I 
116TH CONGRESS 
1ST SESSION H. R. 2528 
To direct the Director of the Office of Science and Technology Policy to 
carry out programs and activities to ensure that Federal science agencies 
and institutions of higher education receiving Federal research and devel-
opment funding are fully engaging their entire talent pool, and for 
other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 7, 2019 
Ms. JOHNSON of Texas (for herself and Mr. LUCAS) introduced the following 
bill; which was referred to the Committee on Science, Space, and Technology 
A BILL 
To direct the Director of the Office of Science and Tech-
nology Policy to carry out programs and activities to 
ensure that Federal science agencies and institutions of 
higher education receiving Federal research and develop-
ment funding are fully engaging their entire talent pool, 
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; TABLE OF CONTENTS; FINDINGS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘STEM Opportunities Act of 2019’’. 
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(b) TABLE OF CONTENTS.—The table of contents for 
this Act is as follows: 
Sec. 1. Short title; table of contents; findings. 
Sec. 2. Purposes. 
Sec. 3. Federal science agency policies for caregivers. 
Sec. 4. Collection and reporting of data on Federal research grants. 
Sec. 5. Policies for review of Federal research grants. 
Sec. 6. Collection of data on demographics of faculty. 
Sec. 7. Cultural and institutional barriers to expanding the academic and Fed-
eral STEM workforce. 
Sec. 8. Research and dissemination at the National Science Foundation. 
Sec. 9. Research and related activities to expand STEM opportunities. 
Sec. 10. Tribal Colleges and Universities Program. 
Sec. 11. Report to Congress. 
Sec. 12. Merit review. 
Sec. 13. Definitions. 
(c) FINDINGS.—The Congress finds the following: 
(1) Many reports over the past decade have 
found that it is critical to our Nation’s economic 
leadership and global competitiveness that the 
United States educates and trains more scientists 
and engineers. 
(2) Research shows that women and minorities 
who are interested in STEM careers are dispropor-
tionately lost at nearly every educational transition. 
(3) The National Center for Science and Engi-
neering Statistics at the National Science Founda-
tion collects, compiles, and publishes data on the de-
mographics of STEM degrees and STEM jobs in the 
United States. 
(4) Women now earn nearly 37 percent of all 
STEM bachelor’s degrees, but major variations per-
sist among fields. In 2017, women earned only 20 
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percent of all bachelor’s degrees awarded in engi-
neering and 19 percent of bachelor’s degrees award-
ed in computer sciences. Based on Bureau of Labor 
Statistics data, jobs in computing occupations are 
expected to account for nearly 60 percent of the pro-
jected annual growth of newly created STEM job 
openings from 2016 to 2026. 
(5) In 2017, underrepresented minority groups 
comprised 39 percent of the college-age population 
of the United States, but only 18 percent of stu-
dents who earned bachelor’s degrees in STEM fields. 
The Higher Education Research Institute at the 
University of California, Los Angeles, found that, 
while freshmen from underrepresented minority 
groups express an interest in pursuing a STEM un-
dergraduate degree at the same rate as all other 
freshmen, only 22.1 percent of Latino students, 18.4 
percent of African-American students, and 18.8 per-
cent of Native American students studying in STEM 
fields complete their degree within 5 years, com-
pared to approximately 33 percent of White students 
and 42 percent of Asian students who complete their 
degree within 5 years. 
(6) In some STEM fields, including the com-
puter sciences, women persist at about the same rate 
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