I 

113TH CONGRESS 

1ST SESSION H. R. 3243 

To provide support for K–12 teacher professional development programs at 

the National Science Foundation and the Department of Education in 

the areas of science, technology, engineering, and mathematics education, 

and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

OCTOBER 4, 2013 

Ms. ESTY introduced the following bill; which was referred to the Committee 

on Education and the Workforce, and in addition to the Committee on 

Science, Space, and Technology, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions 

as fall within the jurisdiction of the committee concerned 

A BILL 

To provide support for K–12 teacher professional development programs at the National Science Foundation and 

the Department of Education in the areas of science, 

technology, engineering, and mathematics education, and 

for other purposes. 

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

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Supporting Teachers 

5 and Enhancing Manufacturing (STEM) Jobs Act of 

6 2013’’. 


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1 SEC. 2. FINDINGS. 

2 The Congress finds the following: 

3 (1) There is broad consensus that increasing 

4 the number and quality of workers in STEM fields 

5 is critical to maintaining United States economic 

6 leadership and global competitiveness. 

7 (2) Scientific innovation has produced approxi8 mately half of all United States economic growth 

9 since 1950. 

10 (3) Due to shortages of skilled workers, ap11 proximately 600,000 United States manufacturing 

12 jobs remained vacant in 2011. 

13 (4) Over the past 10 years, growth in STEM 

14 jobs in the United States was three times greater 

15 than that of non-STEM jobs. Additionally, STEM 

16 jobs are forecasted to grow at an even faster rate in 

17 the next decade. 

18 (5) United States employees in STEM fields 

19 earn higher wages, receiving 26 percent more on av20 erage than their non-STEM counterparts. 

21 (6) Employment in engineering fields is ex22 pected to grow by 11 percent by 2018. Among indi23 viduals holding undergraduate degrees, engineers 

24 earn some of the highest starting salaries on aver25 age. 


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1 (7) Employment in computer systems design 

2 and related services, which is dependent on high3 level math and problem-solving skills, is projected to 

4 grow by 45 percent by 2018. 

5 (8) In 2008, 31 percent of United States col6 lege graduates majored in science or engineering 

7 fields, as opposed to 61 percent of graduates in 

8 Japan and 51 percent of graduates in China. 

9 (9) In 2011, the World Economic Forum 

10 ranked the United States 48th in quality of mathe11 matics and science K–12 teacher instruction. 

12 (10) Recent reports on standardized testing 

13 show that students in the United States perform av14 erage or below average in mathematics and science 

15 as compared to their international peers. 

16 (11) In 2011, only 45 percent of United States 

17 high school graduates were ready for college-level 

18 math, and only 30 percent were ready for college19 level science. 

20 (12) In 2007, 33 percent of public middle 

21 school science teachers and 36 public of public mid22 dle school math teachers either did not have a col23 lege degree in the subject or were not certified to 

24 teach the subject. 


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1 (13) United States teachers generally spent 

2 more time in the classroom with students and less 

3 time on professional development than their counter4 parts in top-performing countries. 

5 (14) United States teachers cite inadequate 

6 support from administrators on curriculum develop7 ment as one of the top reasons for leaving their jobs. 

8 (15) Exposure to projects and problem-based 

9 learning give high school students the skills that 

10 they need to be successful in engineering under11 graduate and graduate programs of study as well as 

12 future careers. 

13 SEC. 3. NATIONAL SCIENCE FOUNDATION MASTER TEACH14 ING FELLOWSHIPS TRACK. 

15 The National Science Foundation Authorization Act 

16 of 2002 (42 U.S.C. 1862n et seq.) is amended by inserting 

17 after section 10A the following: 

18 ‘‘SEC. 10B. NATIONAL SCIENCE FOUNDATION TEACHING 

19 FELLOWSHIPS AND MASTER TEACHING FEL20 LOWSHIPS. 

21 ‘‘(a) IN GENERAL.— 

22 ‘‘(1) GRANTS.— 

23 ‘‘(A) IN GENERAL.—As part of the Robert 

24 Noyce Teacher Scholarship Program established 

25 under section 10, the Director shall establish a 


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1 separate program to award grants to eligible 

2 entities to enable such entities to administer fel3 lowships in accordance with this section. 

4 ‘‘(B) DEFINITIONS.—The terms used in 

5 this section have the meanings given the terms 

6 in section 10. 

7 ‘‘(2) FELLOWSHIPS.—Fellowships under this 

8 section shall be available only to— 

9 ‘‘(A) science, technology, engineering, or 

10 mathematics professionals, who shall be re11 ferred to as ‘National Science Foundation 

12 Teaching Fellows’ and who, in the first year of 

13 the fellowship, are enrolled in a master’s degree 

14 program leading to teacher certification or li15 censing; and 

16 ‘‘(B) mathematics and science elementary 

17 and secondary school teachers, who shall be re18 ferred to as ‘National Science Foundation Mas19 ter Teaching Fellows’, and who possess a mas20 ter’s degree in their field or who do not possess 

21 a master’s degree in education and/or their re22 spective field but possess potential to become 

23 highly effective mathematics and science teach24 ers and leaders in their respective schools. 


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1 ‘‘(b) ELIGIBILITY.—In order to be eligible to receive 

2 a grant under this section, an eligible entity shall enter 

3 into a partnership that— 

4 ‘‘(1) shall include— 

5 ‘‘(A) not less than 1 high need local edu6 cational agency and a public school or a consor7 tium of public schools served by the agency; 

8 ‘‘(B) a department within an institution of 

9 higher education participating in the partner10 ship that provides an advanced program of 

11 study in mathematics and science; and 

12 ‘‘(C)(i) a school or department within an 

13 institution of higher education participating in 

14 the partnership that provides a teacher prepa15 ration program; or 

16 ‘‘(ii) a 2-year institution of higher edu17 cation that has a teacher preparation offering 

18 or a dual enrollment program with an institu19 tion of higher education participating in the 

20 partnership; and 

21 ‘‘(2) may include 1 or more nonprofit organiza22 tions that have a demonstrated record of capacity to 

23 provide expertise or support to meet the purposes of 

24 this section. 


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1 ‘‘(c) USE OF GRANTS.—Grants awarded under this 

2 section shall be used by the eligible entity (and partici3 pating institutions of higher education of the consortium, 

4 if applicable) to develop and implement a program for Na5 tional Science Foundation Teaching Fellows or National 

6 Science Foundation Master Teaching Fellows, through— 

7 ‘‘(1) administering fellowships in accordance 

8 with this section, including providing teaching fel9 lowship salary supplements; 

10 ‘‘(2) in the case of National Science Foundation 

11 Teaching Fellowships— 

12 ‘‘(A) offering academic courses and clinical 

13 teaching experiences leading to a master’s de14 gree and designed to prepare individuals to 

15 teach in elementary schools and secondary 

16 schools, including such preparation as is nec17 essary to meet the requirements for certification 

18 or licensing; and 

19 ‘‘(B) offering programs both during and 

20 after matriculation in the program for which 

21 the fellowship is received to enable fellows to 

22 become highly effective mathematics and 

23 science teachers, including mentoring, training, 

24 induction, and professional development activi25 ties, to fulfill the service requirements of this 


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1 section, including the requirements of sub2 section (e), and to exchange ideas with others 

3 in their fields; and 

4 ‘‘(3) in the case of National Science Foundation 

5 Master Teaching Fellowships— 

6 ‘‘(A) in the case of fellows who have a 

7 master’s degree in education or in their respec8 tive field— 

9 ‘‘(i) offering academic courses and 

10 leadership training to prepare individuals 

11 to become master teachers in elementary 

12 schools and secondary schools; and 

13 ‘‘(ii) offering programs both during 

14 and after matriculation in the program for 

15 which the fellowship is received to enable 

16 fellows to become highly effective mathe17 matics and science teachers, including 

18 mentoring, training, induction, and profes19 sional development activities, to fulfill the 

20 service requirements of this section, includ21 ing the requirements of subsection (e), and 

22 to exchange ideas with others in their 

23 fields; and 


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1 ‘‘(B) in the case of fellows who do not have 

2 a master’s degree in education or in their re3 spective field— 

4 ‘‘(i) offering academic courses for in5 dividuals to earn a master’s degree; 

6 ‘‘(ii) offering programs both during 

7 and after matriculation in the program for 

8 which the fellowship is received to enable 

9 fellows to become highly effective mathe10 matics and science teachers, including 

11 mentoring, training, and induction, to ful12 fill the service requirements of this section, 

13 including the requirements of subsection 

14 (e), and to exchange ideas with others in 

15 their fields; and 

16 ‘‘(iii) offering professional develop17 ment programs that provide for continuous 

18 followup training during the academic year 

19 that may include— 

20 ‘‘(I) an online forum that may in21 clude— 

22 ‘‘(aa) a discussion forum for 

23 Master fellows to share best 

24 practices with other fellows; and 


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1 ‘‘(bb) a question and answer 

2 forum for Master fellows to ask 

3 questions of faculty from the in4 stitution of higher education or 

5 any other member of the partner6 ship; 

7 ‘‘(II) a summer workshop train8 ing of no less than 2 weeks; and 

9 ‘‘(III) direct interaction with fac10 ulty throughout the year.’’. 

11 SEC. 4. TEACHER AND PRINCIPAL TRAINING AND RECRUIT12 ING FUND. 

13 Sections 2101, 2012, and 2013 of the Elementary 

14 and Secondary Education Act of 1965 (20 U.S.C. 6601, 

15 6602, 6603) are amended to read as follows: 

16 ‘‘SEC. 2101. PURPOSE. 

17 ‘‘The purpose of this part is to provide grants to 

18 State educational agencies, local educational agencies, 

19 State agencies for higher education, and eligible partner20 ships that may include nonprofit organizations or private 

21 corporations in order to— 

22 ‘‘(1) increase student academic achievement 

23 through strategies such as improving teacher and 

24 principal quality and increasing the number of high25 ly qualified teachers in the classroom and highly 


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1 qualified principals and assistant principals in 

2 schools; and 

3 ‘‘(2) hold local educational agencies and schools 

4 accountable for improvements in student academic 

5 achievement. 

6 ‘‘SEC. 2102. DEFINITIONS. 

7 ‘‘In this part: 

8 ‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 

9 sciences’ means— 

10 ‘‘(A) when referring to an organizational 

11 unit of an institution of higher education, any 

12 academic unit that offers one or more academic 

13 majors in disciplines or content areas cor14 responding to the academic subjects in which 

15 teachers teach; and 

16 ‘‘(B) when referring to a specific academic 

17 subject, the disciplines or content areas in 

18 which an academic major is offered by an orga19 nizational unit described in subparagraph (A). 

20 ‘‘(2) CHARTER SCHOOL.—The term ‘charter 

21 school’ has the meaning given the term in section 

22 5210. 

23 ‘‘(3) HIGH-NEED LOCAL EDUCATIONAL AGEN24 CY.—The term ‘high-need local educational agency’ 

25 means a local educational agency— 


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1 ‘‘(A)(i) that serves not fewer than 10,000 

2 children from families with incomes below the 

3 poverty line; or 

4 ‘‘(ii) for which not less than 20 percent of 

5 the children served by the agency are from fam6 ilies with incomes below the poverty line; and 

7 ‘‘(B)(i) for which there may be a high per8 centage of teachers not teaching in the aca9 demic subjects or grade levels that the teachers 

10 were trained to teach; or 

11 ‘‘(ii) for which there may be a high per12 centage of teachers with emergency, provisional, 

13 or temporary certification or licensing. 

14 ‘‘(4) HIGHLY QUALIFIED PARAPROFES15 SIONAL.—The term ‘highly qualified paraprofes16 sional’ means a paraprofessional who has not less 

17 than 2 years of— 

18 ‘‘(A) experience in a classroom; and 

19 ‘‘(B) postsecondary education or dem20 onstrated competence in a field or academic 

21 subject for which there is a significant shortage 

22 of qualified teachers. 

23 ‘‘(5) OUT-OF-FIELD TEACHER.—The term ‘out24 of-field teacher’ means a teacher who is teaching an 


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1 academic subject or a grade level for which the 

2 teacher is not highly qualified. 

3 ‘‘(6) PRINCIPAL.—The term ‘principal’ includes 

4 an assistant principal. 

5 ‘‘SEC. 2103. AUTHORIZATIONS OF APPROPRIATIONS. 

6 ‘‘(a) GRANTS TO STATES, LOCAL EDUCATIONAL

7 AGENCIES, AND ELIGIBLE PARTNERSHIPS.—There are 

8 authorized to be appropriated to carry out this part (other 

9 than subpart 5) $3,175,000,000 for fiscal year 2014 and 

10 such sums as may be necessary for each of the 5 suc11 ceeding fiscal years. 

12 ‘‘(b) NATIONAL PROGRAMS.—There are authorized to 

13 be appropriated to carry out subpart 5 such sums as may 

14 be necessary for fiscal year 2014 and each of the 5 suc15 ceeding fiscal years.’’. 

16 SEC. 5. MATHEMATICS AND SCIENCE PARTNERSHIPS. 

17 Part B of title II of the Elementary and Secondary 

18 Education Act of 1965 (20 U.S.C. 6661 et seq.) is amend19 ed to read as follows: 

20 ‘‘PART B—MATHEMATICS AND SCIENCE PARTNERSHIPS

21 ‘‘SEC. 2201. PURPOSES; DEFINITIONS. 

22 ‘‘(a) PURPOSE.—The purpose of this part is to im23 prove the academic achievement of students in the areas 

24 of mathematics and science by encouraging State edu25 cational agencies, institutions of higher education, local 


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1 educational agencies, elementary schools, and secondary 

2 schools to participate in programs that— 

3 ‘‘(1) improve and upgrade the status and stat4 ure of mathematics and science teaching by encour5 aging institutions of higher education to assume 

6 greater responsibility for improving mathematics and 

7 science teacher education through the establishment 

8 of a comprehensive, integrated system of recruiting, 

9 training, and advising mathematics and science 

10 teachers; 

11 ‘‘(2) focus on the education of mathematics and 

12 science teachers as a career-long process that con13 tinuously stimulates teachers‘ intellectual growth 

14 and upgrades teachers’ knowledge and skills in order 

15 to better retain good teachers; 

16 ‘‘(3) bring mathematics and science teachers in 

17 elementary schools and secondary schools together 

18 with scientists, mathematicians, and engineers to in19 crease the subject matter knowledge of mathematics 

20 and science teachers to foster relationships and im21 prove such teachers’ teaching skills through the use 

22 of sophisticated laboratory equipment and work 

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1 ter able to provide than the elementary schools and 

2 secondary schools; 

3 ‘‘(4) develop more rigorous mathematics and 

4 science curricula that are aligned with challenging 

5 State and local academic content standards and with 

6 the standards expected for postsecondary study and 

7 careers in engineering, mathematics, and science; 

8 and 

9 ‘‘(5) improve and expand training of mathe10 matics and science teachers, including training such 

11 teachers in the effective integration of technology 

12 and project-based learning units into curricula and 

13 instruction. 

14 ‘‘(b) DEFINITIONS.—In this part: 

15 ‘‘(1) ELIGIBLE PARTNERSHIP.—The term ‘eligi16 ble partnership’ means a partnership that— 

17 ‘‘(A) shall include— 

18 ‘‘(i) if grants are awarded under sec19 tion 2202(a)(1), a State educational agen20 cy; 

21 ‘‘(ii) an engineering, mathematics, or 

22 science department of an institution of 

23 higher education; and 

24 ‘‘(iii) a high-need local educational 

25 agency; and 


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1 ‘‘(B) may include— 

2 ‘‘(i) another engineering, mathe3 matics, science, or teacher training depart4 ment of an institution of higher education; 

5 ‘‘(ii) additional local educational agen6 cies, public charter schools, public or pri7 vate elementary schools or secondary 

8 schools, or a consortium of such schools; 

9 ‘‘(iii) a business; or 

10 ‘‘(iv) a nonprofit or for-profit organi11 zation of demonstrated effectiveness in im12 proving the quality of mathematics and 

13 science teachers. 

14 ‘‘(2) SUMMER WORKSHOP OR INSTITUTE.—The 

15 term ‘summer workshop or institute’ means a work16 shop or institute, conducted during the summer, 

17 that— 

18 ‘‘(A) is conducted for a period of not less 

19 than 2 weeks; 

20 ‘‘(B) includes, as a component, a program 

21 that provides direct interaction between teach22 ers and faculty from institution of higher edu23 cation; 

24 ‘‘(C) provides for followup training during 

25 the academic year that is conducted in the 


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1 classroom with direct interaction with partner2 ship participants for a period of not less than 

3 3 consecutive or nonconsecutive days, except 

4 that if the followup training is for teachers in 

5 rural school districts, the followup training may 

6 be conducted entirely through distance learning; 

7 and 

8 ‘‘(D) may provide for continuous followup 

9 training during the academic year that is con10 ducted via an online forum that may include— 

11 ‘‘(i) a discussion forum for teachers to 

12 share best practices; and 

13 ‘‘(ii) a question and answer forum for 

14 teachers to ask questions of any other 

15 member of the partnership. 

16 ‘‘SEC. 2202. GRANTS FOR MATHEMATICS AND SCIENCE 

17 PARTNERSHIPS. 

18 ‘‘(a) AUTHORIZED ACTIVITIES.—An eligible partner19 ship shall use funds provided under this part for one or 

20 more of the following activities related to elementary 

21 schools or secondary schools: 

22 ‘‘(1) Creating opportunities for enhanced and 

23 ongoing professional development of mathematics 

24 and science teachers that improves the subject mat25 ter knowledge of such teachers. 


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1 ‘‘(2) Promoting strong teaching skills for math2 ematics and science teachers and teacher educators, 

3 including integrating reliable scientifically based re4 search teaching methods and technology-based 

5 teaching methods into the curriculum. 

6 ‘‘(3) Establishing and operating mathematics 

7 and science summer workshops or institutes, includ8 ing followup training, for elementary school and sec9 ondary school mathematics and science teachers 

10 that— 

11 ‘‘(A) shall— 

12 ‘‘(i) directly relate to the curriculum 

13 and academic areas in which the teacher 

14 provides instruction, and focus only sec15 ondarily on pedagogy; 

16 ‘‘(ii) enhance the ability of the teacher 

17 to understand and use the challenging 

18 State academic content standards for 

19 mathematics and science and to select ap20 propriate curricula; and 

21 ‘‘(iii) train teachers to use curricula 

22 that— 

23 ‘‘(I) are based on scientific re24 search; 


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1 ‘‘(II) align with challenging State 

2 academic content standards; 

3 ‘‘(III) incorporate project-based 

4 learning techniques; and 

5 ‘‘(IV) are object-centered, experi6 ment-oriented, and concept- and con7 tent-based; and 

8 ‘‘(B) may include— 

9 ‘‘(i) programs that provide teachers 

10 and prospective teachers with opportunities 

11 to work under the guidance of experienced 

12 teachers and college faculty; 

13 ‘‘(ii) instruction in the use of data 

14 and assessments to inform and instruct 

15 classroom practice; and 

16 ‘‘(iii) professional development activi17 ties, including supplemental and followup 

18 activities, such as curriculum alignment, 

19 distance learning, and activities that train 

20 teachers to utilize technology in the class21 room. 

22 ‘‘(4) Recruiting and retaining quality mathe23 matics, engineering, and science majors to teaching 

24 through the use of— 


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1 ‘‘(A) signing and performance incentives 

2 that are linked to activities proven effective in 

3 retaining teachers, or for recruiting individuals 

4 with demonstrated professional experience in 

5 mathematics, engineering, or science into teach6 ing; 

7 ‘‘(B) stipends provided to mathematics and 

8 science teachers for certification through alter9 native routes; 

10 ‘‘(C) scholarships for teachers to pursue 

11 advanced course work in mathematics, engi12 neering, or science; and 

13 ‘‘(D) other programs that the State edu14 cational agency determines to be effective in re15 cruiting and retaining individuals with strong 

16 mathematics, engineering, or science back17 grounds. 

18 ‘‘(5) Developing or redesigning more rigorous 

19 mathematics and science curricula that are aligned 

20 with challenging State and local academic content 

21 standards and with the standards expected for post22 secondary study in mathematics and science. 

23 ‘‘(6) Establishing distance learning programs 

24 for mathematics and science teachers using curricula 

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1 entifically based research that is current as of the 

2 date of the program involved. 

3 ‘‘(7) Designing programs to prepare a mathe4 matics or science teacher at a school to provide pro5 fessional development to other mathematics or 

6 science teachers at the school and to assist begin7 ning and other teachers at the school, including (if 

8 applicable) a mechanism to integrate the teacher’s 

9 experiences from a summer workshop or institute 

10 into the provision of professional development and 

11 assistance. 

12 ‘‘(8) Establishing and operating programs to 

13 bring mathematics and science teachers into contact 

14 with working scientists, mathematicians, and engi15 neers, to expand such teachers’ subject matter 

16 knowledge of and research in science and mathe17 matics. 

18 ‘‘(9) Designing programs to identify and de19 velop exemplary mathematics and science teachers in 

20 the kindergarten through grade 8 classrooms. 

21 ‘‘(10) Training mathematics and science teach22 ers and developing programs to encourage young 

23 women and other underrepresented individuals in 

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1 ing and technology) to pursue postsecondary degrees 

2 in majors leading to such careers. 

3 ‘‘(b) EVALUATION AND ACCOUNTABILITY PLAN.— 

4 ‘‘(1) IN GENERAL.—Each eligible partnership 

5 receiving a grant or subgrant under this part shall 

6 develop an evaluation and accountability plan for ac7 tivities assisted under this part that includes rig8 orous objectives that measure the impact of activi9 ties funded under this part. 

10 ‘‘(2) CONTENTS.—The plan developed pursuant 

11 to paragraph (1)— 

12 ‘‘(A) shall include measurable objectives to 

13 increase the number of mathematics and 

14 science teachers who participate in content15 based professional development activities; 

16 ‘‘(B) shall include measurable objectives 

17 for improved student academic achievement on 

18 State mathematics and science assessments or, 

19 where applicable, an International Mathematics 

20 and Science Study assessment; and 

21 ‘‘(C) may include objectives and measures 

22 for— 

23 ‘‘(i) increased participation by stu24 dents in advanced courses in mathematics 

25 and science; and 


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1 ‘‘(ii) increased percentages of elemen2 tary and secondary school teachers with 

3 academic majors or minors, or group ma4 jors or minors, in mathematics, engineer5 ing, or the sciences. 

6 ‘‘(c) REPORT.—Each eligible partnership receiving a 

7 grant or subgrant under this part shall report annually 

8 to the Secretary regarding the eligible partnership’s 

9 progress in meeting the objectives described in the ac10 countability plan of the partnership under subsection (b). 

11 ‘‘SEC. 2203. AUTHORIZATION OF APPROPRIATIONS. 

12 ‘‘There are authorized to be appropriated to carry out 

13 this part $450,000,000 for fiscal year 2014 and such sums 

14 as may be necessary for each of the 5 succeeding fiscal 

15 years.’’. 

16 SEC. 6. SPECIAL RULE RELATING TO SUBGRANTS TO ELIGI17 BLE PARTNERSHIPS. 

18 Section 2132(c) of the Elementary and Secondary 

19 Education Act of 1965 (20 U.S.C. 6632(c)) is amended 

20 by striking ‘‘50’’ and inserting ‘‘75’’. 

Æ 


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