502 
out dissemination activities consistent with the purposes 
of this subtitle, including— 
(1) research grants to analyze the record-level 
data collected under section 10504 and section 
10506, consistent with policies to ensure the privacy 
of individuals identifiable by such data; 
(2) research grants to study best practices for 
work-life accommodation; 
(3) research grants to study the impact of poli-
cies and practices that are implemented under this 
subtitle or that are otherwise consistent with the 
purposes of this subtitle; 
(4) collaboration with other Federal science 
agencies and professional associations to exchange 
best practices, harmonize work-life accommodation 
policies and practices, and overcome common bar-
riers to work-life accommodation; and 
(5) collaboration with institutions of higher 
education in order to clarify and catalyze the adop-
tion of a coherent and consistent set of work-life ac-
commodation policies and practices. 
(b) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Director of the 
National Science Foundation $5,000,000 in each of fiscal 
years 2022 through 2026 to carry out this section.
503 
SEC. 10509. RESEARCH AND RELATED ACTIVITIES TO EX-
PAND STEM OPPORTUNITIES. 
(a) NATIONAL SCIENCE FOUNDATION SUPPORT FOR 
INCREASING DIVERSITY AMONG STEM FACULTY AT IN-
STITUTIONS OF HIGHER EDUCATION.—Section 305 of the 
American Innovation and Competitiveness Act (42 U.S.C. 
1862s–5) is amended— 
(1) by redesignating subsections (e) and (f) as 
subsections (f) and (g), respectively; and 
(2) by inserting after subsection (d) the fol-
lowing: 
‘‘(e) SUPPORT FOR INCREASING DIVERSITY AMONG 
STEM FACULTY AT INSTITUTIONS OF HIGHER EDU-
CATION.— 
‘‘(1) IN GENERAL.—The Director of the Foun-
dation shall award grants to institutions of higher 
education (or consortia thereof) for the development 
and assessment of innovative reform efforts designed 
to increase the recruitment, retention, and advance-
ment of individuals from underrepresented minority 
groups in academic STEM careers. 
‘‘(2) MERIT
REVIEW; COMPETITION.—Grants 
shall be awarded under this subsection on a merit- 
reviewed, competitive basis. 
‘‘(3) USE OF FUNDS.—Activities supported by 
grants under this subsection may include—
504 
‘‘(A) institutional assessment activities, 
such as data analyses and policy review, in 
order to identify and address specific issues in 
the recruitment, retention, and advancement of 
faculty members from underrepresented minor-
ity groups; 
‘‘(B) implementation of institution-wide 
improvements in workload distribution, such 
that faculty members from underrepresented 
minority groups are not disadvantaged in the 
amount of time available to focus on research, 
publishing papers, and engaging in other activi-
ties required to achieve tenure status and run 
a productive research program; 
‘‘(C) development and implementation of 
training courses for administrators and search 
committee members to ensure that candidates 
from underrepresented minority groups are not 
subject to implicit biases in the search and hir-
ing process; 
‘‘(D) development and hosting of intra- or 
inter-institutional workshops to propagate best 
practices in recruiting, retaining, and advancing 
faculty members from underrepresented minor-
ity groups;
505 
‘‘(E) professional development opportuni-
ties for faculty members from underrepresented 
minority groups; 
‘‘(F) activities aimed at making under-
graduate STEM students from underrep-
resented minority groups aware of opportunities 
for academic careers in STEM fields; 
‘‘(G) activities to identify and engage ex-
ceptional graduate students and postdoctoral 
researchers from underrepresented minority 
groups at various stages of their studies and to 
encourage them to enter academic careers; and 
‘‘(H) other activities consistent with para-
graph (1), as determined by the Director of the 
Foundation. 
‘‘(4) SELECTION PROCESS.— 
‘‘(A) APPLICATION.—An institution of 
higher education (or a consortium of such insti-
tutions) seeking funding under this subsection 
shall submit an application to the Director of 
the Foundation at such time, in such manner, 
and containing such information and assur-
ances as such Director may require. The appli-
cation shall include, at a minimum, a descrip-
tion of—
506 
‘‘(i) the reform effort that is being 
proposed for implementation by the insti-
tution of higher education; 
‘‘(ii) any available evidence of specific 
difficulties in the recruitment, retention, 
and advancement of faculty members from 
underrepresented 
minority 
groups 
in 
STEM academic careers within the institu-
tion of higher education submitting an ap-
plication, and how the proposed reform ef-
fort would address such issues; 
‘‘(iii) how the institution of higher 
education submitting an application plans 
to sustain the proposed reform effort be-
yond the duration of the grant; and 
‘‘(iv) how the success and effective-
ness of the proposed reform effort will be 
evaluated and assessed in order to con-
tribute to the national knowledge base 
about models for catalyzing institutional 
change. 
‘‘(B) REVIEW OF APPLICATIONS.—In se-
lecting grant recipients under this subsection, 
the Director of the Foundation shall consider, 
at a minimum—
507 
‘‘(i) the likelihood of success in under-
taking the proposed reform effort at the 
institution of higher education submitting 
the application, including the extent to 
which the administrators of the institution 
are committed to making the proposed re-
form effort a priority; 
‘‘(ii) the degree to which the proposed 
reform effort will contribute to change in 
institutional culture and policy such that 
greater value is placed on the recruitment, 
retention, and advancement of faculty 
members from underrepresented minority 
groups; 
‘‘(iii) the likelihood that the institu-
tion of higher education will sustain or ex-
pand the proposed reform effort beyond 
the period of the grant; and 
‘‘(iv) the degree to which evaluation 
and assessment plans are included in the 
design of the proposed reform effort. 
‘‘(C) GRANT DISTRIBUTION.—The Director 
of the Foundation shall ensure, to the extent 
practicable, that grants awarded under this sec-
508 
tion are made to a variety of types of institu-
tions of higher education. 
‘‘(5) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subsection $8,000,000 for each of fiscal years 
2022 through 2026.’’. 
(b) NATIONAL SCIENCE FOUNDATION SUPPORT FOR 
BROADENING
PARTICIPATION
IN
UNDERGRADUATE 
STEM EDUCATION.—Section 305 of the American Inno-
vation and Competitiveness Act (42 U.S.C. 1862s–5), as 
amended by subsection (b), is further amended by insert-
ing after subsection (e) the following: 
‘‘(f) SUPPORT FOR BROADENING PARTICIPATION IN 
UNDERGRADUATE STEM EDUCATION.— 
‘‘(1) IN GENERAL.—The Director of the Foun-
dation shall award grants to institutions of higher 
education (or a consortium of such institutions) to 
implement or expand research-based reforms in un-
dergraduate STEM education for the purpose of re-
cruiting and retaining students from minority 
groups who are underrepresented in STEM fields. 
‘‘(2) MERIT
REVIEW; COMPETITION.—Grants 
shall be awarded under this subsection on a merit- 
reviewed, competitive basis.
509 
‘‘(3) USE OF FUNDS.—Activities supported by 
grants under this subsection may include— 
‘‘(A) implementation or expansion of inno-
vative, research-based approaches to broaden 
participation 
of 
underrepresented 
minority 
groups in STEM fields; 
‘‘(B) implementation or expansion of 
bridge, cohort, tutoring, or mentoring pro-
grams, including those involving community col-
leges and technical schools, designed to enhance 
the recruitment and retention of students from 
underrepresented minority groups in STEM 
fields; 
‘‘(C) implementation or expansion of out-
reach programs linking institutions of higher 
education and K–12 school systems in order to 
heighten awareness among pre-college students 
from underrepresented minority groups of op-
portunities in college-level STEM fields and 
STEM careers; 
‘‘(D) implementation or expansion of fac-
ulty development programs focused on improv-
ing retention of undergraduate STEM students 
from underrepresented minority groups;
510 
‘‘(E) implementation or expansion of 
mechanisms designed to recognize and reward 
faculty members who demonstrate a commit-
ment to increasing the participation of students 
from underrepresented minority groups in 
STEM fields; 
‘‘(F) expansion of successful reforms 
aimed at increasing the number of STEM stu-
dents from underrepresented minority groups 
beyond a single course or group of courses to 
achieve reform within an entire academic unit, 
or expansion of successful reform efforts beyond 
a single academic unit or field to other STEM 
academic units or fields within an institution of 
higher education; 
‘‘(G) expansion of opportunities for stu-
dents from underrepresented minority groups to 
conduct STEM research in industry, at Federal 
labs, and at international research institutions 
or research sites; 
‘‘(H) provision of stipends for students 
from underrepresented minority groups partici-
pating in research; 
‘‘(I) development of research collaborations 
between research-intensive universities and pri-
511 
marily undergraduate minority-serving institu-
tions; 
‘‘(J) support for graduate students and 
postdoctoral fellows from underrepresented mi-
nority groups to participate in instructional or 
assessment 
activities 
at 
primarily 
under-
graduate institutions, including primarily un-
dergraduate minority-serving institutions and 2- 
year institutions of higher education; and 
‘‘(K) other activities consistent with para-
graph (1), as determined by the Director of the 
Foundation. 
‘‘(4) SELECTION PROCESS.— 
‘‘(A) APPLICATION.—An institution of 
higher education (or a consortia thereof) seek-
ing a grant under this subsection shall submit 
an application to the Director of the Founda-
tion at such time, in such manner, and con-
taining such information and assurances as 
such Director may require. The application 
shall include, at a minimum— 
‘‘(i) a description of the proposed re-
form effort; 
‘‘(ii) a description of the research 
findings that will serve as the basis for the
512 
proposed reform effort or, in the case of 
applications that propose an expansion of a 
previously implemented reform, a descrip-
tion of the previously implemented reform 
effort, including data about the recruit-
ment, retention, and academic achievement 
of students from underrepresented minor-
ity groups; 
‘‘(iii) evidence of an institutional com-
mitment to, and support for, the proposed 
reform effort, including a long-term com-
mitment to implement successful strategies 
from the current reform beyond the aca-
demic unit or units included in the grant 
proposal; 
‘‘(iv) a description of existing or 
planned institutional policies and practices 
regarding faculty hiring, promotion, ten-
ure, and teaching assignment that reward 
faculty contributions to improving the edu-
cation of students from underrepresented 
minority groups in STEM; and 
‘‘(v) how the success and effectiveness 
of the proposed reform effort will be evalu-
ated and assessed in order to contribute to
513 
the national knowledge base about models 
for catalyzing institutional change. 
‘‘(B) REVIEW OF APPLICATIONS.—In se-
lecting grant recipients under this subsection, 
the Director of the Foundation shall consider, 
at a minimum— 
‘‘(i) the likelihood of success of the 
proposed reform effort at the institution 
submitting the application, including the 
extent to which the faculty, staff, and ad-
ministrators of the institution are com-
mitted to making the proposed institu-
tional reform a priority of the participating 
academic unit or units; 
‘‘(ii) the degree to which the proposed 
reform effort will contribute to change in 
institutional culture and policy such that 
greater value is placed on faculty engage-
ment in the retention of students from 
underrepresented minority groups; 
‘‘(iii) the likelihood that the institu-
tion will sustain or expand the proposed 
reform effort beyond the period of the 
grant; and
514 
‘‘(iv) the degree to which evaluation 
and assessment plans are included in the 
design of the proposed reform effort. 
‘‘(C) GRANT DISTRIBUTION.—The Director 
of the Foundation shall ensure, to the extent 
practicable, that grants awarded under this 
subsection are made to a variety of types of in-
stitutions of higher education, including 2-year 
and minority-serving institutions of higher edu-
cation. 
‘‘(5) EDUCATION RESEARCH.— 
‘‘(A) IN GENERAL.—All grants made under 
this subsection shall include an education re-
search component that will support the design 
and implementation of a system for data collec-
tion and evaluation of proposed reform efforts 
in order to build the knowledge base on prom-
ising models for increasing recruitment and re-
tention of students from underrepresented mi-
nority groups in STEM education at the under-
graduate level across a diverse set of institu-
tions. 
‘‘(B) DISSEMINATION.—The Director of 
the Foundation shall coordinate with relevant 
Federal agencies in disseminating the results of
515 
the research under this paragraph to ensure 
that best practices in broadening participation 
in STEM education at the undergraduate level 
are made readily available to all institutions of 
higher education, other Federal agencies that 
support STEM programs, non-Federal funders 
of STEM education, and the general public. 
‘‘(6) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subsection $15,000,000 for each of fiscal years 
2022 through 2026.’’. 
SEC. 10510. TRIBAL COLLEGES AND UNIVERSITIES PRO-
GRAM. 
(a) GRANTS TO BROADEN TRIBAL COLLEGE AND 
UNIVERSITY STUDENT PARTICIPATION
IN COMPUTER 
SCIENCE.—Section 525 of the America COMPETES Re-
authorization Act of 2010 (42 U.S.C. 1862p–13) is 
amended by inserting after subsection (c) the following: 
‘‘(d) GRANTS TO BROADEN TRIBAL COLLEGE AND 
UNIVERSITY STUDENT PARTICIPATION
IN COMPUTER 
SCIENCE.— 
‘‘(1) IN GENERAL.—The Director, as part of 
the program authorized under this section, shall 
award grants on a competitive, merit-reviewed basis 
to eligible entities to increase the participation of
516 
tribal populations in computer science and computa-
tional thinking education programs to enable stu-
dents to develop skills and competencies in coding, 
problem-solving, critical thinking, creativity and col-
laboration. 
‘‘(2) PURPOSE.—Grants awarded under this 
subsection shall support— 
‘‘(A) research and development needed to 
bring computer science and computational 
thinking courses and degrees to tribal colleges 
and universities; 
‘‘(B) research and development of instruc-
tional materials needed to integrate computer 
science and computational thinking into pro-
grams that are culturally relevant to students 
attending tribal colleges and universities; 
‘‘(C) research, development and evaluation 
of distance education for computer science and 
computational thinking courses and degree pro-
grams for students attending tribal colleges and 
universities; and 
‘‘(D) other activities consistent with the 
activities described in paragraphs (1) through 
(4) of subsection (b), as determined by the Di-
rector.
517 
‘‘(3) PARTNERSHIPS.—A tribal college or uni-
versity seeking a grant under this subsection, or a 
consortia thereof, may partner with an institution of 
higher education or nonprofit organization with dem-
onstrated expertise in academic program develop-
ment. 
‘‘(4) COORDINATION.—In carrying out this sub-
section, the Director shall consult and cooperate 
with the programs and policies of other relevant 
Federal agencies to avoid duplication with and en-
hance the effectiveness of the program under this 
subsection. 
‘‘(5) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to the Di-
rector of the Foundation $2,000,000 in each of fis-
cal years 2022 through 2026 to carry out this sub-
section.’’. 
(b) EVALUATION.— 
(1) IN GENERAL.—Not later than 2 years after 
the date of enactment of this Act, the Director of 
the National Science Foundation shall evaluate the 
grant program authorized under section 525 of the 
America COMPETES Reauthorization Act of 2010 
(42 U.S.C. 1862p–13), as amended.
518 
(2) REQUIREMENTS.—In conducting the evalua-
tion under paragraph (1), the Director of the Na-
tional Science Foundation shall, as practicable— 
(A) use a common set of benchmarks and 
assessment tools to identify best practices and 
materials developed or demonstrated by the re-
search conducted pursuant to grants programs 
under section 525 of the America COMPETES 
Reauthorization Act of 2010 (42 U.S.C. 
1862p–13); 
(B) include an assessment of the effective-
ness of such grant programs in expanding ac-
cess to high quality STEM education, research, 
and outreach at tribal colleges and universities, 
as applicable; 
(C) assess the number of students who 
participated in such grant programs; and 
(D) assess the percentage of students par-
ticipating in such grant programs who success-
fully complete their education programs. 
(3) REPORT.—Not later than 180 days after 
the date on which the evaluation under paragraph 
(1) is completed, the Director of the National 
Science Foundation shall submit to Congress and 
make available to the public, a report on the results
519 
of the evaluation, including any recommendations for 
legislative action that could optimize the effective-
ness of the grant program authorized under section 
525 of the America COMPETES Reauthorization 
Act of 2010, as amended by subsection (a). 
SEC. 10511. REPORT TO CONGRESS. 
Not later than 4 years after the date of enactment 
of this Act, the Director shall submit a report to Congress 
that includes— 
(1) a description and evaluation of the status 
and usage of policies implemented pursuant to sec-
tion 10503 at all Federal science agencies, including 
any recommendations for revising or expanding such 
policies; 
(2) with respect to efforts to minimize the ef-
fects of implicit bias in the review of extramural and 
intramural Federal research grants under section 
10505— 
(A) what steps all Federal science agencies 
have taken to implement policies and practices 
to minimize such effects; 
(B) a description of any significant up-
dates to the policies for review of Federal re-
search grants required under such section; and
520 
(C) any evidence of the impact of such 
policies on the review or awarding of Federal 
research grants; and 
(3) a description and evaluation of the status of 
institution of higher education and Federal labora-
tory policies and practices required under section 
10507(a), including any recommendations for revis-
ing or expanding such policies. 
SEC. 10512. MERIT REVIEW. 
Nothing in this subtitle shall be construed as altering 
any intellectual or broader impacts criteria at Federal 
science agencies for evaluating grant applications. 
SEC. 10513. DETERMINATION OF BUDGETARY EFFECTS. 
The budgetary effects of this subtitle, for the purpose 
of complying with the Statutory Pay-As-You-Go Act of 
2010, shall be determined by reference to the latest state-
ment titled ‘‘Budgetary Effects of PAYGO Legislation’’ 
for this subtitle, submitted for printing in the Congres-
sional Record by the Chairman of the House Budget Com-
mittee, provided that such statement has been submitted 
prior to the vote on passage. 
SEC. 10514. DEFINITIONS. 
In this subtitle:
522 
Subtitle B—Rural STEM Education 
Research 
SEC. 10521. 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
523 
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
524 
percent of individuals in urban areas in the United 
States. 
SEC. 10522. NIST ENGAGEMENT WITH RURAL COMMU-
NITIES. 
(a) MEP OUTREACH.—Section 25 of the National 
Institute of Standards and Technology Act (15 U.S.C. 
278k) is amended— 
(1) in subsection (c)— 
(A) in paragraph (6), by striking ‘‘commu-
nity colleges and area career and technical edu-
cation schools’’ and inserting the following: 
‘‘secondary schools (as defined in section 8101 
of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801)), community col-
leges, and area career and technical education 
schools, including those in underserved and 
rural communities,’’; and 
(B) in paragraph (7)— 
(i) by striking ‘‘and local colleges’’ 
and inserting the following: ‘‘local high 
schools and local colleges, including histori-
cally Black colleges and universities, Tribal 
Colleges or Universities, minority serving 
institutions, and those in underserved and 
rural communities,’’; and
525 
(ii) by inserting ‘‘or other applied 
learning opportunities’’ after ‘‘apprentice-
ships’’; and 
(2) in subsection (d)(3) by striking ‘‘, commu-
nity colleges, and area career and technical edu-
cation schools,’’ and inserting the following: ‘‘and 
local high schools, community colleges, and area ca-
reer and technical education schools, including those 
in underserved and rural communities,’’. 
(b) RURAL CONNECTIVITY PRIZE COMPETITION.— 
(1) PRIZE COMPETITION.—Pursuant to section 
24 of the Stevenson-Wydler Technology Innovation 
Act of 1980 (15 U.S.C. 3719), the Secretary of 
Commerce, acting through the Under Secretary of 
Commerce for Standards and Technology (referred 
to in this subsection as the ‘‘Secretary’’), shall, sub-
ject to appropriations, carry out a program to award 
prizes competitively to stimulate research and devel-
opment of creative technologies in order to deploy 
affordable and reliable broadband connectivity to un-
derserved rural communities. 
(2) PLAN FOR DEPLOYMENT IN RURAL COMMU-
NITIES.—Each proposal submitted pursuant to para-
graph (1) shall include a plan for deployment of the
526 
technology that is the subject of such proposal in an 
underserved rural community. 
(3) PRIZE AMOUNT.—In carrying out the pro-
gram under paragraph (1), the Secretary may award 
not more than a total of $5,000,000 to one or more 
winners of the prize competition. 
(4) REPORT.—Not later than 60 days after the 
date on which a prize is awarded under the prize 
competition, the Secretary shall submit to the rel-
evant committees of Congress a report that describes 
the winning proposal of the prize competition. 
(5) CONSULTATION.—In carrying out the pro-
gram under subsection (a), the Secretary may con-
sult with the heads of relevant departments and 
agencies of the Federal Government. 
SEC. 10523. NITR-D BROADBAND WORKING GROUP. 
Title I of the High-Performance Computing Act of 
1991 (15 U.S.C. 5511 et seq.) is amended by adding at 
the end the following: 
‘‘SEC. 103. BROADBAND RESEARCH AND DEVELOPMENT 
WORKING GROUP. 
‘‘(a) IN GENERAL.—The Director shall establish a 
broadband research and development working group to ad-
dress national research challenges and opportunities for
527 
improving broadband access and adoption across the 
United States. 
‘‘(b) ACTIVITIES.—The working group shall identify 
and coordinate key research priorities for addressing 
broadband access and adoption, including— 
‘‘(1) promising research areas; 
‘‘(2) requirements for data collection and shar-
ing; 
‘‘(3) opportunities for better alignment and co-
ordination across Federal agencies and external 
stakeholders; and 
‘‘(4) input on the development of new Federal 
policies and programs to enhance data collection and 
research. 
‘‘(c) COORDINATION.—The working group shall co-
ordinate, as appropriate, with the Rural Broadband Inte-
gration Working Group established under section 6214 of 
the Agriculture Improvement Act of 2018 (Public Law 
115–334) and the National Institute of Food and Agri-
culture of the Department of Agriculture. 
‘‘(d) REPORT.—The working group shall report to 
Congress on their activities as part of the annual report 
submitted under section 101(a)(2)(D). 
‘‘(e) SUNSET.—The authority to carry out this sec-
tion shall terminate on the date that is 5 years after the
528 
date of enactment of the America COMPETES Act of 
2022.’’. 
SEC. 10524. NATIONAL ACADEMY OF SCIENCES EVALUA-
TION. 
(a) STUDY.—Not later than 12 months after the date 
of enactment of this Act, the Director shall enter into an 
agreement with the National Academy of Sciences under 
which the National Academy agrees to conduct an evalua-
tion and assessment that— 
(1) evaluates the quality and quantity of cur-
rent Federal programming and research directed at 
examining STEM education for students in grades 
Pre–K through 12 and workforce development in 
rural areas; 
(2) assesses the impact of the scarcity of 
broadband connectivity in rural communities has on 
STEM and technical literacy for students in grades 
Pre–K through 12 in rural areas; 
(3) assesses the core research and data needed 
to understand the challenges rural areas are facing 
in providing quality STEM education and workforce 
development; and 
(4) makes recommendations for action at the 
Federal, State, and local levels for improving STEM
529 
education for students in grades Pre–K through 12 
and workforce development in rural areas. 
(b) REPORT TO DIRECTOR.—The agreement entered 
into under subsection (a) shall require the National Acad-
emy of Sciences, not later than 24 months after the date 
of enactment of this Act, to submit to the Director a re-
port on the study conducted under such subsection, includ-
ing the National Academy’s findings and recommenda-
tions. 
(c) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Director to carry 
out this section $1,000,000 for fiscal year 2022. 
SEC. 10525. GAO REVIEW. 
Not later than 3 years after the date of enactment 
of this Act, the Comptroller General of the United States 
shall conduct a study on the engagement of rural popu-
lations in Federal STEM programs and submit to Con-
gress a report that includes— 
(1) an assessment of how Federal STEM edu-
cation programs are serving rural populations; 
(2) a description of initiatives carried out by 
Federal agencies that are targeted at supporting 
STEM education in rural areas; 
(3) an assessment of what is known about the 
impact and effectiveness of Federal investments in
530 
STEM education programs that are targeted to 
rural areas; and 
(4) an assessment of challenges that state and 
Federal STEM education programs face in reaching 
rural population centers. 
SEC. 10526. CAPACITY BUILDING THROUGH EPSCOR. 
Section 517(f)(2) of the America COMPETES Reau-
thorization Act of 2010 (42 U.S.C. 1862p–9(f)(2)) is 
amended— 
(1) in subparagraph (A), by striking ‘‘and’’ at 
the end; and 
(2) by adding at the end the following: 
‘‘(C) to increase the capacity of rural com-
munities to provide quality STEM education 
and STEM workforce development program-
ming to students, and teachers; and’’. 
SEC. 10527. NATIONAL SCIENCE FOUNDATION RURAL STEM 
RESEARCH ACTIVITIES. 
(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-
531 
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- 
based grading practices to assess student 
performance when employing the transdis-
ciplinary teaching approach for STEM dis-
ciplines; 
(iii) designing and developing pre- 
service and in-service training resources to 
assist such rural educators in adopting 
transdisciplinary teaching practices across 
STEM courses;
532 
(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-
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
533 
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 
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
534 
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 
STEM programs, to leverage community 
resources and develop place-based pro-
gramming; 
(vi) connecting rural school districts 
and institutions of higher education, to im-
prove precollegiate STEM education and 
engagement; 
(vii) supporting partnerships that 
offer hands-on inquiry-based science activi-
535 
ties, including coding, and access to lab re-
sources for students studying STEM in 
grades Pre–K through 12 in a rural area; 
(viii) evaluating the role of broadband 
connectivity and its associated impact on 
the STEM and technology literacy of rural 
students; 
(ix) building capacity to support ex-
tracurricular STEM programs in rural 
schools, including mentor-led engagement 
programs, STEM programs held during 
nonschool hours, STEM networks, maker-
spaces, coding activities, and competitions; 
(x) creating partnerships with local in-
dustries and local educational agencies to 
tailor STEM curricula and educational ex-
periences to the needs of a particular local 
or regional economy; and 
(xi) 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-
536 
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. 
(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
537 
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.— 
(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
538 
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.— 
(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-
539 
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 subtitle. 
(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-
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
540 
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 2022 through 
2026; and 
(2) $12,000,000 to carry out the activities 
under subsection (b) for each of fiscal years 2022 
through 2026. 
SEC. 10528. RESEARCHING 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) 
to conduct research on online STEM education courses for 
rural communities. 
(b) RESEARCH AREAS.—The research areas eligible 
for funding under this subsection shall include—
541 
(1) evaluating the learning and achievement of 
rural students in grades Pre–K through 12 in 
STEM subjects; 
(2) understanding how computer-based and on-
line professional development courses and mentor ex-
periences can be integrated to meet the needs of 
educators of rural students in grades Pre–K through 
12; 
(3) combining computer-based and online 
STEM education and training with apprenticeships, 
mentoring, or other applied learning arrangements; 
(4) leveraging online programs to supplement 
STEM studies for rural students that need physical 
and academic accommodation; and 
(5) any other activity the Director determines 
will accomplish the goals of this subsection. 
(c) EVALUATIONS.—All proposals for grants under 
this section shall include an evaluation plan that includes 
the use of outcome oriented measures to assess the impact 
and efficacy of the grant. Each recipient of a grant under 
this section shall include results from these evaluative ac-
tivities in annual and final projects. 
(d) ACCOUNTABILITY AND DISSEMINATION.—
542 
(1) EVALUATION
REQUIRED.—The Director 
shall evaluate the portfolio of grants awarded under 
this section. 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 
findings from activities carried out pursuant to 
research conducted under this section, with re-
spect to the pursuit of careers and degrees in 
STEM, with those activities carried our pursu-
ant to other research on serving rural students 
and communities. 
(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.
543 
(e) 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. 
SEC. 10529. DEFINITIONS. 
In this subtitle: 
(1) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the National Science Foundation es-
tablished under section 2 of the National Science 
Foundation Act of 1950 (42 U.S.C. 1861). 
(2) FEDERAL LABORATORY.—The term ‘‘Fed-
eral laboratory’’ has the meaning given such term in 
section 4 of the Stevenson-Wydler Technology Inno-
vation Act of 1980 (15 U.S.C. 3703). 
(3) FOUNDATION.—The term ‘‘Foundation’’ 
means the National Science Foundation established 
under section 2 of the National Science Foundation 
Act of 1950 (42 U.S.C. 1861). 
(4) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given such term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(5) STEM.—The term ‘‘STEM’’ has the mean-
ing given the term in section 2 of the America COM-
544 
PETES Reauthorization Act of 2010 (42 U.S.C. 
6621 note). 
(6) STEM EDUCATION.—The term ‘‘STEM 
education’’ has the meaning given the term in sec-
tion 2 of the STEM Education Act of 2015 (42 
U.S.C. 6621 note). 
Subtitle C—MSI STEM 
Achievement 
SEC. 10531. FINDINGS. 
Congress makes the following findings: 
(1) Evidence suggests that 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 referred to as a STEM skills short-
age. 
(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) STEM occupations offer higher wages, more 
opportunities for advancement, and a higher degree 
of job security than non-STEM occupations. 
(4) The composition of the STEM workforce 
does not reflect the current or projected diversity of 
the Nation, with Hispanics, African Americans, and
545 
other racial and ethnic minorities, significantly 
underrepresented in the STEM workforce compared 
to their presence in the workforce more generally. 
(5) A stronger national commitment to increas-
ing the diversity of the STEM workforce is needed 
to help address the STEM skills shortage. 
(6) According to a 2019 National Academies of 
Sciences, Engineering, and Medicine report entitled 
‘‘Minority Serving Institutions: America’s Underuti-
lized Resource for Strengthening the STEM Work-
force’’, 2- and 4-year minority serving institutions 
enroll nearly 30 percent of all undergraduate stu-
dents—a percentage that is expected to grow in the 
coming years—in the United States higher education 
system and play a critical role in providing impor-
tant pathways to STEM-related education, training, 
and careers for students of color. 
(7) HBCUs, TCUs, and MSIs are highly suc-
cessful at educating underrepresented minority stu-
dents in STEM fields and can serve as best practice 
models for other colleges and universities to further 
expand participation of underrepresented minorities 
in the STEM workforce. 
(8) Increased investment in STEM infrastruc-
ture at HBCUs, TCUs, and MSIs has the potential
553 
(C) tracking Federal science agency invest-
ments in and engagement with HBCUs, TCUs, 
and MSIs; and 
(D) reporting progress toward increasing 
participation of HBCUs, TCUs, and MSIs in 
grant programs; 
(2) to publish annual forecasts of funding op-
portunities and proposal deadlines, including for 
grants, contracts, subcontracts, and cooperative 
agreements; 
(3) to conduct on-site reviews of research facili-
ties at HBCUs, TCUs, and MSIs, as practicable, 
and make recommendations regarding strategies for 
becoming more competitive in research; 
(4) to hold geographically accessible or virtual 
workshops on research priorities of the Federal 
science agency and on how to write competitive 
grant proposals and how to bolster grant manage-
ment capacity for the entire grant lifecycle, from ap-
plication to completion; 
(5) to ensure opportunities for HBCUs, TCUs, 
and MSIs to directly communicate with Federal 
science agency officials responsible for managing 
competitive grant programs in order to receive feed-
back on research ideas and proposals, including
554 
guidance on the Federal science agency’s peer review 
process; 
(6) to foster mutually beneficial public-private 
collaboration among Federal science agencies, indus-
try, Federal laboratories, academia, and nonprofit 
organizations to— 
(A) identify alternative sources of funding 
for STEM education and research at HBCUs, 
TCUs, and MSIs; 
(B) provide access to high-quality, relevant 
research experiences for students and faculty of 
HBCUs, TCUs, and MSIs; 
(C) expand the professional networks of 
students and faculty of HBCUs, TCUs, and 
MSIs; 
(D) broaden STEM educational opportuni-
ties for students and faculty of HBCUs, TCUs, 
and MSIs; and 
(E) support the transition of students of 
HBCUs, TCUs, and MSIs into the STEM 
workforce; and 
(7) to publish an annual report that provides an 
account of Federal science agency investments in 
HBCUs, TCUs, and MSIs, including data on the 
level of participation of HBCUs, TCUs, and MSIs