I 
114TH CONGRESS 
2D SESSION 
H. R. 6095 
To authorize the Secretary of Education to carry out a program to increase 
access to prekindergarten through grade 12 computer science education. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 21, 2016 
Ms. LEE
(for herself, Ms. EDDIE
BERNICE
JOHNSON
of Texas, Mr. 
BUTTERFIELD, Ms. JUDY CHU of California, Mr. POLIS, Ms. DELBENE, 
Mr. HINOJOSA, Ms. TITUS, Ms. KELLY of Illinois, Mr. HONDA, Ms. 
CLARK of Massachusetts, and Ms. FUDGE) introduced the following bill; 
which was referred to the Committee on Education and the Workforce 
A BILL 
To authorize the Secretary of Education to carry out a 
program to increase access to prekindergarten through 
grade 12 computer science education. 
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 ‘‘Computer Science for 
All Act of 2016’’. 
SEC. 2. FINDINGS. 
Congress finds that: 
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(1) Computer science is transforming industry, 
creating new fields of commerce, driving innovation, 
and bolstering productivity. 
(2) There are more than 550,000 technology 
jobs unfilled in the United States as of May of 2016. 
It is projected that there will be 1,400,000 new jobs 
in the technology sector by 2020; however, 70 per-
cent of those jobs will be unfulfilled at the rate 
American universities are producing qualified grad-
uates. 
(3) Knowledge of computer science and use of 
technology is increasingly essential for all individ-
uals, not just those working or planning to work in 
the technology sector. 
(4) Providing students with computer science 
education in elementary school and secondary school 
is critical for student success, and strengthening the 
workforce of a 21st century economy. 
(5) While an estimated 90 percent of parents 
want computer science taught in their children’s 
schools, just 25 percent of all elementary schools 
and secondary schools offer high-quality computer 
science instruction that includes programming and 
coding. 
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(6) African-Americans, Latinos, Native Ameri-
cans, and Pacific Islanders are disproportionately 
underrepresented in the technology sector. For ex-
ample, African-Americans and Latinos make up 27 
percent of the United States workforce, but make up 
only 13.8 percent of the science and engineering 
workforce, and only 11 percent of computer science 
professionals. 
(7) While underrepresented minority students 
overall face an opportunity gap in STEAM edu-
cation, women of color particularly face an achieve-
ment gap in science and engineering education. In 
2012, while women received 48.8 percent of all bach-
elor’s degrees in science and engineering majors, 
women of color received only 15.7 percent (Black: 
5.3 percent; Latino: 5.5 percent; Native American or 
Alaska Native: 0.3 percent, and Asian or Pacific Is-
lander: 4.6 percent). 
(8) Women overall face challenges in accessing 
computer science education. Only 18 percent of all 
bachelor’s degrees awarded in computer science in 
2012 went to women, and women of color received 
only 6.6 percent (Black: 3.0 percent; Latino: 1.7 
percent; Native American or Alaska Native: 0.1 per-
cent, and Asian or Pacific Islander: 1.8 percent). 
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(9) Disparities in enrollment and academic 
achievement start early. In 2015, only 22 percent of 
students taking the AP Computer Science exam 
were women, and just 13 percent were African- 
American or Latino. 
(10) Nationwide, only 184 Native American 
students took the AP Computer Science exam in 
2015. This means that while Native Americans 
make up about 1.1 percent of the U.S. student pop-
ulation, they made up less than half a percent of 
students who took AP Computer Science exams in 
2015. 
SEC. 3. DEFINITIONS. 
In this Act: 
(1) COMPUTATIONAL
THINKING.—The term 
‘‘computational thinking’’ aims to capture the wide 
range of creative processes that go into formulating 
problems and their solutions in such a way that the 
solutions can be carried out by a computer, and may 
involve some understanding of software and hard-
ware design, logic and the use of abstraction and 
representation, algorithm design, algorithm expres-
sion, problem decomposition, modularity, program-
ming paradigms and languages, issues of informa-
tion security and privacy, the application of com-
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putation across a wide range of disciplines, and the 
societal impact of computing. Programming is a 
hands-on, inquiry-based way in which computational 
thinking may be learned. 
(2) COMPUTER
SCIENCE
EDUCATION.—The 
term ‘‘computer science education’’ includes any of 
the following: computational thinking; software de-
sign; hardware architecture and organization; theo-
retical foundations; use of abstraction and represen-
tation in problem solving; logic; algorithm design 
and implementation; the limits of computation; pro-
gramming paradigms and languages; parallel and 
distributed computing; information security and pri-
vacy; computing systems and networks; graphics and 
visualization; databases and information retrieval; 
the relationship between computing and mathe-
matics; artificial intelligence; applications of com-
puting across a broad range of disciplines and prob-
lems; and the social impacts and professional prac-
tices of computing. 
(3) ELIGIBLE TRIBAL SCHOOL.—The term ‘‘eli-
gible Tribal school’’ means— 
(A) a school operated by the Bureau of In-
dian Education; 
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(B) a school operated pursuant to the In-
dian Self-Determination and Education Assist-
ance Act (25 U.S.C. 450 et seq.); or 
(C) a tribally controlled school (as defined 
in section 5212 of the Tribally Controlled 
Schools Act of 1988 (25 U.S.C. 2511)). 
(4) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 102 of the Higher 
Education Act of 1965 (20 U.S.C. 1002). 
(5) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 8101). 
(6) POVERTY LINE.—The term ‘‘poverty line’’ 
has the meaning given the term in section 8101 of 
the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 8101). 
(7) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(8) STEAM.—The term ‘‘STEAM’’ means the 
subjects of science, technology, engineering, arts, 
and mathematics, including computer science. 
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SEC. 4. GRANTS TO STATES, LOCAL EDUCATIONAL AGEN-
CIES, AND ELIGIBLE TRIBAL SCHOOLS. 
(a) GRANTS
TO
STATES, LOCAL
EDUCATIONAL 
AGENCIES, AND ELIGIBLE TRIBAL SCHOOLS.— 
(1) IN GENERAL.—The Secretary shall award 
grants to States, local educational agencies, and eli-
gible Tribal schools— 
(A) that demonstrate an ability to carry 
out an ambitious computer science education 
expansion effort for all students served by the 
State, agency, or school, including traditionally 
underrepresented students; and 
(B) to serve as models for national replica-
tion of computer science education expansion 
efforts. 
(2) CONSORTIA AND PARTNERSHIPS.—A State, 
local educational agency, or eligible Tribal school 
may apply for a grant under this section as part of 
a consortium or in partnership with a State edu-
cational agency or other partner. 
(3) DURATION.—Grants awarded under this 
section shall be for a period of not more than 5 
years. 
(b) APPLICATION REQUIREMENTS.—A State, local 
educational agency, or eligible Tribal school that desires 
a grant under this section shall submit an application to 
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the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require, in-
cluding, at a minimum, plans for the following: 
(1) Every high school student served by the 
State, local educational agency, or eligible Tribal 
school to have access to computer science education 
not later than 5 years after receipt of grant funds. 
(2) All students served by the State, local edu-
cational agency, or eligible Tribal school to have ac-
cess to a progression of computer science education 
from prekindergarten through middle school that 
prepares students for high school computer science 
education. 
(3) Expansion of overall access to rigorous 
STEAM classes, utilizing computer science as a cat-
alyst for increased interest in STEAM more broadly, 
and reducing the enrollment and academic achieve-
ment gap for underrepresented groups such as mi-
norities, girls, and youth from families living at, or 
below, the poverty line. 
(4) Continuous monitoring and evaluation of 
project activities. 
(5) Effectively sustaining project activities after 
the grant period ends, and the length of time which 
the applicant plans to sustain the project activities. 
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(c) USE OF GRANT FUNDS.— 
(1) REQUIRED ACTIVITIES.—A State, local edu-
cational agency, or eligible Tribal school that re-
ceives a grant under this section shall use the grant 
funds for the following activities: 
(A) Training teachers to teach computer 
science. 
(B) Expanding access to high-quality 
learning materials and online learning options. 
(C) Creating plans for expanding overall 
access to rigorous STEAM classes, utilizing 
computer science as a catalyst for increased in-
terest in STEAM more broadly, and reducing 
course equity gaps for all students, including 
underrepresented groups such as minorities, 
girls, and youth from low-income families. 
(D) Ensuring additional support and re-
sources, which may include mentoring for stu-
dents traditionally underrepresented in STEAM 
fields. 
(2) PERMISSIBLE ACTIVITIES.—A State, local 
educational agency, or eligible Tribal school that re-
ceives a grant under this section may use the grant 
funds for the following activities: 
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(A) Building effective regional collabora-
tions with industry, nonprofit organizations, 2- 
year and 4-year degree granting institutions of 
higher education (including community colleges, 
Historically Black Colleges and Universities, 
Hispanic-serving institutions, Asian American 
and Native American Pacific Islander-serving 
institutions, American Indian Tribally con-
trolled colleges and universities, Alaska Native 
and Native Hawaiian-serving institutions, Pre-
dominantly Black Institutions, Native Amer-
ican-serving, Nontribal institutions, and other 
minority-serving institutions), and out-of-school 
providers. 
(B) Recruiting and hiring instructional 
personnel as needed, including curriculum spe-
cialists. 
(C) Preparations for effectively sustaining 
project activities after the grant period ends. 
(D) Disseminating information about effec-
tive practices. 
(3) LIMITATION.—Not more than 15 percent of 
a grant may be used to purchase equipment. 
(d) NATIONAL ACTIVITIES.—The Secretary may re-
serve not more than 2.5 percent of funds available for 
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grants under this section for national activities, including 
technical assistance, evaluation, and dissemination. 
(e) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$250,000,000. 
SEC. 5. REPORTING REQUIREMENTS. 
(a) GRANTEE REPORTS.—Each State, local edu-
cational agency, and eligible Tribal school that receives a 
grant under this Act shall submit to the Secretary a re-
port, not less than twice a year during the grant period, 
on the use of grant funds that shall include data on the 
numbers of students served through activities funded 
under this Act, disaggregated by race (for Asian and Na-
tive Hawaiian or Pacific Islander students using the same 
race response categories as the decennial census of the 
population), ethnicity, gender, and 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 first grant is awarded under this Act, the 
Secretary shall submit to Congress a report based on the 
analysis of reports received under subsection (a) with a 
recommendation on how to expand the program under this 
Act. 
Æ 
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