

1970s with the card deck, learning BASIC and COBOL and 

Fortran and assembler, and I know what an exciting career it is, 

how creative it is, and how much I learned, and I use those skills 

every single day here. So I applaud what each and every one of you 

are doing. There weren’t very many of us doing it in the ’70s. There 

still aren’t enough. It comes down to inspiration, education, and 

teaching, so I want to thank you all for that. I’m a proud sponsor 

of the Code Like a Girl Act, and today, we’re going to introduce 

with Rep. Knight from this committee the Building Blocks of STEM 

Act, which is going to put some money into that early childhood 

education to let kids know that it is creative and exciting as you 

want to make it to have a career in technology. 

So, to that end, I really want to ask you, what else can we do 

in Congress to help make this a reality, helping with veterans in 

retraining, helping with other training programs, teaching our 

teachers? So, how can I be helpful in Congress to make these kinds 

of things happen to fill these jobs and let people know that they’re 

capable of doing it? 

Mr. BROWN. I’ll take a first crack at that. First off, I think you’ve 

definitely got my award for the coolest bill name I’ve heard, so 

thank you for that. 

Ms. ROSEN. I’m no longer a girl, but I feel I code like that. 

Mr. BROWN. One of the things I would point to that I think Congress can do is make sure that we’re delivering on the promises 

we’ve made to schools to fund the programs that do in fact impact 

our lives. NSF does a lot of work in this area. There have been attempts in the past to narrow NSF’s focus to just undergraduate or 

just K–12 or—I think NSF has to do it all within the realm of 

STEM learning because we’re learning in lots of different ways. 
81 

To your point about elementary education, one of the things that 

we saw under No Child Left Behind is a narrowing of the curriculum to math and reading, and so I highlighted the fact that 

States are adding science to their accountability systems because 

the data show really clearly that impacted elementary science 

learning the most. And one of the curious things I see—I’ve seen 

this as a parent and it’s in the data, too, is that elementary STEM 

night brings in everyone— 

Ms. ROSEN. Yes. 

Mr. BROWN. —right, the girls, the boys, all the different students. In middle school, there are a lot less girls. 

Ms. ROSEN. Yes. 

Mr. BROWN. And in high school, it’s all dudes, right? So, there’s 

definitely a phenomenon that’s going on there that it’s good for 

Congress to be aware of it because it’s not just this Committee, it’s 

the Education Committee— 

Ms. ROSEN. Right. 

Mr. BROWN. —it’s all the other things, but you’ve got to work together to have a solution that addresses all of these things across 

all of those different policy mechanisms. 

Mr. YONGPRADIT. Let’s talk about two things that a lot of the 

members here have already done and then build on that. So, one 

thing is the 2015 STEM Education Act, and that included computer 

science as part of the Federal definition of computer science. In the 

State of Maryland, higher ed institutions heard about that and realized, gosh, we offer a STEM endorsement at our university. We 

probably need to include some computer science in it if computer 

science is now part of the definition of STEM. So, they actually did 

that on their own because of that act, so that’s one positive effect 

from that act. 

Adding computer science to the list of well-rounded education 

subjects in ESSA, what that has done and it continues to do is increase the priority of computer science at the state level, and so 

even States like Connecticut, Ms. Esty isn’t here anymore, but Connecticut has included computer science as part of their ESSA plan. 

That wouldn’t have happened if— 

Ms. ROSEN. Right. 

Mr. YONGPRADIT. —computer science wasn’t included in ESSA. 

So, I think the focus of computer science in STEM and providing 

guidance around computer science in STEM funding is a constant 

thing that Congress can continue to do. 

Ms. ROSEN. Go ahead, Ms. Mooney. Thank you. 

Ms. MOONEY. Thank you, Chairman Comstock. 

Ms. Rosen, thank you for your inspiration words to start off with. 

That’s great that you’re a girl who codes. 

Anything that you can do to continue to incentivize teachers to 

teach computer science and teach STEM. We have a program that 

we’re working on at our local university where we take freshmen 

that are majoring in computer science or engineering and partner 

them with a teaching certificate so that when they graduate, they 

not only will have that engineering or computer science degree, but 

they’ll also be able to teach. If there would be an incentive—I know 

sometimes the funding when they come out isn’t equitable—but if 

they have an incentive to go into the classroom with that, we think 
82 

that is fantastic. And any time that we can get somebody that— 

especially for girls—if we can get a female teacher in the front of 

the room, somebody that they can aspire to, that looks like them, 

any of those type of programs would be very helpful. 

Ms. ROSEN. Thank you. And I’d like to see that tech bus—— 

Ms. MOONEY. Yes. 

Ms. ROSEN. —that tech-mobile— 

Ms. MOONEY. Yes. 

Ms. ROSEN. —in every community in America. I think that would 

be great. Thank you. 

I yield back. 

Chairwoman COMSTOCK. Thank you. 

And I now recognize Mr. Hultgren for five minutes. 

Mr. HULTGREN. Thank you, Chairwoman. 

Thank you all so much, appreciate your work, appreciate you 

being here. This is such an important subject and something I’m 

passionate about. I think all of us are, but privileged to join with 

our Ranking Member of the Subcommittee. Dan Lipinski is CoChair of our STEM Caucus here in Congress, and just continuing 

to be talking about it—it really is something that brings us together. There’s way too many things that divide us up here, but 

this is one of those things that absolutely brings us together of 

what can we do to prepare the next generation, our best and 

brightest to go into STEM fields, realizing that so much of our nation is dependent on the next explorers and discoverers and researchers who are going to have incredible breakthroughs. 

I just had the privilege a couple of weeks ago to have a graduation of something that we started called our STEM scholars. In the 

14th Congressional District it was 19 high schoolers, ten young 

women, nine young men, where it was a yearlong program. I met 

with them once a month, and we would go to different places 

around the district that I represent, seven counties just west of 

Chicago, north of Chicago, learning about ways for them to apply 

STEM education in the workforce. So, we went to Fermilab, a national lab in my district. We went to the Cain Tubular, which does 

tube bending for exhaust systems on rocket engines that’s in St. 

Charles, Illinois. We went to Flavors of North America, FONA, 

which does chemistry of taste and smell in our foods, and many, 

many other things, Digital Design Manufacturing Institute, downtown Chicago, phenomenal. I mean, it was great. I learned a lot. 

I think the high schoolers learned a lot. 

But we’d spend maybe an hour-and-a-half learning about how 

they could apply this, and then we’d spend maybe an hour for me 

to hear from them of what has worked in their lives, what sparked 

that interest, what sparked that passion, and how can we take that 

and share it with others. 

The other thing we saw every place we went is the need for computer programming, that the jobs are there. Dr. Marshall, who was 

here a little bit earlier, talked about that, you know, I hear it so 

often of how we need more programmers, and it’s almost like this 

guaranteed career path if someone is willing to dedicate themselves 

to doing that. 

I want to just get your thoughts. What I was hearing from some 

of my STEM scholars and others is that they’ve had to kind of go 
83 

outside of school to find opportunities for programming. Many of 

them are part of robotics teams, which I think are phenomenal, 

some great programming opportunities that are a part of that. Others have done some other coding and so grateful for that. 

But I guess my first question I’ll address to Mr. Yongpradit, and 

I do appreciate Code.org. I’ve gone through that the last few years 

with different high schools and young middle schools and grade 

schools and had my own kids with me as we were doing that, and 

just a really good program that I appreciate. 

I just wanted to see, you know, as a parent, I’ve got—my wife 

and I have four kids. My youngest, my 13-year-old I think really 

wants to go into programming or some other science field. What 

would you recommend that I could be doing to be helping our 

school do more but also looking for more opportunities as a parent 

to open up opportunities for my own children or other students as 

well? 

Mr. YONGPRADIT. First off, I want to thank you for participating 

in the Hour of Code— 

Mr. HULTGREN. Great. 

Mr. YONGPRADIT. —so many times. That really helps the cause 

at the local level in Illinois, as well as the national level to see 

Members of Congress participate in that event. 

One thing I wanted to note about Illinois, Mr. Lipinski, Mr. 

Hultgren, there actually is an Illinois State Task Force for Computer Science. They just submitted their recommendations about a 

week ago, so you might want to take a look at that. 

Mr. HULTGREN. Good. 

Mr. YONGPRADIT. In terms of increasing opportunities, you know, 

the Hour of Code actually has a section called Beyond an Hour of 

Code, and so there are all these online self-paced experiences that 

kids can do on their own and teachers can pick up and bring into 

the classroom. And these are things that don’t require a whole new 

course. The science teacher, the math teacher can just take a little 

break from the standard curriculum and introduce some computer 

science, so that’s one way of doing it and making them aware of 

it. And then obviously, there are a lot of afterschool activities as 

well like those robotics clubs, First Robotics, and things like that. 

So these are ways to get kids engaged when they don’t have something in school, but again, I always repeat, the most important 

lever is getting a teacher in the school to offer that course. 

Mr. HULTGREN. Yes. Just a few seconds left, but Dr. Alivisatos, 

if I could address this to you. According to your testimony, 100 out 

of 1,576 schools or about six percent, produce over half the number 

of graduate students in the United States with bachelor’s degrees 

in computer science. Why is this, and what would it take to increase the number of graduates from more schools? 

Dr. ALIVISATOS. Yes, I mean, look, this is an enormous challenge 

right now because most schools just don’t have the faculty to do it. 

And, of course, you’re competing with this enormous demand in the 

workforce—— 

Mr. HULTGREN. Right. 

Dr. ALIVISATOS. —for people with those skills. Instead of teaching, they can be in the workforce and be better compensated, so, 

I mean, that’s a huge part of it. 
84 

You know, I think that what makes it more attractive for people 

is when the job itself also has components to it that are outside of, 

sorry, just the strict classroom, and I think that that’s the case for 

the people that you want to be teaching these classes at the level 

where they’re going to be producing undergraduate degrees. They 

have to be engaged themselves also in thinking about new ideas 

and attacking problems that society really cares about. That motivates people. Many people will in fact be in careers that don’t compensate them quite as well if they have the opportunity to do something they find greatly meaningful themselves. And so I think trying to approach how we can offer the opportunity to people who 

teach in those organizations, that opportunity to be thinking about 

cybersecurity research or things of those kinds, that gets them motivated and they’ll stay. 

Mr. HULTGREN. Yes. Well, thank you all. I, again, could go on for 

a long time. This is so important. I would love to hear a little bit 

more. Coding boot camps, we’re hearing about some of these things 

that have been happening that I think have been pretty powerful 

and even trying to find ways to bring that to younger kids to go 

beyond I think could be amazing. Also, we’ve seen some incubators 

start up in some of our universities where it’s that practical applied, and great relationships being built while they’re still in 

school. But my time is long past expired. I apologize. I yield back. 

Chairwoman COMSTOCK. All right. Thank you. 

And we now recognize Ms. Bonamici. 

Ms. BONAMICI. Thank you, Chair Comstock and Ranking Member 

Lipinski, and our witnesses. 

I also serve on the Education Committee, had a lot of conversations about this topic. I’m the founder and Co-Chair of the Bipartisan Congressional STEAM Caucus, which now has 87 members, 

including the Chair and the Ranking Member, and I have invitations here for those of you who are not yet on the caucus. STEAM 

recognizes the importance of STEM but also the value of arts and 

design to teach students how to think creatively and critically and 

be adept at problem-solving. 

We have many examples in my district in Oregon of the benefits 

of STEAM, for example, the Nike world headquarters where they 

have engineers developing state-of-the-art equipment and scientists 

experimenting with new materials and artists making the products 

unique. 

We have right now scientists and engineers working with architects and designers to build new high buildings out of cross-laminated timber. 

We have two nationally recognized public STEAM schools where 

educators are challenging students in STEM topics but also encourage them—encouraging them and inspiring them to create and 

imagine and make things, skills that were all—will all be really extremely useful when they reach the workforce. 

But this just is not just happening in Oregon; it’s happening 

across the country. General Motors just said this about an upcoming STEAM conference: ‘‘It’s important for students to understand 

that not only does GM employ many engineers with STEM-related 

backgrounds but also requires people who excel in the artistry that 

designers bring to the job of designing beautiful cars.’’ 
85 

There’s a couple of researchers at Michigan State University, the 

Root-Bernsteins. They write and study about creativity. They found 

the more accomplished scientists are, the more likely they are to 

have an artistic hobby and be engaged in arts and crafts. Dr. 

Mariale Hardiman at Johns Hopkins just did a—you’re nodding 

your head at all of this, Doctor. You know. Johns Hopkins just did 

a study showing that students who learn STEM classes with arts 

integration have better retention than students in conventional lessons. 

And we’ve had a lot of conversations about the gender gap in 

STEM. Two Bit Circus, which is a Los Angeles-based engineering 

and entertainment company, just did a survey, hundreds of families. They confirmed the gap; it’s no surprise. Boys say they’re interested in technology and girls say they like art. In fact, 99 percent of the parents surveyed said their daughters did arts and 

crafts. So, when girls find out that they can do art and STEM, 

we’re starting to close the gap. 

So, last week, the STEAM Caucus and the CTE, Career and 

Technical Education Caucuses held a joint briefing. There was a 

representative there from the Rhode Island School of Design. 

They’ve been academic leaders in STEM. Their former President 

came from MIT. He was at our caucus kickoff years ago. This representative from RISD has been traveling the world. This is happening—every school in Barcelona is now going to be STEAM instead of STEM. Beijing, they’re expanding STEAM instead of 

STEM. It is not the time now for the university to fall—or, excuse 

me, for the United States and our universities and our K–12 system to fall behind in being innovative. 

For my colleagues on the other side of the aisle, Governor Kasich 

just said in his last State of the State address last year—STEAM 

education, I add the capital A for the arts. Any student who’s going 

to succeed later in life, including someone choosing a technical career, is going to need creative skills and know how to apply creative thinking. These skills are best developed by exposure to the 

arts, science, technology, engineering, math, and arts. And Governor Kasich said this: ‘‘Arts community, did you ever think you’d 

see a conservative Republican ever say this? But we believe it. 

These are essential for success in the 21st century careers.’’ 

So—and I want to emphasize—I mean, the Chairwoman talked 

about Montessori. Montessori, great model, they emphasize arts 

and music as well, so they’re adding science and STEM, but they 

don’t cut arts and music. And we heard from one of our panelists 

about how, during No Child Left Behind, curriculum was narrowed. 

So, thank you to all of you who mentioned the importance of 

funding in—under the Every Student Succeeds Act. It’s so important, title 4, critical to have that funding that focuses on wellrounded education, including STEAM and computer science. 

So, Mr. Brown, can you tell us how—through all of these coalitions, how can we help students become better creative problemsolvers and innovative thinkers, and what role do you see for arts 

and design? 

Mr. BROWN. Well, one of the things the data shows us is however 

you get kids interested in these fields, they do better in the classroom if they’re interested, and I think that’s the hook of STEAM. 
86 

I mean, some kids are going to get really excited about the creativity aspects of it. That’s what will bring them in. Others respond 

to mentorship. Others respond to doing things with their hands, 

right? However you can get kids interested in these fields, that’s 

how you will give them the ability to do better in school. 

Kids who are on football teams tend to be motivated to stay academically eligible so they can play football, right? I hope that same 

thing is happening with robotics competitions and other things 

where the social capital of liking something is helping them do better in school. So, it’s things that get kids interested and meeting 

them where they are that will help us with this equation. 

Ms. BONAMICI. Right. 

Mr. BROWN. So, I think one of the things the National Science 

Foundation can do that’s incredibly important is do better and 

more extensive studies of these phenomenon so we understand exactly how to amplify them and to take advantage of them and establish the connections between the value of inspiration and interest and performance in the classroom so that we understand that 

these programs are not just great because they get kids smiling but 

also because they contribute to the outcomes that we know are valuable and that we’ll spend scarce dollars on. 

Ms. BONAMICI. Well, absolutely. And the brain researchers there, 

the Oregon Health Sciences University Brain Institute, there have 

been studies that show that when students have both halves of 

their brain educated, they do become more creative and innovative, 

and it’s critical thinking that is so important. And so thank you for 

the nodding heads. 

And I do invite any of the Committee Members who are not yet 

on the STEAM Caucus to join and we’ll get the number up past 87. 

Thank you to the panel, and I yield back. 

Chairwoman COMSTOCK. Thank you, Ms. Bonamici. And I do appreciate your emphasizing the arts in that since I have Wolf Trap 

in my district. They have a wonderful STEAM program that now 

is—I think Ohio is one of the States, so before Governor Kasich 

was celebrating that, Wolf Trap was sharing this program all 

around the country, and I think it’s now gone beyond even this 

country. And it was something we started in the State House 

where we just gave them a grant to do that, and they have been 

wonderful. 

And then also, since my granddaughter’s favorite show is talking 

about grandparents, so I will talk about my granddaughter again. 

Her favorite TV show—usually, I’m not promoting TV shows—but 

Little Einstein, which is STEAM; it’s not just STEM—they have 

music all throughout that program so it’s all science and she knows 

all this classical music now from Little Einsteins. 

And I got her—she started watching that because we had a 

young man who came from our district and he had gotten perfect 

scores on everything in math and science. And so I did ask him, 

‘‘well, what did you do, what’d your’’—and I said, ‘‘well, you probably didn’t watch any TV or do’’—and he said, ‘‘no, I watched Little 

Einsteins,’’ so very well-rounded on that. 

So, sorry to—and I’ll plug all the members also, join the STEAM 

Caucus, too, because it’s great. 

So, I now recognize Mr. Beyer for five minutes. 
87 

Mr. BEYER. Thank you, Madam Chair, very much. 

Mr. Yongpradit, what role does video game play into any of this, 

and how does the—all the kids—you know, right now, you hear a 

video game is so much bigger than the film industry and that more 

girls are playing than boys. So what role if any does it play in stimulating interest in computer science? 

Mr. YONGPRADIT. Well, that is a great question at a great time 

actually since we just talked about STEAM and Mr. Brown talked 

about however way you get them interested, that’s the way to go. 

So, in fact, I taught game design and game programming as a 

teacher, and that was my hook not just for men but for women as 

well. And in fact we had a special women’s club just for making 

apps and games. 

So, I’d say the role is it’s a hook, number one. Number two, it’s 

a great environment for introducing the arts, the programming aspect, as well as an entrepreneurship aspect. Video game programming is just a great medium for exercising all these different skills 

and areas of interest. 

And it’s obviously important that we teach our kids how to create 

these video games and not just play these video games. So all those 

girls who are playing video games on their smartphone these days, 

Candy Crush, whatever, they need to really think about how these 

games work at the minimum, and then hopefully also learn how to 

program these games. 

Mr. BEYER. Great. Thank you very much. 

Ms. Mooney, you know, it’s sort of—it’s been written greatly that 

Silicon Valley is an incredibly unfriendly place for women and even 

New Yorker cartoons about, you know—and that high-tech startups 

in general are fairly functionally misogynist. So how do you— 

there’s a hard glass ceiling there, especially in these high-tech 

places. How do you encourage young women to study computer 

science when they have no hope of ever being a manager or an 

owner? 

Ms. MOONEY. Well, thank you for the question, Chairman Comstock, Mr. Beyer. We hope that there will be inspiration along the 

way so they don’t automatically think there’s no hope for them. 

We have started a Women in Technical Career luncheon series 

where we bring women engineers not just from Micron but from 

area companies to go into high schools and have lunch with the 

girls. And they talk about their struggles and they talk about the 

grit that’s needed and their mentors that helped them through the 

way. And we feel that this conversation, it’s very comfortable, it’s 

at the girls’ high school, bring in pizza. They can have a very intimate discussion with how these female engineers have progressed 

through their career and established relationships with the females 

so, as the students are going through, finishing their high school 

and on off into college, they have a mentor, a buddy by their side 

helping them every step of the way. 

But it really is about making sure that females see themselves 

and can see the path and have some support all along the way. 

Mr. BEYER. I’d also suggest we need to try to figure out what if 

anything we can do to help change the culture—— 

Ms. MOONEY. Sure. 

Mr. BEYER. —in that high-tech community. 
88 

Ms. MOONEY. Sure. 

Mr. BEYER. Mr. Brown, Dr. Marshall talked about reconciling the 

500,000 open computer jobs with the 6 million Americans who have 

stopped looking or that—and everyone talks about the skills gap. 

How credible is it or what’s the dilemma when you take a 50-yearold, 55-year-old, 60-year-old coalminer or steelworker or textile 

worker who’s been displaced by the new economy, how readily can 

they adapt to computer science? 

Mr. BROWN. You’ve hit right at the heart of the issue there. I 

mean, that’s a difficult problem, right? You have to look somebody 

in the eye and say your skills are dated. If you want to get a job, 

you’ve got to have a different set of skills or maybe you’ve got to 

move to a different location, right? And one of the things our education system doesn’t do very well is target that specific area within society. Our educational institutions move really slow. 

Dr. Marshall also asked about community colleges, and the solution to those problems are probably going to come from the smaller, 

more nimble, more online places within the education system that 

can lower those barriers so that you can—because what you really 

can’t say to a 50-year-old laid off electrical engineer or a coalminer 

is you got to go to college for four years and pay $150,000 to get 

a job, right? That’s not viable at all. And so many of the initiatives 

that we focused on job retraining are not focused on the structural 

aspect of you have people with mismatched skills. So, we haven’t 

really done much in that space. 

And the innovators that are happening in that space are focusing 

on not degrees necessarily but employable credentials. And that’s— 

when you see companies looking to hire veterans or looking to hire 

other displaced populations, generally what they’re not looking for 

is a degree as the certificate for employability. It’s some other form 

of credentialing. 

And again, I go back to the fact that the National Science Foundation is doing research on all these different modalities. Teachers, 

people in the education system don’t understand this problem either, so when that person shows up at a community college, they 

may not know what that 50-year-old displaced employee needs either. 

Mr. BEYER. Great. Thank you very much. Thank you, Madam 

Chair. 

Chairwoman COMSTOCK. Thank you. And I know we share a lot 

of constituents at George Mason University, and I want to give 

them a plug because they have the video game institute, which is 

a great place, and those are six-figure jobs that people are getting 

in that video game industry—they’re in medicine, they’re in, you 

know, all kinds of fields. And as you all know, I’m sure you’ve 

seen—I know when I go out to schools and I often ask the kids how 

many of you play video games, it’s like how often do your parents 

get upset that you’re playing video games? I said we need to 

change that paradigm because people are all upset about what 

video games they’re playing and getting them engaged in understanding that there is a lot of educational component to that, as 

well as entrepreneurship and all of the things that you identified. 

So, I wanted to give George Mason a plug on that. And I know they 

get out there in the elementary schools, too. 
89 

I now will recognize Mr. Foster for five minutes. 

Mr. FOSTER. Well, thank you very much, Chairman Comstock, 

and also for letting me sit in on the committee today, which I normally do not serve on, but I very much appreciate it. 

I’m Bill Foster. I’m best known as being the only Ph.D. scientist 

in Congress and—but I’m also the only integrated circuit designer, 

which—in addition to that, I’m a businessman who started a tech 

company with my brother in our basement that now manufactures 

the majority of theater lighting equipment in the United States. 

And we just went over 1,000 employees, and we’ve had continual 

trouble hiring people with appropriate technical skills. 

And one of the really important factors in that is a government 

commitment to high-quality education, period, which unfortunately 

has become a matter of some dispute. We operate in Wisconsin 

where the legislature and the Governor has, you know, acted in a 

very strong way to—and against the interests of the University of 

Wisconsin where I graduated from. It’s resulted in a hemorrhaging 

of faculty from that institution and a lot of uncertainty about 

whether there’s a commitment to high-quality education. And that 

has real economic implications. 

I was discussing recently with my brother, who has been running 

the company for a long time, about whether under these circumstances he would consider developing that business in Wisconsin anymore simply because of the damage that’s been done to 

the education system. So, it is important to preserve this, and I 

hope there is a bipartisan commitment to that. 

I also am the Co-Chair of the New Democrats Committee on the 

Future of the Workforce, which is why I’m, you know, so interested 

in this hearing. And the question I have is within the fast-paced 

economy—fast-moving technical changes in our economy, how do 

you aim for the jobs that will actually be there five years from 

now? You know, there—and particularly in terms of the breadth of 

knowledge you shoot for. You can—you know, if you say, okay, 

we’re going to have cell phones in our future, you can teach people 

about the mathematics behind, the quantum mechanics behind, the 

logic gate design behind the computer, logic design behind the programming, behind the—you know, the app design and on and on. 

There’s—and you have to educate people at an appropriate level. 

You know, I think—you know, I’m a big fan of Micron as a company, but the number of integrated circuit designers in our economy will never be large, okay? And so you can’t—you know, that’s 

not the job of the future for the majority of people. And I think— 

you know, I worry that, for example, a few years ago or a decade 

ago we made probably a mistake in training a whole generation of 

people to be web designers and learn HTML. If you’re a web designer today, you don’t use HTML. You use high-level tools that are 

comparable to maintaining your Facebook page. And so you can— 

and similarly, big data analytics that you talked about will probably take place a decade—and now having a conversation with 

Alexa and you won’t even be writing the code that does this. Giant 

AIs will do it for you, and the cloud will do the computing. 

And so trying to understand how you—you know, how you target 

this in terms of the altitude and particularly the danger that you 

train someone for a very narrow discipline that will be vanished by 
90 

the time—and so I was just wondering how you think about that 

problem because I know I worry about it all the time. Anyone who 

wants to grab it. 

Mr. YONGPRADIT. So a number of States got together in 2015 to 

create the K–12 Computer Science Framework. And what it does 

is it codified the essential basics that every citizen needs to know 

when it comes to computer science. These are the essential concepts. These aren’t things that disappear in 5 or 10 or even 15 or 

20 years. These are the things that have existed over the last 50 

years in computing and will continue to exist. So, basically focusing 

on the core foundational concepts in the computing field is the way 

to go educationally so that students who are in kindergarten now 

who are getting super excited about computer science and what 

they’re learning—aren’t ill-prepared when they get to the age of 22 

and they’re approaching the workforce. So, educationally, we need 

to focus on the core concepts. 

Dr. ALIVISATOS. Maybe I can just jump in there, too, and say— 

I mean, for us, this is very, very core to what we do as a university, 

and of course you’re going to get a major,in some specific subject 

area, but it’s going to change no matter what. So we definitely have 

not succeeded if we haven’t somehow enabled somebody to be able 

to have deeper skills that allow them to learn new things and to 

be engaged. 

Having said that—and to your point about STEAM—a lot of that 

involves having embedded into the education the idea of creativity 

and of imagination. That has to be a part of it certainly. 

But I will say that we’re also finding that the demand on our 

campus for people to come back multiple times during their life for 

a period of time, not for four years and not for $150,000, but to 

come back for a period of time, the demand for that is just off-scale. 

We almost can’t meet it right now. And so we’re spending a lot of 

time trying to think through whether we can make a commitment 

to somebody that comes as an undergraduate, that they’ll be able 

to come back to our campus a certain number of times during their 

life at points where their careers are transitioning and changing, 

and then we can help to serve them again. And I think that’s probably something that we will end up doing. 

Mr. FOSTER. It appears my time is expired, so I’ll yield back. 

Chairwoman COMSTOCK. Thank you. Okay. I guess we are at our 

completed time here. 

Thank you so much for all the great work that you’re doing out 

there in highlighting these issues and helping illuminate both for 

us and for all our companies who are engaged, all of our communities and teachers who are engaged. So as the wife of a math and 

computer science teacher, as the mom of a biology and forensics 

major, I really appreciate the work you’re doing. And I think what 

is clear here is we all need to be lifelong learners in this field because this is going to continue to change. This needs to be incorporated everywhere from preschool through all of our lifelong training and retraining and upgrading of our skills. So, I think you’ve 

really helped illuminate this issue that will be an ongoing issue for 

our time. 
91 

So, I thank you and the members for their questions, and the 

record will remain open for two weeks for additional written comments and written questions from the Members. 

And the hearing is now adjourned. 

[Whereupon, at 11:53 a.m., the Subcommittee was adjourned.] 

(93) 

Appendix I 

ANSWERS TO POST-HEARING QUESTIONS
94 

ANSWERS TO POST-HEARING QUESTIONS

Responses by Mr. Pat Yongpradit 
95 

(97) 

Appendix II 

ADDITIONAL MATERIAL FOR THE RECORD
98 

LETTER SUBMITTED BY REPRESENTATIVE BARBARA COMSTOCK
99 

QUALCOMM LETTER ADDRESSED TO REPRESENTATIVES COMSTOCK AND LIPINSKI
100 

Æ