II 

111TH CONGRESS 

2D SESSION S. 3043 

To award planning grants and implementation grants to State educational 

agencies to enable the State educational agencies to complete comprehensive planning to carry out activities designed to integrate engineering 

education into K–12 instruction and curriculum and to provide evaluation 

grants to measure efficacy of K–12 engineering education. 

IN THE SENATE OF THE UNITED STATES 

FEBRUARY 25, 2010 

Mrs. GILLIBRAND (for herself, Mr. KAUFMAN, Ms. SNOWE, Ms. CANTWELL, 

Ms. KLOBUCHAR, and Mrs. MURRAY) introduced the following bill; which 

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

Labor, and Pensions 

A BILL 

To award planning grants and implementation grants to 

State educational agencies to enable the State educational agencies to complete comprehensive planning to 

carry out activities designed to integrate engineering education into K–12 instruction and curriculum and to provide evaluation grants to measure efficacy of K–12 engineering education. 

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


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1 SECTION 1. SHORT TITLE. 

2 This Act may be cited as the ‘‘Engineering Education 

for Innovation Act’’ or the ‘‘E2 3 for Innovation Act’’. 

4 SEC. 2. FINDINGS. 

5 Congress finds the following: 

6 (1) There is a national concern that the Na7 tion’s preeminence in science and innovation is erod8 ing. According to the National Science Board’s 2010 

9 Science and Engineering Indicators, only 5 percent 

10 of college graduates in the United States major in 

11 engineering, compared with 12 percent of European 

12 students and 20 percent of those in Asia. The report 

13 also notes that the performance of elementary and 

14 secondary school students in the United States lags 

15 behind many nations on international assessments of 

16 mathematics and science. 

17 (2) While women earn 58 percent of all bach18 elor’s degrees, they constitute only 18.5 percent of 

19 bachelor’s degrees awarded in engineering. 

20 (3) African-Americans earn only 4.6 percent of 

21 bachelor’s degrees awarded in engineering and His22 panics earn only 7.2 percent. 

23 (4) The introduction of engineering education 

24 has the potential to improve student learning and 

25 achievement in science and mathematics, increase 

26 awareness about what engineers do and of engineerVerDate Nov 24 2008 22:54 Feb 26, 2010 Jkt 089200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S3043.IS S3043

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1 ing as a potential career, and boost students’ techno2 logical literacy, according to a new report, ‘‘Engi3 neering in K–12 Education’’ from the National 

4 Academy of Engineering (NAE) and the National 

5 Research Council (NRC). 

6 (5) The report described in paragraph (4) also 

7 identifies the following 3 core principles for K–12 

8 engineering education: 

9 (A) Emphasize engineering design process. 

10 (B) Incorporate important and develop11 mentally appropriate mathematics, science, and 

12 technology knowledge and skills. 

13 (C) Promote engineering habits of mind in14 cluding systems thinking, creativity, collabora15 tion, communication, and attention to ethical 

16 considerations. 

17 (6) While exposure to formal engineering edu18 cation has increased dramatically over the past 15 

19 years, reaching several million K–12 students, most 

20 students in the United States have never experienced 

21 an engineering course or lesson. 

22 (7) There is also a lack of diversity in these ex23 isting K–12 engineering education opportunities. 

24 The number of girls and underrepresented minorities 

25 participating in K–12 engineering education does 


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1 not correspond to their proportion of the general 

2 population. 

3 (8) Only a handful of States have integrated 

4 engineering into their core academic K–12 stand5 ards. 

6 (9) K–12 engineering education in the United 

7 States is supported by a relatively small number of 

8 curricular and teacher professional development pro9 grams. 

10 (10) While science, technology, engineering, and 

11 mathematics education is viewed as a national edu12 cation policy, often the implementation of policies 

13 and initiatives focuses exclusively on mathematics 

14 and science and overlooks the engineering and tech15 nology education components. 

16 (11) Schools, policy makers, and other stake17 holders often narrowly refer to the term ‘‘techno18 logically literate’’ as the ability to use educational 

19 technologies. Although educational technology is im20 portant, it is far from the only type of technology we 

21 depend on in a modern society. In 2006, the Na22 tional Academy of Engineering and the National Re23 search Council’s report, ‘‘Technically Speaking’’, 

24 outlined a broader view of ‘‘technological literacy’’, 

25 one more consistent with how scientists, engineers, 


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1 and technologists see the world. In this view, techno2 logical literacy includes— 

3 (A) knowledge of technology, the engineer4 ing design process, and impacts on society; 

5 (B) critical thinking and decisionmaking 

6 weighing benefits, risks, costs, and tradeoffs; 

7 and 

8 (C) capability to use a variety of tech9 nologies, apply the design process, fix simple 

10 technological problems, and obtain and under11 stand information about technological issues. 

12 (12) The Standards for Technological Literacy, 

13 developed by the International Technology Edu14 cation Association and passed by a formal review by 

15 the National Academy of Engineering and the Na16 tional Research Council, closely align with the Acad17 emies’ concept of technological literacy in paragraph 

18 (11). 

19 (13) To support an innovation economy and 

20 maintain our country’s vitality and security, we 

21 must expand students’ understanding of technology 

22 and engineering and widen the pipeline to careers in 

23 these fields so that a diverse array of talented stu24 dents can pursue them. 


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1 (14) The Federal Government has an interest 

2 in expanding K–12 engineering and technology edu3 cation. Testing of technological design skills will be 

4 assessed as part of the new National Assessment of 

5 Educational Progress Science 2009 assessment to be 

6 given to students throughout the United States. The 

7 National Assessment Governing Board is currently 

8 developing a National Assessment of Educational 

9 Progress Technological Literacy probe study to be 

10 administered in 2012 that will assess design and 

11 systems, information and communication technology, 

12 and technology and society. 

13 (15) To further expand K–12 engineering edu14 cation, this Act seeks to support planning and imple15 menting grants for educational agencies to invest in 

16 programs and activities to integrate engineering edu17 cation into K–12 instruction and curriculum and to 

18 fund research on, and evaluation of, such efforts. 

19 SEC. 3. DEFINITIONS. 

20 In this Act: 

21 (1) HIGH-NEED LOCAL EDUCATIONAL AGEN22 CY.—The term ‘‘high-need local educational agency’’ 

23 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 is a high percentage 

8 of teachers not teaching in the academic sub9 jects or grade levels that the teachers were 

10 trained to teach; or 

11 (ii) for which there is a high percentage of 

12 teachers with emergency, provisional, or tem13 porary certification or licensing. 

14 (2) STATE EDUCATIONAL AGENCY.—The term 

15 ‘‘State educational agency’’ includes the State edu16 cational agency in a State in which the State edu17 cational agency is the sole educational agency for all 

18 public schools. 

19 (3) TECHNOLOGICAL LITERACY.—The term 

20 ‘‘technological literacy’’— 

21 (A) means the capacity to use, understand, 

22 and evaluate technology as well as to apply con23 cepts and processes to solve problems and reach 

24 one’s goals; and 


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1 (B) encompasses the 3 areas of technology 

2 and society, engineering design and systems, 

3 and information and communication technology 

4 (as considered by the National Assessment Gov5 erning Board in 2010). 

6 SEC. 4. PLANNING GRANTS. 

7 (a) PROGRAM AUTHORIZED.— 

8 (1) IN GENERAL.—The Secretary of Education, 

9 in consultation with the Director of the National 

10 Science Foundation and other relevant heads of 

11 Federal agencies, is authorized to award planning 

12 grants to State educational agencies to enable such 

13 agencies to complete comprehensive planning to 

14 carry out activities designed to integrate engineering 

15 education into K–12 instruction and curriculum. 

16 (2) GRANT PERIOD.—A planning grant awarded 

17 under this section shall be for a period of not more 

18 than 2 years. 

19 (3) NONRENEWABILITY.—The Secretary of 

20 Education shall not award a State educational agen21 cy more than 1 planning grant under this section. 

22 (4) MAXIMUM GRANT AMOUNT.—A planning 

23 grant awarded under this section shall not exceed 

24 $1,000,000 over the period of the grant. 

25 (5) RESERVATION FOR SMALL STATES.— 


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1 (A) IN GENERAL.—Except as provided in 

2 subparagraph (B), the Secretary of Education 

3 shall reserve not less than 15 percent of the 

4 funds appropriated to carry out this section for 

5 each fiscal year to award grants under this sec6 tion to States with populations of less than 

7 2,600,000 on the date of enactment of this Act. 

8 (B) WAIVER.—The Secretary of Education 

9 may waive the 15 percent requirement under 

10 subparagraph (A) after notifying Congress of 

11 such intention. 

12 (b) APPLICATION.— 

13 (1) IN GENERAL.—Each State educational 

14 agency desiring a planning grant under this section 

15 shall submit an application to the Secretary of Edu16 cation at such time, in such manner, and accom17 panied by such information as the Secretary of Edu18 cation may require. 

19 (2) APPLICATION CONTENTS.—Each application 

20 described in paragraph (1), at a minimum, shall— 

21 (A) include a description of how the State 

22 educational agency proposes to use the planning 

23 grant funds to develop a plan designed to inte24 grate engineering education into K–12 instruc25 tion and curriculum; 


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1 (B) describe the roles and responsibilities 

2 of the partners participating in the planning 

3 under this section; 

4 (C) provide a budget for the use of the 

5 planning grant funds; and 

6 (D) provide such additional assurances and 

7 information as the Secretary of Education de8 termines to be necessary. 

9 (c) PARTNERSHIP.—A State educational agency re10 ceiving a planning grant under this section shall complete 

11 comprehensive planning to carry out activities designed to 

12 integrate engineering education into K–12 instruction and 

13 curriculum in coordination with partners, including the 

14 following: 

15 (1) The Governor of the State or the designee 

16 of the Governor. 

17 (2) Not less than 1 faculty member from a 

18 school of engineering at an institution of higher edu19 cation located in the State. 

20 (3) Not less than 1 faculty member from a 

21 school of education at an institution of higher edu22 cation located in the State. 

23 (4) Not less than 1 public elementary school ad24 ministrator employed in the State. 


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1 (5) Not less than 1 public elementary school 

2 teacher employed in the State. 

3 (6) Not less than 1 public secondary school ad4 ministrator employed in the State. 

5 (7) Not less than 1 public secondary school en6 gineering or technology teacher employed in the 

7 State. 

8 (8) Not less than 1 representative of the 

9 science, technology, engineering, and mathematics 

10 business community in the State. 

11 (9) Not less than 1 representative from an in12 formal science education center, if available, or a 

13 nonprofit organization with a demonstrated history 

14 of working in engineering education. 

15 (10) Not less than 1 representative from a pro16 fessional engineering society or an academy of 

17 science with a chapter or other presence in the 

18 State. 

19 (11) Any additional representatives identified 

20 by the State educational agency who possess an ex21 pertise in developing high-quality K–12 engineering 

22 education materials and resources. 

23 (d) REQUIRED ACTIVITIES.—A State educational 

24 agency receiving a planning grant under this section shall 


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1 use the planning grant funds to carry out each of the fol2 lowing activities: 

3 (1) REVIEW.—The State educational agency 

4 shall review resources and programs across the State 

5 educational agency and its partners that are relevant 

6 to the objectives of the grant, and coordinate any 

7 new plans and resources under this section with 

8 such existing resources and programs. 

9 (2) PLAN.—The State educational agency shall 

10 develop an implementation plan to achieve the objec11 tive of integrating engineering education into K–12 

12 instruction and curriculum. The plan shall include a 

13 description of how the State educational agency will 

14 carry out the following: 

15 (A) Set intermediate and long-term meas16 urable goals. 

17 (B) Develop and implement a coherent 

18 plan for achieving the goals, including the fol19 lowing core set of activities: 

20 (i) An analysis of the State’s existing 

21 K–12 content standards and assessments 

22 to determine— 

23 (I) the extent to which they ad24 dress the integration of engineering 


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1 education into K–12 instruction and 

2 curriculum; and 

3 (II) the extent to which they 

4 align with workforce and postsec5 ondary expectations. 

6 (ii) An analysis of the State’s existing 

7 K–12 engineering education curricula, 

8 which shall include the development of a 

9 baseline analysis of key indicators that 

10 measure— 

11 (I) the number and diversity of 

12 students who are exposed to this cur13 ricula, including populations under14 represented in engineering fields, for 

15 example, girls and underrepresented 

16 minorities; and 

17 (II) the effectiveness of the cur18 ricula at improving student learning, 

19 including— 

20 (aa) increasing under21 standing of engineering; 

22 (bb) increasing science, tech23 nology, engineering, and mathe24 matics career aspirations; 


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1 (cc) increasing technological 

2 literacy skills; and 

3 (dd) increasing student 

4 achievement in science, tech5 nology, engineering, and mathe6 matics subjects for all students. 

7 (iii) An analysis of the State’s K–12 

8 engineering and technology education 

9 teaching workforce, which shall include the 

10 development of a baseline analysis of key 

11 indicators that measure— 

12 (I) the number of K–12 teachers 

13 who received any certificates or cre14 dentials in engineering or technology 

15 education, including the number who 

16 received professional development in 

17 engineering education; 

18 (II) the number and types of pre19 service, induction, and professional 

20 development engineering and tech21 nology education programs; and 

22 (III) the effectiveness of the iden23 tified preservice, induction, and pro24 fessional development engineering and 


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1 technology education programs as 

2 they relate to— 

3 (aa) increasing under4 standing of engineering; 

5 (bb) increasing science, tech6 nology, engineering, and mathe7 matics career aspirations; 

8 (cc) increasing technological 

9 literacy skills; and 

10 (dd) increasing student 

11 achievement in science, tech12 nology, engineering, and mathe13 matics subjects. 

14 (C) Create a plan for ongoing collection 

15 and analysis of data on outcomes, including 

16 progress toward outcomes. 

17 (e) SPECIAL RULE.—In the event a State educational 

18 agency declines or does not submit an application under 

19 this section, the Secretary of Education shall provide for 

20 another entity or consortium, with the capacity to carry 

21 out the activities under this section, in partnership with 

22 the partners listed in subsection (c), in such State, to sub23 mit an application. 


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1 (f) AUTHORIZATION OF APPROPRIATIONS.—There 

2 are authorized to be appropriated to carry out this section 

3 $12,500,000 for each of fiscal years 2011 through 2015. 

4 SEC. 5. IMPLEMENTATION GRANTS. 

5 (a) PROGRAM AUTHORIZED.— 

6 (1) IN GENERAL.—The Secretary of Education, 

7 in consultation with the Director of the National 

8 Science Foundation and other relevant heads of 

9 Federal agencies, is authorized to award grants to 

10 State educational agencies to pay the Federal share 

11 of the cost of implementing innovative, integrative 

12 engineering education initiatives into K–12 instruc13 tion and curriculum. 

14 (2) PARTNERSHIP.—A State educational agency 

15 receiving an implementation grant under this section 

16 may partner with such entities (including the enti17 ties listed in section 4(c)) that the State chooses in 

18 order to carry out the activities described in this sec19 tion. 

20 (b) MINIMUM AMOUNT.—The Secretary of Education 

21 shall award a grant under this section in an amount that 

22 is not less than $10,000,000, or a comparably sufficient 

23 amount relative to the amounts appropriated to carry out 

24 this section. Such amount shall be pro-rated over the pe25 riod of the grant. 


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1 (c) DURATION AND RENEWAL.— 

2 (1) DURATION.—The Secretary of Education 

3 shall award grants under this section for not more 

4 than 4 years. 

5 (2) RENEWAL.—The Secretary of Education 

6 may renew a grant awarded under this section sub7 ject to the progress of the State educational agency 

8 in meeting the benchmarks described in subsection 

9 (h). 

10 (d) PRIORITY.— 

11 (1) IN GENERAL.—In awarding grants under 

12 this section, the Secretary of Education shall give 

13 priority to State educational agencies that submit an 

14 application under subsection (e) that dem15 onstrates— 

16 (A) satisfaction of the required activities or 

17 comparable activities under section 4(d), as de18 termined by the Secretary; 

19 (B) that a significant percentage of per20 sons served by the grant will be students from 

21 population underrepresented in engineering 

22 fields; and 

23 (C) that the State’s partners under sub24 section (a)(2) agree to pay a portion of the non25 Federal share costs, provided in cash or in-kind, 


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1 of the programs and activities carried out under 

2 the grant. 

3 (2) SMALL STATE GUARANTEE.— 

4 (A) IN GENERAL.—In each fiscal year in 

5 which a grant is awarded under this section, 

6 the Secretary of Education shall ensure that 

7 not less than 1 grant be awarded to a State 

8 with a population of less than 2,600,000 on the 

9 date of enactment of this Act. 

10 (B) WAIVER.—The Secretary of Education 

11 may waive the requirement under subparagraph 

12 (A) after notifying Congress of such intention. 

13 (e) APPLICATIONS.—A State educational agency that 

14 desires to receive a grant under this section shall submit 

15 an application to the Secretary of Education at such time, 

16 in such manner, and containing such information as the 

17 Secretary of Education may require. Each such applica18 tion shall include a description of how the State edu19 cational agency will integrate engineering education into 

20 K–12 instruction and curriculum through programs and 

21 activities described in subsection (f). 

22 (f) USES OF FUNDS.—A State educational agency 

23 that receives a grant under this section shall use the grant 

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1 lowing programs and activities in collaboration with the 

2 State’s partners under subsection (a)(2): 

3 (1) Implementing challenging academic content 

4 standards, achievement standards, and curricula 

5 frameworks that include engineering. 

6 (2) Developing new or obtaining effective cur7 ricula in engineering education. 

8 (3) Designing and implementing engineering 

9 education assessment items and tools. 

10 (4) Developing or improving elementary and 

11 secondary teacher preservice, induction, and profes12 sional development engineering and technology edu13 cation programs, including those that lead to a cer14 tificate or other credential in engineering or tech15 nology education. 

16 (5) Recruiting qualified teachers to provide en17 gineering education for high-need local educational 

18 agencies and high-need schools. 

19 (6) Establishing distance learning modules for 

20 teachers or students in engineering education. 

21 (7) Creating online engineering education tools 

22 that are widely accessible. 

23 (8) Investing in after-school engineering edu24 cation programs. 


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1 (g) TECHNICAL ASSISTANCE.—The Secretary of 

2 Education is authorized to reserve not more than 1 per3 cent of the amounts available to carry out this section to 

4 provide technical assistance, directly or by grant or con5 tract with nonprofit organizations with demonstrated ex6 pertise in designing, implementing, or evaluating relevant 

7 programs, in order to help State educational agencies pre8 pare for, qualify for, apply for, and maintain a grant 

9 under this section. 

10 (h) BENCHMARKS.— 

11 (1) BENCHMARKS.—Each State educational 

12 agency desiring a grant under this section shall— 

13 (A) develop quantifiable benchmarks for 

14 the activities supported under the grant, which 

15 shall include increasing student achievement in 

16 science, technology, engineering, and mathe17 matics subjects, and may include— 

18 (i) increasing student knowledge and 

19 competency of grade-appropriate engineer20 ing design skills; 

21 (ii) increasing the number of students 

22 who are taught engineering education; 

23 (iii) increasing the number of edu24 cators who are prepared to teach engineer25 ing education; and 


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1 (iv) increasing the number and diver2 sity of students who plan to enroll in post3 secondary engineering courses and pursue 

4 an engineering degree; and 

5 (B) submit the benchmarks for approval to 

6 the Secretary of Education in order to receive 

7 grant funds under this section. 

8 (2) REPORTS.—Each State educational agency 

9 receiving a grant under this section shall— 

10 (A) annually measure and report to the 

11 Secretary of Education the progress of the 

12 State educational agency in achieving the 

13 benchmarks developed under paragraph (1); 

14 and 

15 (B) collect and report data of those served 

16 by the grant relating to the student bench17 marks, disaggregated by race, ethnicity, gender, 

18 disability status, migrant status, English pro19 ficiency, and status as economically disadvan20 taged, except that such disaggregation shall not 

21 be required in a case in which the number of 

22 students in a category is insufficient to yield 

23 statistically reliable information or the results 

24 would reveal personally identifiable information 

25 about an individual student. 


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1 (3) GUIDANCE.—The Secretary of Education 

2 shall provide guidance regarding acceptable data 

3 sources and methodologies for— 

4 (A) establishing baselines and performance 

5 benchmarks; and 

6 (B) measuring progress by State edu7 cational agencies receiving such grants. 

8 (i) NON-FEDERAL SHARE; SUPPLEMENT, NOT SUP9 PLANT.— 

10 (1) NON-FEDERAL SHARE.— 

11 (A) IN GENERAL.—A State educational 

12 agency that receives a grant under this section 

13 shall provide the non-Federal share of the costs 

14 of the programs and activities described in sub15 section (f) that are carried out under the grant. 

16 The amount of the non-Federal share under 

17 this section for a fiscal year shall be not less 

18 than 50 percent. The non-Federal share may be 

19 in cash or in-kind, and may be provided from 

20 local resources, contributions from private orga21 nizations, contributions from the State’s part22 ners under subsection (a)(2), or a combination 

23 of such sources. 

24 (B) FINANCIAL HARDSHIP WAIVER.—The 

25 Secretary of Education may waive or reduce the 


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1 non-Federal share of a State educational agen2 cy that has submitted an application for a 

3 grant under this section if the State educational 

4 agency demonstrates a need for such waiver or 

5 reduction due to extreme financial hardship. 

6 (2) SUPPLEMENT, NOT SUPPLANT.—Grant 

7 funds provided under this section shall be used to 

8 supplement, and not supplant, any other Federal or 

9 State funds otherwise available to carry out the ac10 tivities described in this section. 

11 (j) SPECIAL RULE.—In the event a State educational 

12 agency declines or does not submit an application under 

13 this section, the Secretary of Education shall provide for 

14 another entity or a consortium, with the capacity to carry 

15 out the activities under this section in such State, to sub16 mit an application. 

17 (k) AUTHORIZATION OF APPROPRIATIONS.—There 

18 are authorized to be appropriated to carry out this section 

19 $125,000,000 for each of fiscal years 2012 through 2015. 

20 SEC. 6. RESEARCH AND EVALUATIONS. 

21 (a) IN GENERAL.—The Institute of Education 

22 Sciences shall support, directly or through grants or con23 tracts, research on engineering education and evaluation 

24 of the grants awarded under this Act, including studies 

25 and evaluations that— 


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1 (1) assess the effectiveness of the programs and 

2 activities carried out by each State educational agen3 cy receiving a grant under section 5 in— 

4 (A) improving student achievement in 

5 science, technology, engineering, and mathe6 matics subjects; 

7 (B) improving student understanding of 

8 engineering; 

9 (C) enhancing technological literacy of stu10 dents; 

11 (D) increasing numbers and diversity of 

12 students with science, technology, engineering, 

13 and mathematics career aspirations; and 

14 (E) increasing the supply of engineering 

15 and technology education teachers; 

16 (2) assess how the programs and activities car17 ried out by each State educational agency receiving 

18 a grant under section 5 can be replicated by a vari19 ety of State educational agencies and local edu20 cational agencies; 

21 (3) assess how the programs and activities car22 ried out by each State educational agency receiving 

23 a grant under section 5 lead to students developing 

24 engineering design ideas, practices and habits of 


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1 mind over time, and the types of conditions nec2 essary to support these developments; 

3 (4) identify and assess how science inquiry and 

4 mathematical reasoning can be connected to engi5 neering design in K–12 curricula and teacher profes6 sional development; and 

7 (5) include any other information or assess8 ments the Secretary of Education may require. 

9 (b) DISSEMINATION.—The Secretary of Education 

10 shall, based on the results of each evaluation completed 

11 under subsection (a), disseminate information and anal12 ysis to the public, and provide technical assistance to State 

13 educational agencies, on best practices and promising in14 novations in the field of K–12 engineering education. 

15 (c) AUTHORIZATION OF APPROPRIATIONS.—There 

16 are authorized to be appropriated to carry out this section 

17 $5,000,000 for each of fiscal years 2013 through 2015. 

Æ 


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