I 
113TH CONGRESS 
1ST SESSION H. R. 3690 
To increase the participation of women, girls, and underrepresented minorities 
in STEM fields, to encourage and support students from all economic 
backgrounds to pursue STEM career opportunities, and for other pur-
poses. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 10, 2013 
Mr. KENNEDY (for himself and Mr. HONDA) introduced the following bill; 
which was referred to the Committee on Education and the Workforce 
A BILL 
To increase the participation of women, girls, and underrep-
resented minorities in STEM fields, to encourage and 
support students from all economic backgrounds to pur-
sue STEM career opportunities, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘STEM Gateways Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) According to a 2013 Census Bureau study, 
women’s representation in STEM occupations has 
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increased since the 1970s, but women remain sig-
nificantly underrepresented in engineering and com-
puting occupations that make up more than 80 per-
cent of all STEM employment. Women’s representa-
tion in computer occupations has declined since the 
1990s. In 2011, 26 percent of STEM workers were 
women and 74 percent were men. According to the 
National Action Council for Minorities in Engineer-
ing, Inc. (NACME), the number of engineering de-
grees awarded to African-American women has 
steadily declined since the late 1990s. 
(2) According to the Brookings Institution 
2013 report, ‘‘The Hidden STEM Economy’’, half of 
all STEM jobs are available to workers without a 4- 
year college degree, and these jobs pay $53,000 per 
year on average. This sector of the STEM economy 
offers job opportunities for many workers with quali-
fied certificates or associate’s degrees, drawing from 
high schools, workforce training programs, voca-
tional schools, and community colleges. Despite 
these opportunities, only one-fifth of the $4.3 billion 
spent annually by the Federal Government on 
STEM education and training goes towards sup-
porting sub-bachelor’s level training. 
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(3) According to a 2011 report by the Depart-
ment of Commerce, underrepresented minorities ac-
count for only 3 out of 10 professionals in STEM 
fields. 
(4) STEM workers in all demographic groups 
earn more than their non-STEM counterparts. 
(5) According to the America After 3pm report, 
children from African-American, Hispanic, and Na-
tive American populations participate in afterschool 
programs in greater numbers than the average. Girls 
also participate in equal numbers to boys in such 
programs. Afterschool learning thus represents an 
intervention point to engage with populations cur-
rently underrepresented in STEM fields and careers. 
SEC. 3. GRANT PROGRAM AUTHORIZED. 
(a) PROGRAM AUTHORIZED.—From the amounts ap-
propriated to carry out this section, the Secretary of Edu-
cation shall award grants to eligible entities, on a competi-
tive basis, to enable such eligible entities to carry out pro-
grams described in subsection (d) to achieve, with respect 
to women and girls, underrepresented minorities, and indi-
viduals from all economic backgrounds, (including eco-
nomically disadvantaged individuals and individuals living 
in economically distressed areas), one or more of the fol-
lowing goals: 
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(1) Encourage interest in the STEM fields at 
the elementary school or secondary school levels. 
(2) Motivate engagement in STEM fields by 
providing relevant hands-on learning opportunities 
at the elementary school and secondary school levels. 
(3) Support classroom success in STEM dis-
ciplines at the elementary school or secondary school 
levels. 
(4) Support workforce training and career prep-
aration in STEM fields at the secondary school level. 
(5) Improve access to career and continuing 
education opportunities in STEM fields at the sec-
ondary school level. 
(b) LIMITATION.—The Secretary may award grants 
under this section for not more than a 5-year period. 
(c) APPLICATION.— 
(1) IN GENERAL.—Each eligible entity that de-
sires to receive a grant under this section shall sub-
mit an application to the Secretary at such time, in 
such manner, and containing such information as 
the Secretary may reasonably require. 
(2) 
CONTENTS.—An 
application 
submitted 
under paragraph (1) shall contain— 
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(A) in the case of an eligible entity that 
plans to use the grant funds at the elementary 
school level— 
(i) a description of the programs the 
eligible entity will carry out to achieve one 
or more of the goals described in para-
graphs (1) through (3) of subsection (a) at 
the elementary school level, including the 
content of the programs and research and 
models used to design the programs; and 
(ii) a description of how the programs 
described in clause (i) will support the suc-
cess of women and girls, underrepresented 
minorities, and individuals from all eco-
nomic backgrounds (including economically 
disadvantaged individuals and individuals 
living in economically distressed areas) in 
STEM education, such as— 
(I) recruiting such individuals to 
participate in the programs; 
(II) supporting educators who 
will lead the programs, and partici-
pants in the programs; 
(III) encouraging partnerships 
between in-school and out-of-school 
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educators, such as afterschool pro-
viders, science centers, and museums; 
(IV) identifying public and pri-
vate partners that are able to support 
the programs; and 
(V) planning for sustaining the 
programs financially beyond the grant 
period; 
(B) in the case of an eligible entity that 
plans to use the grant funds at the secondary 
school level— 
(i) a description of the programs the 
eligible entity will carry out to achieve one 
or more of the goals described in para-
graphs (1) through (5) of subsection (a) at 
the secondary school level, including the 
content of the programs and research and 
models used to design the programs; 
(ii) a description of how the programs 
described in clause (i) will support the suc-
cess of women and girls, underrepresented 
minorities, and individuals from all eco-
nomic backgrounds (including economically 
disadvantaged individuals and individuals 
living in economically distressed areas) in 
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STEM education and workforce training 
that prepares such individuals to take ad-
vantage of employment opportunities in 
STEM fields, such as— 
(I) recruiting such individuals to 
participate in the programs; 
(II) supporting educators who 
will lead such programs, and partici-
pants in the programs; 
(III) identifying public and pri-
vate partners that are able to support 
the programs; 
(IV) partnering with institutions 
of higher education or institutions 
providing informal science education, 
such as afterschool programs and 
science centers and museums; 
(V) partnering with institutions 
of higher education; and 
(VI) planning for sustaining the 
programs financially beyond the grant 
period; 
(iii) a review of the industry and busi-
ness workforce needs, including the de-
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mand for workers with knowledge or train-
ing in a STEM field; and 
(iv) an analysis of job openings that 
require knowledge or training in a STEM 
field. 
(d) USE OF FUNDS.— 
(1) REQUIRED USE OF FUNDS.—An eligible en-
tity that receives a grant under this section shall use 
such grant funds to carry out programs to achieve 
one or more of the goals described in subsection (a) 
at the elementary school or secondary school levels, 
with respect to women and girls, underrepresented 
minorities, and students from all economic back-
grounds (including economically disadvantaged indi-
viduals, and students living in economically dis-
tressed areas). 
(2) AUTHORIZED
USE
OF
FUNDS.—The pro-
grams described in paragraph (1) may include any 
of the following activities, with respect to the indi-
viduals described in paragraph (1): 
(A) Carrying out the activities described in 
subparagraph (A)(ii) or (B)(ii), as appropriate. 
(B) Providing professional development for 
teachers, afterschool providers, and other school 
personnel in elementary schools or secondary 
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schools, including professional development to 
encourage, through academic instruction and 
support, such individuals to pursue advanced 
classes and careers in STEM fields. 
(C) Providing tutoring and mentoring pro-
grams in STEM fields. 
(D) Establishing partnerships with institu-
tions of higher education, potential employers, 
and other industry stakeholders that expose 
such individuals to professionals in STEM 
fields, or providing opportunities for postsec-
ondary academic credits or credentials. 
(E) Providing after-school activities and 
other informal learning opportunities designed 
to encourage interest and develop skills in 
STEM fields. 
(F) Providing summer programs to extend 
learning time and to deepen the skills and in-
terest in STEM fields of such individuals. 
(G) Purchasing and utilizing— 
(i) educational or instructional mate-
rials that are designed to improve edu-
cational outcomes in STEM fields, and will 
serve to deepen the skills and interest in 
STEM fields of such individuals; or 
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(ii) equipment, instrumentation, or 
hardware used to teach and encourage in-
terest in STEM fields. 
(H) Internships or opportunities for expe-
riential learning in STEM fields. 
(e) REPORT.— 
(1) ELIGIBLE ENTITIES.—Each eligible entity 
receiving a grant under this Act shall, on an annual 
basis, submit a report to the Secretary on the use 
of funds and the number of students who partici-
pated in the programs carried out with the grant 
funds. 
(2) SECRETARY.—The Secretary shall, on an 
annual basis, and using the reports received under 
paragraph (1), report to Congress on the overall im-
pact and effectiveness of the grant program under 
this Act. 
SEC. 4. DEFINITIONS. 
In this Act: 
(1) ESEA DEFINITIONS.—The terms ‘‘edu-
cational service agency’’, ‘‘local educational agency’’, 
‘‘institution of higher education’’, ‘‘Secretary’’, and 
‘‘State’’ have the meanings given the terms in sec-
tion 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
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(2) COMMUNITY COLLEGE.—The term ‘‘commu-
nity college’’ has the meaning given the term ‘‘junior 
or community college’’ in section 312 of the Higher 
Education Act of 1965 (20 U.S.C. 1058). 
(3) 
ECONOMICALLY
DISADVANTAGED
INDI-
VIDUAL.—The term ‘‘economically disadvantaged in-
dividual’’ has the meaning given the term in section 
400.4 of title 34, Code of Federal Regulations, as 
such section is in effect on the date of enactment of 
this Act. 
(4) ECONOMICALLY
DISTRESSED
AREA.—The 
term ‘‘economically distressed area’’ means a county 
or equivalent division of local government of a State 
in which, according to the most recently available 
data from the Bureau of the Census, 40 percent or 
more of the residents have an annual income that is 
at or below the poverty level. 
(5) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means— 
(A) a local educational agency; 
(B) an educational service agency serving 
more than 1 local educational agency; 
(C) a consortium of local educational agen-
cies; 
(D) nonprofit organizations that— 
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(i) work with elementary schools, sec-
ondary schools, or institutions of higher 
education; and 
(ii) have demonstrated a commitment 
to achieving the goals described in para-
graphs (1) through (4) of section 3(a); or 
(E) community colleges working in part-
nership with secondary schools to create oppor-
tunities for dual enrollment, credit transfer, or 
accelerated post-secondary credentialing. 
(6) PARTNERS.—The term ‘‘partners’’ means 
organizations who employ workers in STEM-related 
careers or organizations with demonstrated expertise 
in identifying, scaling, and implementing successful 
practices in STEM education and workforce develop-
ment. 
(7) STEM.—The term ‘‘STEM’’ means science, 
technology, engineering, and mathematics. 
(8) 
UNDERREPRESENTED
MINORITY.—The 
term ‘‘underrepresented minority’’ has the meaning 
given the term ‘‘minority’’ in section 637.4(b) of 
title 34, Code of Federal Regulations, as such sec-
tion is in effect on the date of enactment of this Act. 
Æ 
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