I 
115TH CONGRESS 
1ST SESSION H. R. 1288 
To direct the Secretary of Education to carry out a grant program for 
early childhood STEM activities. 
IN THE HOUSE OF REPRESENTATIVES 
MARCH 1, 2017 
Ms. KUSTER of New Hampshire (for herself, Mr. GARAMENDI, Ms. CLARK of 
Massachusetts, Mr. GRIJALVA, and Mr. SEAN PATRICK MALONEY of New 
York) introduced the following bill; which was referred to the Committee 
on Education and the Workforce 
A BILL 
To direct the Secretary of Education to carry out a grant 
program for early childhood STEM activities. 
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 ‘‘Early STEM Achieve-
ment Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Numerous studies have highlighted the 
long-term academic benefits of high-quality early 
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childhood education and care. The Learning Policy 
Institute, for example, reported in 2015 that North 
Carolina students who participated in early child-
hood programs received higher scores on third-grade 
standardized math assessments than their peers who 
did not participate. Similarly, Michigan children who 
attended early learning programs had better kinder-
garten readiness and better reading and math pro-
ficiency relative to their peers who did not have ac-
cess to such programs. 
(2) Studies have also shown lower high-school 
dropout rates among children who participate in 
early childhood education programs relative to their 
peers who did not, showing that the positive results 
of quality early education programs continue for 
many years. 
(3) Beyond academic benefits, researchers have 
shown positive economic impacts of early childhood 
programs. In 2015, a National Bureau of Economic 
Research study reported that each dollar invested in 
early childhood returns approximately seven dollars, 
in terms of workforce development. The Federal Re-
serve has also called for increased access to early 
childhood education, pointing to the potential for fu-
ture economic development. 
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(4) There has been a growing need for STEM 
workers that is projected to continue. The Bureau of 
Labor Statistics estimated in 2012 that STEM occu-
pations will grow at a faster rate than other profes-
sions, noting also that the median annual salary for 
STEM workers is higher than for other professions. 
(5) Beginning STEM education as early as pos-
sible is key to future success in these fields, both in 
school and potentially in the workforce. To that end, 
businesses in the STEM fields like National Grid 
have sought through corporate citizenship programs 
to connect with and inspire young learners. 
(6) Studies have shown that simple, age-appro-
priate activities, like building a tower of blocks or 
spinning a mobile in a crib, can help encourage 
STEM learning. As a White House blog post on the 
importance of early STEM noted, ‘‘Research indi-
cates that as early as infancy, young children start 
developing and testing hypotheses for how the world 
around them works.’’. 
(7) A 2014 study from the University of Cali-
fornia-Berkeley Center for the Study of Child Care 
Employment found that many early childhood prac-
titioners feel poorly equipped to teach early STEM 
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skills, making professional development and training 
opportunities critical. 
SEC. 3. GRANT PROGRAM. 
(a) PROGRAM AUTHORIZED.—From the amounts ap-
propriated to carry out this Act, the Secretary of Edu-
cation shall award grants, on a competitive basis, to eligi-
ble entities to assist early childhood education programs 
in carrying out early childhood STEM programs/activities. 
(b) PRIORITY.—In awarding grants under this Act, 
the Secretary shall give priority to eligible entities de-
scribed in subsection (e)(2)(D). 
(c) APPLICATION.—An eligible entity desiring to re-
ceive a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may request. 
(d) USES OF FUNDS.—An eligible entity that receives 
a grant under this section shall use the grant to carry 
out not less than one of the following: 
(1) Professional development relating to early 
childhood STEM activities for teachers of early 
childhood programs. 
(2) Materials and equipment necessary to carry 
out such early childhood STEM activities. 
(3) Establishing partnerships between the eligi-
ble entity and an institution of higher education to 
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meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
(4) ESEA TERMS.—The terms ‘‘educational 
service agency’’, ‘‘local educational agency’’, and 
‘‘Secretary’’ have the meanings given the terms in 
section 8101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
(5) STEM.—The term ‘‘STEM’’ means science 
(including computer science), technology, engineer-
ing, and mathematics. 
Æ 
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