I 
113TH CONGRESS 
1ST SESSION H. R. 3243 
To provide support for K–12 teacher professional development programs at 
the National Science Foundation and the Department of Education in 
the areas of science, technology, engineering, and mathematics education, 
and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
OCTOBER 4, 2013 
Ms. ESTY introduced the following bill; which was referred to the Committee 
on Education and the Workforce, and in addition to the Committee on 
Science, Space, and Technology, for a period to be subsequently deter-
mined by the Speaker, in each case for consideration of such provisions 
as fall within the jurisdiction of the committee concerned 
A BILL 
To provide support for K–12 teacher professional develop-
ment programs at the National Science Foundation and 
the Department of Education in the areas of science, 
technology, engineering, and mathematics education, 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 ‘‘Supporting Teachers 
and Enhancing Manufacturing (STEM) Jobs Act of 
2013’’. 
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SEC. 2. FINDINGS. 
The Congress finds the following: 
(1) There is broad consensus that increasing 
the number and quality of workers in STEM fields 
is critical to maintaining United States economic 
leadership and global competitiveness. 
(2) Scientific innovation has produced approxi-
mately half of all United States economic growth 
since 1950. 
(3) Due to shortages of skilled workers, ap-
proximately 600,000 United States manufacturing 
jobs remained vacant in 2011. 
(4) Over the past 10 years, growth in STEM 
jobs in the United States was three times greater 
than that of non-STEM jobs. Additionally, STEM 
jobs are forecasted to grow at an even faster rate in 
the next decade. 
(5) United States employees in STEM fields 
earn higher wages, receiving 26 percent more on av-
erage than their non-STEM counterparts. 
(6) Employment in engineering fields is ex-
pected to grow by 11 percent by 2018. Among indi-
viduals holding undergraduate degrees, engineers 
earn some of the highest starting salaries on aver-
age. 
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(7) Employment in computer systems design 
and related services, which is dependent on high- 
level math and problem-solving skills, is projected to 
grow by 45 percent by 2018. 
(8) In 2008, 31 percent of United States col-
lege graduates majored in science or engineering 
fields, as opposed to 61 percent of graduates in 
Japan and 51 percent of graduates in China. 
(9) In 2011, the World Economic Forum 
ranked the United States 48th in quality of mathe-
matics and science K–12 teacher instruction. 
(10) Recent reports on standardized testing 
show that students in the United States perform av-
erage or below average in mathematics and science 
as compared to their international peers. 
(11) In 2011, only 45 percent of United States 
high school graduates were ready for college-level 
math, and only 30 percent were ready for college- 
level science. 
(12) In 2007, 33 percent of public middle 
school science teachers and 36 public of public mid-
dle school math teachers either did not have a col-
lege degree in the subject or were not certified to 
teach the subject. 
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(13) United States teachers generally spent 
more time in the classroom with students and less 
time on professional development than their counter-
parts in top-performing countries. 
(14) United States teachers cite inadequate 
support from administrators on curriculum develop-
ment as one of the top reasons for leaving their jobs. 
(15) Exposure to projects and problem-based 
learning give high school students the skills that 
they need to be successful in engineering under-
graduate and graduate programs of study as well as 
future careers. 
SEC. 3. NATIONAL SCIENCE FOUNDATION MASTER TEACH-
ING FELLOWSHIPS TRACK. 
The National Science Foundation Authorization Act 
of 2002 (42 U.S.C. 1862n et seq.) is amended by inserting 
after section 10A the following: 
‘‘SEC. 10B. NATIONAL SCIENCE FOUNDATION TEACHING 
FELLOWSHIPS AND MASTER TEACHING FEL-
LOWSHIPS. 
‘‘(a) IN GENERAL.— 
‘‘(1) GRANTS.— 
‘‘(A) IN GENERAL.—As part of the Robert 
Noyce Teacher Scholarship Program established 
under section 10, the Director shall establish a 
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separate program to award grants to eligible 
entities to enable such entities to administer fel-
lowships in accordance with this section. 
‘‘(B) DEFINITIONS.—The terms used in 
this section have the meanings given the terms 
in section 10. 
‘‘(2) FELLOWSHIPS.—Fellowships under this 
section shall be available only to— 
‘‘(A) science, technology, engineering, or 
mathematics professionals, who shall be re-
ferred to as ‘National Science Foundation 
Teaching Fellows’ and who, in the first year of 
the fellowship, are enrolled in a master’s degree 
program leading to teacher certification or li-
censing; and 
‘‘(B) mathematics and science elementary 
and secondary school teachers, who shall be re-
ferred to as ‘National Science Foundation Mas-
ter Teaching Fellows’, and who possess a mas-
ter’s degree in their field or who do not possess 
a master’s degree in education and/or their re-
spective field but possess potential to become 
highly effective mathematics and science teach-
ers and leaders in their respective schools. 
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‘‘(b) ELIGIBILITY.—In order to be eligible to receive 
a grant under this section, an eligible entity shall enter 
into a partnership that— 
‘‘(1) shall include— 
‘‘(A) not less than 1 high need local edu-
cational agency and a public school or a consor-
tium of public schools served by the agency; 
‘‘(B) a department within an institution of 
higher education participating in the partner-
ship that provides an advanced program of 
study in mathematics and science; and 
‘‘(C)(i) a school or department within an 
institution of higher education participating in 
the partnership that provides a teacher prepa-
ration program; or 
‘‘(ii) a 2-year institution of higher edu-
cation that has a teacher preparation offering 
or a dual enrollment program with an institu-
tion of higher education participating in the 
partnership; and 
‘‘(2) may include 1 or more nonprofit organiza-
tions that have a demonstrated record of capacity to 
provide expertise or support to meet the purposes of 
this section. 
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‘‘(c) USE OF GRANTS.—Grants awarded under this 
section shall be used by the eligible entity (and partici-
pating institutions of higher education of the consortium, 
if applicable) to develop and implement a program for Na-
tional Science Foundation Teaching Fellows or National 
Science Foundation Master Teaching Fellows, through— 
‘‘(1) administering fellowships in accordance 
with this section, including providing teaching fel-
lowship salary supplements; 
‘‘(2) in the case of National Science Foundation 
Teaching Fellowships— 
‘‘(A) offering academic courses and clinical 
teaching experiences leading to a master’s de-
gree and designed to prepare individuals to 
teach in elementary schools and secondary 
schools, including such preparation as is nec-
essary to meet the requirements for certification 
or licensing; and 
‘‘(B) offering programs both during and 
after matriculation in the program for which 
the fellowship is received to enable fellows to 
become 
highly 
effective 
mathematics 
and 
science teachers, including mentoring, training, 
induction, and professional development activi-
ties, to fulfill the service requirements of this 
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section, including the requirements of sub-
section (e), and to exchange ideas with others 
in their fields; and 
‘‘(3) in the case of National Science Foundation 
Master Teaching Fellowships— 
‘‘(A) in the case of fellows who have a 
master’s degree in education or in their respec-
tive field— 
‘‘(i) offering academic courses and 
leadership training to prepare individuals 
to become master teachers in elementary 
schools and secondary schools; and 
‘‘(ii) offering programs both during 
and after matriculation in the program for 
which the fellowship is received to enable 
fellows to become highly effective mathe-
matics and science teachers, including 
mentoring, training, induction, and profes-
sional development activities, to fulfill the 
service requirements of this section, includ-
ing the requirements of subsection (e), and 
to exchange ideas with others in their 
fields; and 
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‘‘(B) in the case of fellows who do not have 
a master’s degree in education or in their re-
spective field— 
‘‘(i) offering academic courses for in-
dividuals to earn a master’s degree; 
‘‘(ii) offering programs both during 
and after matriculation in the program for 
which the fellowship is received to enable 
fellows to become highly effective mathe-
matics and science teachers, including 
mentoring, training, and induction, to ful-
fill the service requirements of this section, 
including the requirements of subsection 
(e), and to exchange ideas with others in 
their fields; and 
‘‘(iii) offering professional develop-
ment programs that provide for continuous 
followup training during the academic year 
that may include— 
‘‘(I) an online forum that may in-
clude— 
‘‘(aa) a discussion forum for 
Master fellows to share best 
practices with other fellows; and 
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‘‘(bb) a question and answer 
forum for Master fellows to ask 
questions of faculty from the in-
stitution of higher education or 
any other member of the partner-
ship; 
‘‘(II) a summer workshop train-
ing of no less than 2 weeks; and 
‘‘(III) direct interaction with fac-
ulty throughout the year.’’. 
SEC. 4. TEACHER AND PRINCIPAL TRAINING AND RECRUIT-
ING FUND. 
Sections 2101, 2012, and 2013 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6601, 
6602, 6603) are amended to read as follows: 
‘‘SEC. 2101. PURPOSE. 
‘‘The purpose of this part is to provide grants to 
State educational agencies, local educational agencies, 
State agencies for higher education, and eligible partner-
ships that may include nonprofit organizations or private 
corporations in order to— 
‘‘(1) increase student academic achievement 
through strategies such as improving teacher and 
principal quality and increasing the number of high-
ly qualified teachers in the classroom and highly 
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qualified principals and assistant principals in 
schools; and 
‘‘(2) hold local educational agencies and schools 
accountable for improvements in student academic 
achievement. 
‘‘SEC. 2102. DEFINITIONS. 
‘‘In this part: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers one or more academic 
majors in disciplines or content areas cor-
responding to the academic subjects in which 
teachers teach; and 
‘‘(B) when referring to a specific academic 
subject, the disciplines or content areas in 
which an academic major is offered by an orga-
nizational unit described in subparagraph (A). 
‘‘(2) CHARTER
SCHOOL.—The term ‘charter 
school’ has the meaning given the term in section 
5210. 
‘‘(3) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
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‘‘(A)(i) that serves not fewer than 10,000 
children from families with incomes below the 
poverty line; or 
‘‘(ii) for which not less than 20 percent of 
the children served by the agency are from fam-
ilies with incomes below the poverty line; and 
‘‘(B)(i) for which there may be a high per-
centage of teachers not teaching in the aca-
demic subjects or grade levels that the teachers 
were trained to teach; or 
‘‘(ii) for which there may be a high per-
centage of teachers with emergency, provisional, 
or temporary certification or licensing. 
‘‘(4) 
HIGHLY
QUALIFIED
PARAPROFES-
SIONAL.—The term ‘highly qualified paraprofes-
sional’ means a paraprofessional who has not less 
than 2 years of— 
‘‘(A) experience in a classroom; and 
‘‘(B) postsecondary education or dem-
onstrated competence in a field or academic 
subject for which there is a significant shortage 
of qualified teachers. 
‘‘(5) OUT-OF-FIELD TEACHER.—The term ‘out- 
of-field teacher’ means a teacher who is teaching an 
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academic subject or a grade level for which the 
teacher is not highly qualified. 
‘‘(6) PRINCIPAL.—The term ‘principal’ includes 
an assistant principal. 
‘‘SEC. 2103. AUTHORIZATIONS OF APPROPRIATIONS. 
‘‘(a) GRANTS
TO STATES, LOCAL EDUCATIONAL 
AGENCIES, AND ELIGIBLE PARTNERSHIPS.—There are 
authorized to be appropriated to carry out this part (other 
than subpart 5) $3,175,000,000 for fiscal year 2014 and 
such sums as may be necessary for each of the 5 suc-
ceeding fiscal years. 
‘‘(b) NATIONAL PROGRAMS.—There are authorized to 
be appropriated to carry out subpart 5 such sums as may 
be necessary for fiscal year 2014 and each of the 5 suc-
ceeding fiscal years.’’. 
SEC. 5. MATHEMATICS AND SCIENCE PARTNERSHIPS. 
Part B of title II of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6661 et seq.) is amend-
ed to read as follows: 
‘‘PART B—MATHEMATICS AND SCIENCE PARTNERSHIPS 
‘‘SEC. 2201. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSE.—The purpose of this part is to im-
prove the academic achievement of students in the areas 
of mathematics and science by encouraging State edu-
cational agencies, institutions of higher education, local 
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educational agencies, elementary schools, and secondary 
schools to participate in programs that— 
‘‘(1) improve and upgrade the status and stat-
ure of mathematics and science teaching by encour-
aging institutions of higher education to assume 
greater responsibility for improving mathematics and 
science teacher education through the establishment 
of a comprehensive, integrated system of recruiting, 
training, and advising mathematics and science 
teachers; 
‘‘(2) focus on the education of mathematics and 
science teachers as a career-long process that con-
tinuously stimulates teachers‘ intellectual growth 
and upgrades teachers’ knowledge and skills in order 
to better retain good teachers; 
‘‘(3) bring mathematics and science teachers in 
elementary schools and secondary schools together 
with scientists, mathematicians, and engineers to in-
crease the subject matter knowledge of mathematics 
and science teachers to foster relationships and im-
prove such teachers’ teaching skills through the use 
of sophisticated laboratory equipment and work 
space, computing facilities, libraries, and other re-
sources that institutions of higher education are bet-
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ter able to provide than the elementary schools and 
secondary schools; 
‘‘(4) develop more rigorous mathematics and 
science curricula that are aligned with challenging 
State and local academic content standards and with 
the standards expected for postsecondary study and 
careers in engineering, mathematics, and science; 
and 
‘‘(5) improve and expand training of mathe-
matics and science teachers, including training such 
teachers in the effective integration of technology 
and project-based learning units into curricula and 
instruction. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means a partnership that— 
‘‘(A) shall include— 
‘‘(i) if grants are awarded under sec-
tion 2202(a)(1), a State educational agen-
cy; 
‘‘(ii) an engineering, mathematics, or 
science department of an institution of 
higher education; and 
‘‘(iii) a high-need local educational 
agency; and 
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‘‘(B) may include— 
‘‘(i) 
another 
engineering, 
mathe-
matics, science, or teacher training depart-
ment of an institution of higher education; 
‘‘(ii) additional local educational agen-
cies, public charter schools, public or pri-
vate elementary schools or secondary 
schools, or a consortium of such schools; 
‘‘(iii) a business; or 
‘‘(iv) a nonprofit or for-profit organi-
zation of demonstrated effectiveness in im-
proving the quality of mathematics and 
science teachers. 
‘‘(2) SUMMER WORKSHOP OR INSTITUTE.—The 
term ‘summer workshop or institute’ means a work-
shop or institute, conducted during the summer, 
that— 
‘‘(A) is conducted for a period of not less 
than 2 weeks; 
‘‘(B) includes, as a component, a program 
that provides direct interaction between teach-
ers and faculty from institution of higher edu-
cation; 
‘‘(C) provides for followup training during 
the academic year that is conducted in the 
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classroom with direct interaction with partner-
ship participants for a period of not less than 
3 consecutive or nonconsecutive days, except 
that if the followup training is for teachers in 
rural school districts, the followup training may 
be conducted entirely through distance learning; 
and 
‘‘(D) may provide for continuous followup 
training during the academic year that is con-
ducted via an online forum that may include— 
‘‘(i) a discussion forum for teachers to 
share best practices; and 
‘‘(ii) a question and answer forum for 
teachers to ask questions of any other 
member of the partnership. 
‘‘SEC. 2202. GRANTS FOR MATHEMATICS AND SCIENCE 
PARTNERSHIPS. 
‘‘(a) AUTHORIZED ACTIVITIES.—An eligible partner-
ship shall use funds provided under this part for one or 
more of the following activities related to elementary 
schools or secondary schools: 
‘‘(1) Creating opportunities for enhanced and 
ongoing professional development of mathematics 
and science teachers that improves the subject mat-
ter knowledge of such teachers. 
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‘‘(II) align with challenging State 
academic content standards; 
‘‘(III) incorporate project-based 
learning techniques; and 
‘‘(IV) are object-centered, experi-
ment-oriented, and concept- and con-
tent-based; and 
‘‘(B) may include— 
‘‘(i) programs that provide teachers 
and prospective teachers with opportunities 
to work under the guidance of experienced 
teachers and college faculty; 
‘‘(ii) instruction in the use of data 
and assessments to inform and instruct 
classroom practice; and 
‘‘(iii) professional development activi-
ties, including supplemental and followup 
activities, such as curriculum alignment, 
distance learning, and activities that train 
teachers to utilize technology in the class-
room. 
‘‘(4) Recruiting and retaining quality mathe-
matics, engineering, and science majors to teaching 
through the use of— 
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‘‘(A) signing and performance incentives 
that are linked to activities proven effective in 
retaining teachers, or for recruiting individuals 
with demonstrated professional experience in 
mathematics, engineering, or science into teach-
ing; 
‘‘(B) stipends provided to mathematics and 
science teachers for certification through alter-
native routes; 
‘‘(C) scholarships for teachers to pursue 
advanced course work in mathematics, engi-
neering, or science; and 
‘‘(D) other programs that the State edu-
cational agency determines to be effective in re-
cruiting and retaining individuals with strong 
mathematics, engineering, or science back-
grounds. 
‘‘(5) Developing or redesigning more rigorous 
mathematics and science curricula that are aligned 
with challenging State and local academic content 
standards and with the standards expected for post-
secondary study in mathematics and science. 
‘‘(6) Establishing distance learning programs 
for mathematics and science teachers using curricula 
that are innovative, content-based, and based on sci-
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entifically based research that is current as of the 
date of the program involved. 
‘‘(7) Designing programs to prepare a mathe-
matics or science teacher at a school to provide pro-
fessional development to other mathematics or 
science teachers at the school and to assist begin-
ning and other teachers at the school, including (if 
applicable) a mechanism to integrate the teacher’s 
experiences from a summer workshop or institute 
into the provision of professional development and 
assistance. 
‘‘(8) Establishing and operating programs to 
bring mathematics and science teachers into contact 
with working scientists, mathematicians, and engi-
neers, to expand such teachers’ subject matter 
knowledge of and research in science and mathe-
matics. 
‘‘(9) Designing programs to identify and de-
velop exemplary mathematics and science teachers in 
the kindergarten through grade 8 classrooms. 
‘‘(10) Training mathematics and science teach-
ers and developing programs to encourage young 
women and other underrepresented individuals in 
mathematics and science careers (including engineer-
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ing and technology) to pursue postsecondary degrees 
in majors leading to such careers. 
‘‘(b) EVALUATION AND ACCOUNTABILITY PLAN.— 
‘‘(1) IN GENERAL.—Each eligible partnership 
receiving a grant or subgrant under this part shall 
develop an evaluation and accountability plan for ac-
tivities assisted under this part that includes rig-
orous objectives that measure the impact of activi-
ties funded under this part. 
‘‘(2) CONTENTS.—The plan developed pursuant 
to paragraph (1)— 
‘‘(A) shall include measurable objectives to 
increase the number of mathematics and 
science teachers who participate in content- 
based professional development activities; 
‘‘(B) shall include measurable objectives 
for improved student academic achievement on 
State mathematics and science assessments or, 
where applicable, an International Mathematics 
and Science Study assessment; and 
‘‘(C) may include objectives and measures 
for— 
‘‘(i) increased participation by stu-
dents in advanced courses in mathematics 
and science; and 
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‘‘(ii) increased percentages of elemen-
tary and secondary school teachers with 
academic majors or minors, or group ma-
jors or minors, in mathematics, engineer-
ing, or the sciences. 
‘‘(c) REPORT.—Each eligible partnership receiving a 
grant or subgrant under this part shall report annually 
to the Secretary regarding the eligible partnership’s 
progress in meeting the objectives described in the ac-
countability plan of the partnership under subsection (b). 
‘‘SEC. 2203. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part $450,000,000 for fiscal year 2014 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.’’. 
SEC. 6. SPECIAL RULE RELATING TO SUBGRANTS TO ELIGI-
BLE PARTNERSHIPS. 
Section 2132(c) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6632(c)) is amended 
by striking ‘‘50’’ and inserting ‘‘75’’. 
Æ 
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