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SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Rural STEM Edu-
cation Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) The supply of STEM workers is not keeping 
pace with the rapidly evolving needs of the public 
and private sector, resulting in a deficit often re-
ferred to as a STEM skills shortage. 
(2) According to the Bureau of Labor Statis-
tics, the United States will need one million addi-
tional STEM professionals than it is on track to 
produce in the coming decade. 
(3) Many STEM occupations offer higher 
wages, more opportunities for advancement, and a 
higher degree of job security than non-STEM jobs. 
(4) The 60,000,000 individuals in the United 
States who live in rural settings are significantly 
under-represented in STEM. 
(5) According to the National Center for Edu-
cation Statistics, nine million students in the United 
States—nearly 20 percent of the total K–12 popu-
lation—attend rural schools, and for reasons rang-
ing from teacher quality to shortages of resources, 
these students often have fewer opportunities for 
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high-quality STEM learning than their peers in the 
Nation’s urban and suburban schools. 
(6) Rural areas represent one of the most 
promising, 
yet 
underutilized, 
opportunities 
for 
STEM education to impact workforce development 
and regional innovation, including agriculture. 
(7) The study of agriculture, food, and natural 
resources involves biology, engineering, physics, 
chemistry, math, geology, computer science, and 
other scientific fields. 
(8) Employment in computer and information 
technology occupations is projected to grow 11 per-
cent from 2019 to 2029. To help meet this demand, 
it is important rural students have the opportunity 
to acquire computing skills through exposure to com-
puter science learning in grades Pre-K through 12 
and in informal learning settings. 
(9) More than 293,000,000 individuals in the 
United States use high-speed broadband to work, 
learn, access healthcare, and operate their busi-
nesses, while 19,000,000 individuals in the United 
States still lack access to high-speed broadband. 
Rural areas are hardest hit, with over 26 percent of 
individuals in rural areas in the United States lack-
ing access to high-speed broadband compared to 1.7 
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percent of individuals in urban areas in the United 
States. 
SEC. 3. NATIONAL SCIENCE FOUNDATION RURAL STEM AC-
TIVITIES. 
(a) PREPARING RURAL STEM EDUCATORS.— 
(1) IN GENERAL.—The Director shall provide 
grants on a merit-reviewed, competitive basis to in-
stitutions of higher education or nonprofit organiza-
tions (or a consortium thereof) for research and de-
velopment to advance innovative approaches to sup-
port and sustain high-quality STEM teaching in 
rural schools. 
(2) USE OF FUNDS.— 
(A) IN GENERAL.—Grants awarded under 
this section shall be used for the research and 
development activities referred to in paragraph 
(1), which may include— 
(i) engaging rural educators of stu-
dents in grades Pre-K through 12 in pro-
fessional learning opportunities to enhance 
STEM 
knowledge, 
including 
computer 
science, and develop best practices; 
(ii) supporting research on effective 
STEM teaching practices in rural settings, 
including the use of rubrics and mastery- 
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based grading practices to assess student 
performance 
when 
employing 
the 
transdisciplinary teaching approach for 
STEM disciplines; 
(iii) designing and developing pre- 
service and in-service training resources to 
assist such rural educators in adopting 
transdisciplinary teaching practices across 
STEM courses; 
(iv) coordinating with local partners 
to adapt STEM teaching practices to lever-
age local natural and community assets in 
order to support in-place learning in rural 
areas; 
(v) providing hands-on training and 
research opportunities for rural educators 
described in clause (i) at Federal Labora-
tories, institutions of higher education, or 
in industry; 
(vi) developing training and best prac-
tices for educators who teach multiple 
grade levels within a STEM discipline; 
(vii) designing and implementing pro-
fessional development courses and experi-
ences, including mentoring, for rural edu-
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cators described in clause (i) that combine 
face-to-face and online experiences; and 
(viii) any other activity the Director 
determines will accomplish the goals of this 
subsection. 
(B) RURAL
STEM
COLLABORATIVE.—The 
Director may establish a pilot program of re-
gional cohorts in rural areas that will provide 
peer support, mentoring, and hands-on research 
experiences for rural STEM educators of stu-
dents in grades Pre-K through 12, in order to 
build an ecosystem of cooperation among edu-
cators, researchers, academia, and local indus-
try. 
(b) BROADENING PARTICIPATION OF RURAL STU-
DENTS IN STEM.— 
(1) IN GENERAL.—The Director shall provide 
grants on a merit-reviewed, competitive basis to in-
stitutions of higher education or nonprofit organiza-
tions (or a consortium thereof) for— 
(A) research and development of program-
ming to identify the barriers rural students face 
in accessing high-quality STEM education; and 
(B) development of innovative solutions to 
improve the participation and advancement of 
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rural students in grades Pre-K through 12 in 
STEM studies. 
(2) USE OF FUNDS.— 
(A) IN GENERAL.—Grants awarded under 
this section shall be used for the research and 
development activities referred to in paragraph 
(1), which may include— 
(i) developing partnerships with com-
munity colleges to offer advanced STEM 
course work, including computer science, to 
rural high school students; 
(ii) supporting research on effective 
STEM practices in rural settings; 
(iii) 
implementing 
a 
school-wide 
STEM approach; 
(iv) improving the National Science 
Foundation’s Advanced Technology Edu-
cation program’s coordination and engage-
ment with rural communities; 
(v) collaborating with existing commu-
nity partners and networks, such as the co-
operative research and extension services 
of the Department of Agriculture and 
youth serving organizations like 4–H, after 
school STEM programs, and summer 
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(x) any other activity the Director de-
termines will accomplish the goals of this 
subsection. 
(c) APPLICATION.—An applicant seeking a grant 
under subsection (a) or (b) shall submit an application at 
such time, in such manner, and containing such informa-
tion as the Director may require. The application may in-
clude the following: 
(1) A description of the target population to be 
served by the research activity or activities for which 
such grant is sought. 
(2) A description of the process for recruitment 
and selection of students, educators, or schools from 
rural areas to participate in such activity or activi-
ties. 
(3) A description of how such activity or activi-
ties may inform efforts to promote the engagement 
and achievement of rural students in grades Pre-K 
through 12 in STEM studies. 
(4) In the case of a proposal consisting of a 
partnership or partnerships with one or more rural 
schools and one or more researchers, a plan for es-
tablishing a sustained partnership that is jointly de-
veloped and managed, draws from the capacities of 
each partner, and is mutually beneficial. 
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(d) PARTNERSHIPS.—In awarding grants under sub-
section (a) or (b), the Director shall— 
(1) encourage applicants which, for the purpose 
of the activity or activities funded through the grant, 
include or partner with a nonprofit organization or 
an institution of higher education (or a consortium 
thereof) that has extensive experience and expertise 
in increasing the participation of rural students in 
grades Pre-K through 12 in STEM; 
(2) encourage applicants which, for the purpose 
of the activity or activities funded through the grant, 
include or partner with a consortium of rural schools 
or rural school districts; and 
(3) encourage applications which, for the pur-
pose of the activity or activities funded through the 
grant, include commitments from school principals 
and administrators to making reforms and activities 
proposed by the applicant a priority. 
(e) EVALUATIONS.—All proposals for grants under 
subsections (a) and (b) shall include an evaluation plan 
that includes the use of outcome oriented measures to as-
sess the impact and efficacy of the grant. Each recipient 
of a grant under this section shall include results from 
these evaluative activities in annual and final projects. 
(f) ACCOUNTABILITY AND DISSEMINATION.— 
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(1) EVALUATION
REQUIRED.—The Director 
shall evaluate the portfolio of grants awarded under 
subsections (a) and (b). Such evaluation shall— 
(A) use a common set of benchmarks and 
tools to assess the results of research conducted 
under such grants and identify best practices; 
and 
(B) to the extent practicable, integrate the 
findings of research resulting from the activity 
or activities funded through such grants with 
the findings of other research on rural student’s 
pursuit of degrees or careers in STEM. 
(2) REPORT ON EVALUATIONS.—Not later than 
180 days after the completion of the evaluation 
under paragraph (1), the Director shall submit to 
Congress and make widely available to the public a 
report that includes— 
(A) the results of the evaluation; and 
(B) any recommendations for administra-
tive and legislative action that could optimize 
the effectiveness of the grants awarded under 
this section. 
(g) REPORT BY COMMITTEE ON EQUAL OPPORTUNI-
TIES IN SCIENCE AND ENGINEERING.— 
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(1) IN GENERAL.—As part of the first report 
required by section 36(e) of the Science and Engi-
neering 
Equal 
Opportunities 
Act 
(42 
U.S.C. 
1885c(e)) transmitted to Congress after the date of 
enactment of this Act, the Committee on Equal Op-
portunities in Science and Engineering shall in-
clude— 
(A) a description of past and present poli-
cies and activities of the Foundation to encour-
age full participation of students in rural com-
munities in science, mathematics, engineering, 
and computer science fields; and 
(B) an assessment of trends in participa-
tion of rural students in grades Pre-K through 
12 in Foundation activities, and an assessment 
of the policies and activities of the Foundation, 
along with proposals for new strategies or the 
broadening of existing successful strategies to-
wards facilitating the goals of this Act. 
(2) TECHNICAL CORRECTION.— 
(A) IN
GENERAL.—Section 313 of the 
American Innovation and Competitiveness Act 
(Public Law 114–329) is amended by striking 
‘‘Section 204(e) of the National Science Foun-
dation Authorization Act of 1988’’ and insert-
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ing ‘‘Section 36(e) of the Science and Engineer-
ing Equal Opportunities Act’’. 
(B) 
APPLICABILITY.—The 
amendment 
made by paragraph (1) shall take effect as if 
included in the enactment of section 313 of the 
American Innovation and Competitiveness Act 
(Public Law 114–329). 
(h) COORDINATION.—In carrying out this section, the 
Director shall, for purposes of enhancing program effec-
tiveness and avoiding duplication of activities, consult, co-
operate, and coordinate with the programs and policies of 
other relevant Federal agencies. 
(i) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Director— 
(1) $8,000,000 to carry out the activities under 
subsection (a) for each of fiscal years 2021 through 
2025; and 
(2) $12,000,000 to carry out the activities 
under subsection (b) for each of fiscal years 2021 
through 2025. 
SEC. 4. OPPORTUNITIES FOR ONLINE EDUCATION. 
(a) IN GENERAL.—The Director shall, subject to ap-
propriations, award competitive grants to institutions of 
higher education or nonprofit organizations (or a consor-
tium thereof, which may include a private sector partner) 
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