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 ‘‘MSI STEM Achieve-
ment Act’’. 
SEC. 2. 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 
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 
to increase these institutions’ ability to educate even 
more students in the STEM disciplines.
(9) With the demand for STEM skills exceeding 
the supply of STEM graduates, success of HBCUs, 
TCUs, and MSIs in educating and training science 
and engineering leaders is increasingly important for 
United States economic growth and competitiveness. 
SEC. 3. GOVERNMENT ACCOUNTABILITY OFFICE REVIEW. 
Not later than 3 years after the date of enactment 
of this Act, the Comptroller General of the United States 
shall report to Congress— 
(1) an inventory of competitive funding pro-
grams and initiatives carried out by Federal science 
agencies that are targeted to HBCUs, TCUs, and 
MSIs or partnerships with HBCUs, TCUs, and 
MSIs; 
(2) an assessment of Federal science agency 
outreach activities to increase the participation and 
competitiveness of HBCUs, TCUs, and MSIs in the 
funding programs and initiatives identified in para-
graph (1); and 
(3) recommendations of the Comptroller Gen-
eral to increase the participation of and the rate of 
success of HBCUs, TCUs, and MSIs in competitive 
funding programs offered by Federal science agen-
cies.
SEC. 4. RESEARCH AND CAPACITY BUILDING. 
(a) IN GENERAL.—The Director of the National 
Science Foundation shall award grants, on a competitive 
basis, to institutions of higher education or nonprofit orga-
nizations (or consortia thereof) to— 
(1) conduct research described in subsection (b) 
with respect to HBCUs, TCUs, and MSIs; 
(2) conduct activities described in subsection (c) 
to build the capacity of HBCUs, TCUs, and MSIs 
to graduate students who are competitive in attain-
ing and advancing in the STEM workforce; 
(3) build the research capacity and competitive-
ness of HBCUs, TCUs, and MSIs in STEM dis-
ciplines; and 
(4) identify and broadly disseminate effective 
models for programs and practices at HBCUs, 
TCUs, and MSIs that promote the education and 
workforce preparation of minority students pursuing 
STEM studies and careers in which such students 
are underrepresented. 
(b) RESEARCH.—Research described in this sub-
section is research on the contribution of HBCUs, TCUs, 
and MSIs to the education and training of underrep-
resented minority students in STEM fields and to the 
meeting of national STEM workforce needs, including—
(1) the diversity with respect to local context, 
cultural differences, and institutional structure 
among HBCUs, TCUs, and MSIs and any associ-
ated impact on education and research endeavors; 
(2) effective practices at HBCUs, TCUs, and 
MSIs and associated outcomes on student recruit-
ment, retention, and advancement in STEM fields, 
including the ability for students to compete for fel-
lowships, employment, and advancement in the 
workforce; 
(3) contributions made by HBCUs, TCUs, and 
MSIs to local, regional, and national workforces; 
(4) the unique challenges and opportunities for 
HBCUs, TCUs, and MSIs in attaining the resources 
needed for integrating effective practices in STEM 
education, including providing research experiences 
for underrepresented minority students; 
(5) the access of students at HBCUs, TCUs, 
and MSIs to STEM infrastructure and any associ-
ated outcomes for STEM competency; 
(6) models of STEM curriculum, learning, and 
teaching successful at HBCUs, TCUs, and MSIs for 
increasing participation, retention, and success of 
underrepresented minority students; and
(7) successful or promising partnerships be-
tween HBCUs, TCUs, and MSIs and other institu-
tions of higher education, private sector and non- 
profit organizations, Federal laboratories, and inter-
national research institutions. 
(c) CAPACITY BUILDING.—Activities described in this 
subsection include the design, development, implementa-
tion, expansion, and assessment of— 
(1) metrics of success to best capture the 
achievements of HBCUs, TCUs, and MSIs and stu-
dents of such institutions to account for institutional 
context and missions, faculty investment, student 
populations, student needs, and institutional re-
source constraints; 
(2) enhancements to undergraduate STEM cur-
riculum at HBCUs, TCUs, and MSIs to increase the 
participation, retention, degree completion, and suc-
cess of underrepresented students; 
(3) professional development programs to in-
crease the numbers and the high-quality preparation 
of STEM faculty at HBCUs, TCUs, and MSIs, in-
cluding programs to encourage STEM doctoral stu-
dents to teach at HBCUs, TCUs, and MSIs; and 
(4) mechanisms for institutions of higher edu-
cation that are not HBCUs, TCUs, or MSIs to part-
ner with HBCUs, TCUs, and MSIs on STEM edu-
cation, including the facilitation of student transfer, 
mentoring programs for students and junior faculty, 
joint research projects, and student access to grad-
uate education. 
(d) RESEARCH EXPERIENCES.—Grants under this 
section may fund the development or expansion of oppor-
tunities for the exchange of students and faculty to con-
duct research, including through partnerships with institu-
tions of higher education that are not HBCUs, TCUs, or 
MSIs, private sector and non-profit organizations, Federal 
laboratories, and international research institutions. 
(e) PARTNERSHIPS.—In awarding grants under this 
section, the Director of the National Science Foundation 
shall— 
(1) encourage HBCUs, TCUs, and MSIs and 
consortia thereof and partnerships with one or more 
HBCU, TCU, or MSI, to submit proposals; 
(2) require proposals submitted in partnership 
with one or more HBCU, TCU, or MSI include a 
plan for establishing a sustained partnership that is 
jointly developed and managed, draws from the ca-
pacities of each institution, and is mutually bene-
ficial; and
(3) encourage proposals submitted in partner-
ship with the private sector, non-profit organiza-
tions, Federal laboratories, and international re-
search institutions, as appropriate. 
(f) MSI CENTERS OF INNOVATION.—Grants under 
this section may fund the establishment of no more than 
five MSI Centers of Innovation to leverage successes of 
HBCUs, TCUs, and MSIs in STEM education and re-
search training of underrepresented minority students as 
models for other institutions, including both HBCUs, 
TCUs, and MSIs and institutions of higher education that 
are not HBCUs, TCUs, or MSIs. Such centers will be lo-
cated on campuses of selected institutions of higher edu-
cation and serve as incubators to allow institutions of 
higher education to experiment, pilot, evaluate, and scale 
up promising practices. 
(g) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Director of the 
National Science Foundation $170,000,000 for fiscal year 
2020, $175,000,000 for fiscal year 2021, $180,000,000 
for fiscal year 2022, $185,000,000 for fiscal year 2023, 
and $190,000,000 fiscal year 2024 to carry out this sec-
tion.
SEC. 5. AGENCY RESPONSIBILITIES. 
(a) IN GENERAL.—In consultation with outside 
stakeholders and the heads of the Federal science agen-
cies, the Director shall develop a uniform set of policy 
guidelines for Federal science agencies to carry out a sus-
tained program of outreach activities to increase clarity, 
transparency, and accountability for Federal science agen-
cy investments in STEM education and research activities 
at HBCUs, TCUs, and MSIs. 
(b) OUTREACH ACTIVITIES.—In developing policy 
guidelines under subsection (a) the Director shall include 
guidelines that require each Federal science agency— 
(1) to designate a liaison for HBCUs, TCUs, 
and MSIs responsible for— 
(A) enhancing direct communication with 
HBCUs, TCUs, and MSIs to increase the Fed-
eral science agency’s understanding of the ca-
pacity and needs of such institutions and to 
raise awareness of available Federal funding op-
portunities at such institutions; 
(B) coordinating programs, activities, and 
initiatives while accounting for the capacity and 
needs of HBCUs, TCUs, and MSIs; 
(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; 
(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 
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 
as prime recipients/contractors or subrecipients/sub-
contractors. 
(c) STRATEGIC PLAN.—
(1) IN GENERAL.—Not later than 1 year after 
the date of enactment of this Act, the Director, in 
collaboration with the head of each Federal science 
agency, shall submit to Congress a report containing 
a strategic plan for each Federal science agency to 
increase the capacity of HBCUs, TCUs, and MSIs 
to compete effectively for grants, contracts, or coop-
erative agreements and to encourage HBCUs, 
TCUs, and MSIs to participate in Federal programs. 
(2) CONSIDERATIONS.—In developing a stra-
tegic plan under paragraph (1), the Director and 
each head of each Federal science agency shall con-
sider— 
(A) issuing new or expanding existing 
funding opportunities targeted to HBCUs, 
TCUs, and MSIs; 
(B) modifying existing research and devel-
opment program solicitations to incentivize ef-
fective partnerships with HBCUs, TCUs, and 
MSIs; 
(C) offering planning grants for HBCUs, 
TCUs, and MSIs to develop or equip grant of-
fices with the requisite depth of knowledge to 
submit competitive grant proposals and manage 
awarded grants;
(D) offering additional training programs 
and individualized and timely guidance to grant 
officers and faculty researchers at HBCUs, 
TCUs, and MSIs to ensure they understand the 
requirements for an effective grant proposal; 
and 
(E) other approaches for making current 
competitive funding models more accessible for 
under-resourced HBCUs, TCUs, and MSIs. 
(d) REPORT TO CONGRESS.—Not later than 2 years 
after the date of enactment of this Act, and every 5 years 
thereafter, the Director shall report to Congress on the 
implementation by Federal science agencies of the policy 
guidelines developed under this section. 
SEC. 6. DEFINITIONS. 
In this Act: 
(1) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the Office of Science and Technology 
Policy. 
(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) FEDERAL
SCIENCE
AGENCY.—The term 
‘‘Federal science agency’’ means any Federal agency
with an annual extramural research expenditure of 
over $100,000,000. 
(4) HBCU.—The term ‘‘HBCU’’ has the mean-
ing given the term ‘‘part B institution’’ in section 
322 of the Higher Education Act of 1965 (20 
U.S.C. 1061). 
(5) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given such term in section 101 of the High-
er Education Act of 1965 (20 U.S.C. 1001). 
(6) MINORITY
SERVING
INSTITUTION.—The 
term ‘‘minority serving institution’’ or ‘‘MSI’’ means 
Hispanic-Serving Institutions as defined in section 
502 of the Higher Education Act of 1965 (20 
U.S.C. 1101a); Alaska Native Serving Institutions 
and Native Hawaiian-Serving Institutions as defined 
in section 317 of the Higher Education Act of 1965 
(20 U.S.C. 1059d); and Predominantly Black Insti-
tutions, Asian American and Native American Pa-
cific Islander-Serving Institutions, and Native Amer-
ican-Serving Nontribal Institutions as defined in sec-
tion 371 of the Higher Education Act of 1965 (20 
U.S.C. 1067q(c)).
(7) STEM.—The term ‘‘STEM’’ has the mean-
ing given the term in the STEM Education Act of 
2015 (42 U.S.C. 1861 et seq.). 
(8) TCU.—The term ‘‘TCU’’ has the meaning 
given the term ‘‘Tribal College or University’’ in sec-
tion 316 of the Higher Education Act of 1965 (20 
U.S.C. 1059c). 
Passed the House of Representatives December 9, 
2019. 
Attest: 
Clerk.
116TH CONGRESS 
1ST SESSION 
H. R. 4372 
AN ACT 
To direct Federal science agencies and the Office of 
Science and Technology Policy to undertake ac-
tivities to improve the quality of undergraduate 
STEM education and enhance the research ca-
pacity at the Nation’s HBCUs, TCUs, and MSIs, 
and for other purposes.