Data Science and Literacy Act of 2023

Subjects: Education

Summary:  <p><b>Data Science and Literacy Act of 2023</b></p> <p>This bill establishes a grant program for data literacy education and requires additional reporting regarding secondary school teachers.</p> <p>Specifically, the bill directs the Department of Education to award grants to educational agencies, tribal schools, institutions of higher education, or consortia of such entities for programs to increase access to and support for data literacy, data science, and statistics education. The Institute of Education Sciences must evaluate the grant program within five years after the first grant is made to assess its effectiveness in improving access to data science and literacy.</p> <p>Additionally, the bill requires the National Center for Education Statistics to collect and report information on the number of science, technology, engineering, and math (STEM) teachers in secondary schools in each state.</p>

<html><body><pre>[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1050 Introduced in House (IH)]

&lt;DOC&gt;






118th CONGRESS
  1st Session
                                H. R. 1050

To direct the Secretary of Education to make grants for the purpose of 
 increasing access to data literacy education, and for other purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                           February 14, 2023

    Ms. Stevens (for herself, Mr. Baird, Mr. Beyer, and Mrs. Kim of 
 California) introduced the following bill; which was referred to the 
                Committee on Education and the Workforce

_______________________________________________________________________

                                 A BILL


 
To direct the Secretary of Education to make grants for the purpose of 
 increasing access to data literacy education, and for other purposes.

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

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Data Science and 
Literacy Act of 2023''.
    (b) Table of Contents.--The table of contents for this Act is as 
follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
             TITLE I--DATA LITERACY EDUCATION GRANT PROGRAM

Sec. 101. Grant program established.
Sec. 102. Applications.
Sec. 103. Use of funds.
Sec. 104. Reporting and evaluation.
Sec. 105. Definitions.
Sec. 106. Authorization of appropriations.
         TITLE II--STATISTICS ON SECONDARY SCHOOL STEM TEACHERS

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

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Data science and literacy are vital for United States 
        residents in an era of intense global competition and growing 
        reliance on data.
            (2) The American people constantly interact with and are 
        affected by data. For example, they--
                    (A) regularly consume data, such as educational 
                data, business data, financial data, medical data, 
                sports statistics, and data-based claims in news media;
                    (B) are included in a variety of data sets, such as 
                medical and credit histories, web searches, social 
                media activity, and purchase histories; and
                    (C) interact with products that are the result of 
                data-driven processes. For example, medications and 
                other medical interventions are tested in randomized 
                trials to assess their efficacy and safety. Similarly, 
                data are often used to inform policy decisions that 
                have considerable impact on citizens.
            (3) Data literacy is increasingly integral in the fields of 
        science, technology, engineering, and mathematics (STEM) and 
        other fields.
            (4) Data literacy is essential for both effective 
        citizenship and personal well-being. Data literacy is an 
        integral skill for understanding data-driven claims and making 
        personal decisions in the 21st century. This includes the need 
        to--
                    (A) contribute to the digital economy as a 
                productive member of the workforce;
                    (B) interpret and synthesize data displays and 
                summaries, such as polls, surveys, and study outcomes; 
                and
                    (C) critically evaluate claims based on data both 
                in consuming news media, advertising, and social media 
                and in making personal decisions, such as those related 
                to medical care or financial well-being.
            (5) Access to high-quality data science and literacy 
        education is vital for building the United States STEM 
        workforce and United States competitiveness in the 21st century 
        in the following ways:
                    (A) STEM fields are a well-known driver of the 
                United States economy, job growth, and competitiveness. 
                A 2022 government report from the National Science 
                Foundation underscores this point and also notes 
                growing STEM competition from around the globe.
                    (B) Accessing talent and ideas from across the 
                socioeconomic spectrum and from diverse geography is 
                critical for building a vibrant United States STEM 
                workforce.
                    (C) Concerted efforts to cultivate such talent in 
                the data-driven fields of statistics, data science, 
                mathematical modeling, computer science, machine 
                learning, artificial intelligence, operations research, 
                and analytics are critical to United States 
                competitiveness efforts.
                    (D) Data scientist, statistician, and operations 
                researcher roles are among the fastest growing 
                positions in the United States. However, United States 
                companies often struggle to fill their data scientist, 
                statistician, and operations researcher positions, a 
                situation not expected to change this decade.
                    (E) The STEM workforce is projected to grow at a 
                faster pace than the non-STEM workforce; however, some 
                have expressed concern that the domestic supply of STEM 
                workers will not meet future workforce needs.
                    (F) More and earlier access to quality education 
                that includes data-intense disciplines is necessary to 
                meet industry demands and competitiveness pressures.
                    (G) Access to high-quality data literacy education 
                with ongoing support is critical as an entry point to 
                STEM fields for students from populations traditionally 
                underrepresented in STEM fields, including Native 
                Hawaiians, Alaska Natives, and American Indians.
                    (H) Such accessibility should also include 
                community colleges, which are often more accessible to 
                diverse groups.
            (6) The expanded focus on data science and literacy would 
        have several benefits, such as--
                    (A) helping the United States compete in the 
                emerging field of data science and growing discipline 
                of statistics;
                    (B) expanding the STEM workforce by accessing 
                talent across the socioeconomic spectrum; and
                    (C) diversifying the STEM workforce by bringing 
                access and support to populations traditionally 
                underrepresented in STEM fields, including female 
                students, students of color, and students from 
                disadvantaged backgrounds. Studies have identified 
                positive associations between diversity and performance 
                for companies.
            (7) Increased attention to data science and literacy 
        supports the burgeoning emphasis on evidence-based policymaking 
        and data-driven decision, including in government as 
        exemplified by the Foundations for Evidence-Based Policymaking 
        Act of 2018 (Public Law 115-435).
            (8) Effective data science and statistics education at the 
        pre-kindergarten through postsecondary levels would--
                    (A) ensure graduates have the skills and knowledge 
                necessary to compete in the workforce of the 21st 
                century, with its burgeoning growth of and dependence 
                on data, and acquire the self-efficacy and motivation 
                to embrace careers in data science, statistics, and 
                other STEM fields;
                    (B) contribute to student learning and problem-
                solving skills across multiple disciplines; and
                    (C) equip students with the knowledge needed to be 
                responsible and engaged citizens.

             TITLE I--DATA LITERACY EDUCATION GRANT PROGRAM

SEC. 101. GRANT PROGRAM ESTABLISHED.

    From the amounts appropriated under section 106, the Secretary 
shall award grants, on a competitive basis, to eligible entities to 
carry out projects--
            (1) that increase access to data literacy education for 
        students at the pre-kindergarten through postsecondary levels;
            (2) that improve data reasoning skills in such students;
            (3) that will serve as models for national data science and 
        data literacy education; and
            (4) in accordance with section 103.

SEC. 102. APPLICATIONS.

    (a) In General.--To be eligible to receive a grant under this 
title, an eligible entity shall submit to the Secretary an application 
at such time, in such manner, and containing such information as the 
Secretary may require, which shall include a description of how the 
entity plans--
            (1) to carry out project activities under section 103 for 
        the purposes of--
                    (A) increasing access to and support for data 
                literacy, data science, and statistics education; and
                    (B) expanding access to and support for rigorous 
                classes in STEM fields, including by--
                            (i) using data and statistical literacy to 
                        increase student interest in STEM fields; and
                            (ii) reducing enrollment gaps, opportunity 
                        gaps, and differentiated success for 
                        underrepresented students;
            (2) for the duration of a grant made to the eligible entity 
        under this title, to continuously assess and evaluate project 
        activities funded by such grant; and
            (3) to continue project activities after the expiration of 
        the grant (including a statement of the planned duration of 
        such continuation).
    (b) Duration.--A grant made under this title shall be for a term of 
not more than 5 years.

SEC. 103. USE OF FUNDS.

    (a) In General.--An eligible entity that receives a grant under 
this title shall use the grant funds for not fewer than 2 of the 
following activities:
            (1) Developing curricula in data literacy, data science, 
        and statistics.
            (2) Expanding student access to learning support and high-
        quality learning materials in data science and statistics, 
        including online courses and interactive learning platforms.
            (3) Creating and implementing plans to--
                    (A) increase access to and support for rigorous 
                classes in STEM fields;
                    (B) use data literacy and statistical thinking to 
                increase student interest in STEM fields; and
                    (C) reduce gaps in access to data science and 
                statistics courses for underrepresented students.
            (4) Providing--
                    (A) evidence-based professional development for 
                data science and statistics educators and specialists; 
                or
                    (B) evidence-based training for educators and 
                specialists transitioning from other subjects to data 
                science and statistics.
            (5) With respect to data literacy education, collaborating 
        with 1 or more of the following regional entities:
                    (A) Industry.
                    (B) A nonprofit organization.
                    (C) An out-of-school education provider.
                    (D) A two- or four-year institution of higher 
                education.
            (6) Recruiting and hiring instructional personnel, 
        including specialists in data science and statistics pedagogy 
        and curricula.
            (7) Preparing to continue project activities after the end 
        of the grant period.
            (8) Disseminating information about effective practices in 
        data science and statistics education.
    (b) Additional Allowable Uses of Grant Funds for Certain Eligible 
Entities.--In addition to the activities described in subsection (a)--
            (1) in the case of an eligible entity that is not an 
        institution of higher education, such entity may use the grant 
        funds to--
                    (A) increase access to and support for data 
                literacy education for students at the pre-kindergarten 
                through middle school levels to prepare such students 
                for data literacy education at the high school level;
                    (B) prepare and support teachers to teach students 
                to--
                            (i) understand data; and
                            (ii) use computational, analytical, and 
                        statistical thinking to solve problems; and
                    (C) provide support and resources for 
                underrepresented students;
            (2) in the case of an eligible entity that is an 
        institution of higher education (or an eligible consortium that 
        includes such an institution), such entity may use the grant 
        funds to provide financial support and mentorship to 
        underrepresented students; and
            (3) in the case of an eligible entity that is a two-year 
        institution of higher education (or an eligible consortium that 
        includes such an institution), such entity may use the grant 
        funds to:
                    (A) Assess relevant local employment opportunities 
                for students in data science, analytics, and 
                statistics.
                    (B) Establish industry partnerships.
                    (C) Maintain up-to-date curricula.
                    (D) Develop programs, partnerships, and 
                articulation agreements to facilitate the timely 
                transition of students from data science, analytics, 
                and statistics programs at the institution to--
                            (i) bachelor's degree programs in data 
                        science, analytics, statistics, or related 
                        fields; or
                            (ii) relevant local employment.
    (c) Limitation.--Not more than 15 percent of the funds of a grant 
made under this title in a fiscal year may be used to purchase 
equipment to enable the activities described in this section.

SEC. 104. REPORTING AND EVALUATION.

    (a) Recipient Reports.--Not less frequently than twice each year 
for the duration of a grant made under this title, an eligible entity 
that receives such a grant shall submit to the Secretary a report on 
the use of grant funds, including data on the students served through 
project activities assisted with such funds, disaggregated by--
            (1) race (for Asian and Native Hawaiian or Pacific Islander 
        students using the same race response categories as the 
        decennial census of the population);
            (2) ethnicity;
            (3) gender; and
            (4) eligibility to receive a free or reduced price lunch 
        under the Richard B. Russell National School Lunch Act (42 
        U.S.C. 1751 et seq.).
    (b) Report by the Secretary.--Not later than 5 years after the date 
on which the first grant is made under this title, the Secretary shall 
submit to Congress and make publicly available a report that includes--
            (1) an analysis of reports received by the Secretary 
        pursuant to subsection (a); and
            (2) recommendations for expanding the grant program 
        established under this title.
    (c) Grant Program Evaluation.--Not later than 5 years after the 
date on which the first grant is made under this title, the Secretary, 
acting through the Director of the Institute of Education Sciences, 
shall carry out and make publicly available an evaluation of the 
effectiveness of the grants made under this title, including an 
analysis of the following:
            (1) With respect to a project assisted with a grant made 
        under this title, the effectiveness of such project with 
        respect to--
                    (A) improving access to data science and data 
                literacy curricula and instruction;
                    (B) improving data science and data literacy skills 
                in students at the pre-kindergarten through 
                postsecondary levels; and
                    (C) assisting eligible entities that receive grants 
                under this title in recruiting, preparing, and 
                retaining qualified data science and statistics 
                educators and specialists.
            (2) The effectiveness of the grants made under this title 
        with respect to improving national equitable student access to 
        data science and data literacy curricula and instruction.

SEC. 105. DEFINITIONS.

    In this title:
            (1) Data literacy.--The term ``data literacy'' means the 
        ability to understand and communicate claims derived from data, 
        including--
                    (A) what data are;
                    (B) where data come from; and
                    (C) what aspects of the world data represent.
            (2) Data science.--The term ``data science'' means the 
        interdisciplinary use of statistics, mathematics, and computer 
        science to analyze data and provide tools to interact with 
        data.
            (3) Data science education.--The term ``data science 
        education'' includes education in any of the following 
        subjects:
                    (A) Analytics.
                    (B) Applied statistics and data science.
                    (C) Artificial intelligence.
                    (D) Data acquisition and management.
                    (E) Data literacy.
                    (F) Data quality and representation.
                    (G) Data security and privacy.
                    (H) Ethical use of data.
                    (I) Machine learning.
                    (J) Operations research.
                    (K) Social impacts and professional practices of 
                statistics and data science.
                    (L) Statistical methods and modeling.
                    (M) Statistical problem-solving processes.
            (4) Eligible consortium.--The term ``eligible consortium'' 
        means a consortium that--
                    (A) includes--
                            (i) an eligible State educational agency;
                            (ii) an eligible local educational agency;
                            (iii) an eligible Tribal school; or
                            (iv) an institution of higher education; 
                        and
                    (B) may include a non-profit or for-profit 
                organization.
            (5) Eligible entity.--The term ``eligible entity'' means an 
        eligible State educational agency, eligible local educational 
        agency, eligible Tribal school, institution of higher 
        education, or eligible consortium.
            (6) Eligible local educational agency.--The term ``eligible 
        local educational agency'' means a local educational agency 
        described in section 1003(f)(1) of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 6303(f)(1)).
            (7) Eligible state educational agency.--The term ``eligible 
        State educational agency'' means a State educational agency 
        that serves 1 or more eligible local educational agencies.
            (8) Eligible tribal school.--The term ``eligible Tribal 
        school'' means--
                    (A) a school operated by the Bureau of Indian 
                Education;
                    (B) a school operated pursuant to the Indian Self-
                Determination and Education Assistance Act (25 U.S.C. 
                5301 et seq.); or
                    (C) a tribally controlled school (as such term is 
                defined in section 5212 of the Tribally Controlled 
                Schools Act of 1988 (25 U.S.C. 2511)).
            (9) ESEA terms.--The terms ``local educational agency'' and 
        ``State educational agency'' have the meanings given such terms 
        in section 8101 of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 7801).
            (10) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given such 
        term in section 101 of the Higher Education Act of 1965 (20 
        U.S.C. 1001).
            (11) Operations research.--The term ``operations research'' 
        means the application of scientific methods to the management 
        and administration of organized military, governmental, 
        commercial, and industrial processes to maximize operational 
        efficiency.
            (12) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (13) Statistical problem-solving process.--The term 
        ``statistical problem-solving process'' means a framework for 
        decisionmaking that includes the following components:
                    (A) Formulating statistical investigative 
                questions.
                    (B) Collecting and considering the data.
                    (C) Analyzing the data.
                    (D) Interpreting the results.
            (14) Statistics.--The term ``statistics'' means the science 
        of learning from data and of measuring and communicating 
        uncertainty.
            (15) STEM fields.--The term ``STEM fields'' means the 
        fields of science, technology, engineering, and mathematics and 
        the fields of statistics and computer science.
            (16) Underrepresented student.--The term ``underrepresented 
        student''--
                    (A) means a student from a population that is 
                traditionally underrepresented in STEM fields; and
                    (B) includes--
                            (i) female students;
                            (ii) students of color; and
                            (iii) students from low-income families.

SEC. 106. AUTHORIZATION OF APPROPRIATIONS.

    (a) In General.--There is authorized to be appropriated to carry 
out this title $10,000,000 for each of fiscal years 2024 through 2028.
    (b) Limitations.--
            (1) Administrative expenses.--Not more than 2.5 percent of 
        the funds made available for a fiscal year under subsection (a) 
        may be used for administrative expenses of the Secretary 
        associated with grants made under this title, including--
                    (A) technical assistance; and
                    (B) the dissemination of--
                            (i) the report required under section 
                        104(b); and
                            (ii) the evaluation required under section 
                        104(c).
            (2) Program evaluation.--Not more than 1 percent of the 
        funds made available for a fiscal year under subsection (a) may 
        be used to carry out the evaluation required under section 
        104(c).

         TITLE II--STATISTICS ON SECONDARY SCHOOL STEM TEACHERS

SEC. 201. AMENDMENTS TO THE EDUCATION SCIENCES REFORM ACT OF 2002.

    (a) In General.--Section 153 of the Education Sciences Reform Act 
of 2002 (20 U.S.C. 9543) is amended--
            (1) in subsection (a)(1)--
                    (A) in subparagraph (N), by striking ``and'' at the 
                end;
                    (B) in subparagraph (O), by adding ``and'' at the 
                end; and
                    (C) by inserting after subparagraph (O) the 
                following:
                    ``(P) the number of science, technology, 
                engineering, and math (STEM) teachers in secondary 
                schools in each State, including--
                            ``(i) the subjects taught by such teachers;
                            ``(ii) the educational backgrounds of such 
                        teachers; and
                            ``(iii) the demographics of such teachers, 
                        disaggregated by race, ethnicity, and 
                        gender;''; and
            (2) by adding at the end the following:
    ``(c) STEM Teachers Report Frequency.--The statistical data 
described in subsection (a)(1)(P) shall be collected and reported not 
more frequently than once every 5 years.''.
    (b) Effective Date.--This section and the amendments made by this 
section shall take effect 1 year after the date of the enactment of 
this section.
                                 &lt;all&gt;
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