(2) DURATION.—Each grant awarded under 
this Act shall be for a period of not more than 3 
years. 
(3) AMOUNTS.—The Director shall ensure that 
each grant awarded under this Act is in an amount 
that is sufficient to carry out the goals described in 
subsection (a). 
(4) RESERVATION.—From the amounts appro-
priated for this grant, the Director shall reserve 20 
percent of such funds to develop and support new 
afterschool or STEM networks in States or areas 
where such networks do not exist. 
(c) APPLICATION.— 
(1) IN
GENERAL.—An afterschool or STEM 
network desiring a grant under subsection (b)(1) 
shall submit an application at such time, in such 
manner, and containing such information that the 
Director may require. 
(2) CONTENTS.—The application described in 
paragraph (1) shall, at a minimum, include— 
(A) a description of the status of after-
school STEM programming in the State or area 
in which the afterschool or STEM network is 
located, including— 
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(i) the number of afterschool pro-
grams in the State or area; 
(ii) the number of such afterschool 
programs focused on STEM subjects and 
activities; 
(iii) the number of students served by 
existing afterschool programs, as of the 
date of the application, in the State or 
area; 
(iv) the number of students served by 
existing afterschool programs that include 
STEM content in the State or area; 
(v) the unmet demand for afterschool 
programs in the State or area; and 
(vi) the unmet demand for afterschool 
programs focused on STEM subjects and 
activities in the State or area; 
(B) an analysis of existing and needed re-
sources that identifies areas and populations 
most in need of opportunities for high-quality 
afterschool programs that include STEM con-
tent; 
(C) a description of the current and past 
work carried out by the afterschool or STEM 
network to support the needs of afterschool pro-
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gram providers in the State or area served by 
the network; 
(D) a detailed plan that describes initia-
tives that shall be undertaken to— 
(i) support and grow afterschool pro-
grams that include STEM content; and 
(ii) leverage existing Federal invest-
ments in afterschool programs and STEM 
education, as of the date of the application; 
(E) a description of financial and other 
commitments that support expanded afterschool 
STEM programming in the State or area 
served by the network; and 
(F) a description of any confirmed or po-
tential partners that will work with the after-
school or STEM network to carry out the ac-
tivities under the grant. 
(d) PRIORITY.—In awarding grants under subsection 
(b)(1), the Director shall give priority to applications from 
afterschool or STEM networks that— 
(1) demonstrate a clear understanding of the 
afterschool programs and settings, and the status of 
afterschool programs that include STEM content, in 
the State or area to be served by the grant; 
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(2) have established working relationships with 
afterschool program and STEM education stake-
holders in the State or area; 
(3) are working to advance the availability of 
high-quality afterschool programs that include 
STEM content for underserved populations and pop-
ulations underrepresented in STEM fields, including 
girls; and 
(4) are leveraging Federal or other public in-
vestments in STEM education or afterschool pro-
gramming. 
(e) USES OF FUNDS.—An afterschool or STEM net-
work that receives a grant under subsection (b)(1) may 
use grant funds to carry out any of the following activities: 
(1) Develop quality standards for STEM pro-
gramming in afterschool programs and provide tech-
nical assistance to afterschool programs to imple-
ment such standards. 
(2) Work with State education stakeholders to 
define and promote appropriate measurable out-
comes for afterschool programs that include STEM 
content. 
(3) Provide technical assistance to afterschool 
programs to start or grow their afterschool STEM 
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efforts and define appropriate learning outcomes for 
such efforts. 
(4) Coordinate professional development for 
afterschool program educators by— 
(A) identifying training programs that are 
available, as of the time of the identification, 
for afterschool program educators; 
(B) working with partners to allow joint 
professional development with teachers at ele-
mentary schools, middle schools, and secondary 
schools, as appropriate; and 
(C) partnering with teacher training pro-
grams to utilize afterschool programs for 
practicum experiences, employment placements, 
and other opportunities. 
(5) Help afterschool program providers form 
strategic partnerships as needed to advance STEM 
learning in afterschool programs, including partner-
ships with elementary schools, middle schools, sec-
ondary schools, institutions of higher education (in-
cluding community colleges and programs and 
schools of education), businesses, research facilities, 
national laboratories, science centers, and other ap-
propriate entities. 
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(6) Create and disseminate tool kits to after-
school programs wanting to form partnerships and 
incorporate STEM professionals as mentors and role 
models that— 
(A) provide technical assistance and guid-
ance, including assistance in connecting after-
school program providers with STEM research-
ers and professionals who may be able to assist 
in STEM-focused activities; 
(B) include— 
(i) examples of strong afterschool pro-
grams that have incorporated such part-
nerships to serve as models; 
(ii) a list of potential partners that 
could assist in STEM-focused activities; 
and 
(iii) guidance on how to engage 
STEM professionals, mentors, and role 
models in the program; and 
(C) identify federally supported STEM 
education programs and research in the State 
or area served by the grant. 
(7) Provide technical assistance to federally 
funded STEM researchers and professionals who 
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wish to engage with afterschool programs that, at a 
minimum, includes— 
(A) examples of partnerships between 
afterschool programs and institutions rich in 
STEM resources; 
(B) a resource that provides a description 
of the afterschool program setting, the opportu-
nities for engagement in afterschool programs, 
and the constraints of which the researchers or 
professionals need to be aware; 
(C) how to find an afterschool program 
provider with which the researcher or profes-
sional would like to engage; 
(D) how to ensure an effective and produc-
tive partnership with the afterschool provider 
through mutually beneficial engagement, and 
engage in a productive conversation with the 
afterschool provider to determine if the partner-
ship will be productive; 
(E) how to craft a mutually beneficial en-
gagement and partnership; and 
(F) guidance on how to measure appro-
priate outcomes for afterschool programs and 
afterschool programs that include STEM con-
tent. 
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