I 
112TH CONGRESS 
1ST SESSION H. R. 3014 
To provide grants to State educational agencies and institutions of higher 
education to strengthen elementary and secondary computer science edu-
cation, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 22, 2011 
Mr. POLIS (for himself, Mr. FILNER, Mr. LANGEVIN, and Mr. REYES) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and the Workforce 
A BILL 
To provide grants to State educational agencies and institu-
tions of higher education to strengthen elementary and 
secondary computer science education, and for other pur-
poses. 
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 ‘‘Computer Science 
Education Act of 2011’’. 
SEC. 2. FINDINGS. 
The Congress finds the following: 
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(1) Computing technology, driven by break-
throughs in computer science, is an integral part of 
the culture of the United States and is reshaping 
how people interact. 
(2) Computer science is transforming industry, 
creating new fields of commerce, driving innovation 
in all fields of science, and bolstering productivity in 
established economic sectors. 
(3) Computer science underpins the information 
technology sector of the United States economy, 
which is a significant contributor to the economic 
output of the United States. 
(4) The Bureau of Labor Statistics projects 
that from 2008 through 2018 more than 1,500,000 
high-wage computing jobs will be created in the 
United States economy, making high-wage com-
puting one of the fastest growing occupational fields. 
(5) Computer science is critical for national se-
curity and for meeting the challenges that a modern 
society faces. Of the 14 Grand Challenges for Engi-
neering determined by the National Academy of En-
gineering, 8 have a predominant or significant com-
puter science component. 
(6) Providing students with computer science 
education in elementary and secondary school is crit-
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ical for student success in the 21st century and for 
strengthening the workforce. 
(7) Elementary and secondary computer science 
education gives students a deeper knowledge of the 
fundamentals of computing, yielding critical thinking 
skills that will serve them throughout their lives in 
numerous fields. 
(8) Computer science courses in elementary and 
secondary schools are fading from the national land-
scape at a time when they are most needed. The 
Computer Science Teachers Association (CSTA) has 
found that introductory secondary school computer 
science courses have decreased in number by 17 per-
cent since 2005 and the number of Advanced Place-
ment (AP) computer science courses has decreased 
by 33 percent. 
(9) Significant disparities in access to computer 
science education exist for minorities. Research in 
the Los Angeles Unified School District, the second 
largest and one of the most diverse school districts 
in the United States, found college-preparatory com-
puter science courses were commonly missing in 
schools with high numbers of Latino and African- 
American students. 
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(10) According to the National Center for 
Women and Information Technology, women and 
certain racial minorities are underrepresented in 
computer science education. In 2008, 17 percent of 
AP computer science test takers were women, even 
though women represented 55 percent of all AP test 
takers. In 2008, only 4 percent of AP computer 
science test takers were African-Americans, even 
though African-Americans represented 7 percent of 
all AP test takers. Only 784 African-American stu-
dents nationwide took the AP computer science 
exam in 2008. 
(11) While some States, including Texas and 
Georgia, allow computer science courses to count to-
ward a student’s secondary school core graduation 
requirements, most States that have specific course 
requirements for graduation count computer science 
courses only as electives, chilling student interest in 
computer science courses. 
(12) The CSTA has found that many States do 
not have a certification or licensure process for com-
puter science teachers, and where certification proc-
esses do exist, such processes often have no connec-
tion to computer science content. 
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(13) The CSTA has developed model computer 
science teacher certification pathways for both new 
and experienced teachers. 
(14) Computer science education has been en-
cumbered by confusion regarding the related but dis-
tinct concepts of computer science education, tech-
nology education, and the use of technology in edu-
cation. 
(15) Computer science education courses have 
often been placed within the vocational education 
pathways in schools, creating a focus on applied in-
formation technology skills rather than a focus on 
developing core computer science knowledge. 
(16) The Association for Computing Machinery 
and the CSTA have established a clear four-part, 
grade-appropriate framework of standards for com-
puter science education to guide State reform ef-
forts. 
(17) With the growing importance of computing 
in society, the need for students to understand the 
fundamentals of computing, and the significant chal-
lenges computer science education faces in elemen-
tary and secondary education, broad support for 
computer science education is needed to catalyze re-
form. 
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SEC. 3. STATE COMPREHENSIVE PLANNING GRANTS. 
(a) PROGRAM AUTHORIZED.—The Secretary of Edu-
cation shall award grants to State educational agencies to 
develop comprehensive plans to strengthen elementary and 
secondary computer science education in accordance with 
this section. 
(b) OBJECTIVES.—A comprehensive plan developed 
under this section shall outline strategies for achieving the 
following objectives: 
(1) Provide an engaging and rigorous computer 
science education intended to ensure students are 
prepared for the 21st century. 
(2) Assess the State’s needs for computer 
science education, particularly for underrepresented 
populations. 
(3) Ensure access to computer science courses, 
particularly at low-performing schools and for low- 
income students and students underrepresented in 
computing. 
(4) Ensure that students are exposed to grade- 
appropriate computer science concepts in kinder-
garten through grade 12 and that computer science 
courses at the secondary level are viewed as part of 
the core curriculum students need to be ready for 
postsecondary education and careers. 
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(5) Ensure that teachers have the appropriate 
background, skills, and access to resources to teach 
computer science. 
(c) CONTENTS
OF
COMPREHENSIVE
PLANS.—A 
State educational agency that receives a grant under sub-
section (a) shall develop a comprehensive plan that meets 
the objectives described in subsection (b) and includes the 
following: 
(1) An assessment of elementary and secondary 
computer science education in such State. 
(2) Proposals to improve elementary and sec-
ondary computer science education in such State 
through the development and implementation of— 
(A) challenging and grade-appropriate aca-
demic content standards for computer science 
at elementary and secondary education levels; 
(B) grade-appropriate assessments of com-
puter science learning; 
(C) programs to increase access to com-
puter science courses for students at low-per-
forming schools and students underrepresented 
in computing; 
(D) improved computer science teacher 
certification or licensure requirements and proc-
esses; 
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(E) professional development programs for 
computer science teachers; and 
(F) programs for ensuring that computer 
science courses at the secondary level are con-
sidered an integral part of the curriculum stu-
dents need to be well prepared for higher edu-
cation and employment. 
(d) CONSULTATION.—In developing a comprehensive 
plan under this section, a State educational agency shall 
collaborate with representatives of institutions of higher 
education, with other interested parties, and, where they 
exist in such State, with State P–16 or P–20 councils. 
(e) DURATION
OF GRANTS.—The Secretary shall 
award each grant under subsection (a) for a period of two 
years. 
(f) FUNDING STRUCTURE.— 
(1) IN GENERAL.—The Secretary shall award 
grants under subsection (a) proportionally among 
the State educational agencies that apply for grant 
funding under this section based on the number of 
low-income children served by the State educational 
agency compared to the total number of low-income 
children served by all of the State educational agen-
cies that apply for grant funding under this section. 
(2) COUNTING LOW-INCOME CHILDREN.— 
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(A) CATEGORIES
OF
CHILDREN.—The 
number of low-income children to be counted 
for purposes of this section is the aggregate 
of— 
(i) the number of children aged 5 to 
17, inclusive, in the State from families 
below the poverty level, as determined by 
the Secretary on the basis of the most re-
cent satisfactory data; 
(ii) the number of children (deter-
mined for either the preceding year or for 
the second preceding year, as the Secretary 
finds appropriate) aged 5 to 17, inclusive, 
in the State in institutions for neglected 
and delinquent children (other than such 
institutions 
operated 
by 
the 
United 
States); and 
(iii) the number of children aged 5 to 
17, inclusive, in the State from families 
above the poverty level as determined 
under paragraph (4)(A) of section 1124(c) 
of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6333(c)(4)). 
(B) METHODOLOGY.—In making computa-
tions under subparagraph (A), the Secretary 
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shall use the methodology described in para-
graphs (3) through (5) of section 1124(c) of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6333(c)). 
(3) MINIMUM GRANT.—Notwithstanding para-
graph (1), each State educational agency approved 
by the Secretary to receive a grant under this sec-
tion shall receive a minimum grant of $250,000. 
(g) AUTHORIZATION OF APPROPRIATIONS.—There is 
authorized to be appropriated such sums as necessary, 
subject to the availability of appropriations, to carry out 
this section. 
SEC. 4. IMPLEMENTATION GRANTS. 
(a) PROGRAM AUTHORIZED.—The Secretary shall 
award grants to State educational agencies in accordance 
with this section to implement computer science education 
improvements proposed in comprehensive plans that meet 
the requirements of subsections (b) and (c) of section 3. 
(b) BENCHMARKS.—Each State educational agency 
applying for a grant under this section shall— 
(1) develop quantifiable benchmarks for the ac-
tivities supported under such grant, which may in-
clude benchmarks for increasing— 
(A) student knowledge and competency of 
grade-appropriate computer science concepts; 
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(B) the number of students that take com-
puter science courses; 
(C) the diversity of students who take com-
puter science courses; 
(D) the number of students who plan to 
pursue postsecondary computer science degrees; 
(E) the diversity of students who plan to 
pursue postsecondary computer science degrees; 
and 
(F) the number of teachers who are cer-
tified to teach computer science; and 
(2) submit such quantifiable benchmarks to the 
Secretary for approval. 
(c) ACTIVITIES.—Grant funds received under this 
section shall be used by each State educational agency for 
the development and implementation of— 
(1) challenging and grade-appropriate academic 
content standards for computer science; 
(2) grade-appropriate assessments of computer 
science learning; 
(3) programs to increase access to computer 
science courses for students at low-performing 
schools and students underrepresented in computing; 
(4) improved computer science teacher certifi-
cation requirements and processes; 
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(5) professional development programs for com-
puter science teachers; 
(6) programs for ensuring that computer 
science courses at the secondary level are considered 
an integral part of the curriculum students need to 
be well prepared for higher education and employ-
ment; 
(7) effective computer science curricula; 
(8) computer science distance learning pro-
grams; and 
(9) such other activities that strengthen com-
puter science education and that such State edu-
cational agency considers appropriate. 
(d) ADMINISTRATIVE
EXPENSES.—A State edu-
cational agency may use not more than five percent of a 
grant received under this section for administrative ex-
penses. 
(e) PARTNERSHIPS.—In performing the activities re-
quired under subsection (c), each State educational agency 
shall partner with institutions of higher education and 
local educational agencies, and may partner with nonprofit 
organizations, businesses, and other State educational 
agencies. 
(f) NON-FEDERAL SHARE.— 
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(1) IN
GENERAL.—Each State educational 
agency receiving a grant under this section shall 
provide a non-Federal share, in cash or in-kind, of 
the funding for the activities described in subsection 
(c) of not less than 20 percent of the total cost of 
such activities in any fiscal year. 
(2) FINANCIAL HARDSHIP WAIVER.—The Sec-
retary may reduce or waive the requirement to pro-
vide a non-Federal share under paragraph (1) for a 
State educational agency if such State educational 
agency demonstrates a need for such waiver or re-
duction due to extreme financial hardship. 
(g) DURATION
OF GRANTS.—The Secretary shall 
award each grant under subsection (a) for a period of five 
years. 
(h) SUBSEQUENT GRANTS.—At the end of the five- 
year period for a grant, the grant recipient may apply for 
an additional grant under this section by submitting an 
updated comprehensive plan that meets the requirements 
of subsections (b) and (c) of section 3. In considering an 
application for a subsequent grant under this section, the 
Secretary shall take into consideration the reports filed 
under subsection (l). 
(i) COMPETITIVE BASIS; PRIORITY.—The Secretary 
shall— 
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(1) award grants for a fiscal year on a competi-
tive basis among State educational agencies that 
meet the requirements for funding under this sec-
tion; and 
(2) give priority to State educational agency 
proposals that include an emphasis on serving low- 
performing schools and on increasing participation 
in computer science by students underrepresented in 
computing. 
(j) FUNDING PRIORITY.—In allocating grant funds 
received under this section, a State educational agency 
shall give priority to proposals that include an emphasis 
on serving low-performing schools and on increasing par-
ticipation in computer science by students underrep-
resented in computing. 
(k) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available to carry out this section shall be used to supple-
ment, and not supplant, other Federal and State funds 
available to carry out the activities described in this sec-
tion. 
(l) REPORTS.—Each State educational agency receiv-
ing a grant under this section shall— 
(1) measure the progress of such State edu-
cational agency in achieving the benchmarks devel-
oped under subsection (b)(1); 
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(2) collect data relating to student-related 
benchmarks developed under subsection (b)(1) in a 
form that is disaggregated by student race, eth-
nicity, gender, disability status, migrant status, 
English proficiency status, and low-income status, 
except that such disaggregation shall not be required 
when the number of students in a category is insuf-
ficient to yield statistically reliable results or the re-
sults would reveal personally identifiable information 
about an individual student; 
(3) collect such other performance information 
as the Secretary may reasonably require for the na-
tional evaluation conducted under section 7; 
(4) submit a report to the Secretary addressing 
each item in paragraphs (1) through (3) not later 
than four years after the date on which the State 
educational agency receives an initial grant under 
this section; and 
(5) not later than two years after the date of 
the submission of the report required under para-
graph (4), and biennially thereafter until the State 
educational agency no longer receives grant funding 
under this section, submit to the Secretary an up-
date of such report. 
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(m) GUIDANCE.—The Secretary shall provide guid-
ance to State educational agencies regarding acceptable 
data sources and methodologies for— 
(1) establishing performance benchmarks; and 
(2) measuring progress by State educational 
agencies receiving grants under this section. 
SEC. 5. COMMISSION ON COMPUTER SCIENCE EDUCATION. 
(a) COMMISSION.—Not later than 90 days after the 
date of the enactment of this Act, the Secretary shall es-
tablish a Commission, to be known as the ‘‘Blue Ribbon 
Commission on Computer Science Education’’ (in this sec-
tion referred to as the ‘‘Commission’’), to provide rec-
ommendations for expanding and improving computer 
science education. 
(b) MEMBERSHIP.—The Commission shall consist of 
not more than 20 members and shall include at least one 
of each of the following: 
(1) A State education official. 
(2) An expert in computer science. 
(3) A representative of an elementary or sec-
ondary computer science education practitioner orga-
nization. 
(4) An elementary or secondary computer 
science teacher. 
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(5) A social scientist with expertise on equity 
issues in the field of computer science. 
(6) A representative of the computing industry 
or an industry that depends on computing services. 
(c) REVIEW.—The Commission shall— 
(1) review the state of elementary and sec-
ondary computer science education; and 
(2) review the state of computer science teacher 
certification requirements. 
(d) REPORT.—Not later than 270 days after the date 
on which the Commission is established, the Commission 
shall submit to Congress and the Secretary a report con-
taining the results of the review under subsection (c). 
Such report shall include— 
(1) recommendations on best practices for com-
puter science instruction, teacher preparation, and 
professional development; 
(2) recommendations on best practices for com-
puter science teacher certification, including rec-
ommendations on achieving congruence between 
State computer science teacher certification stand-
ards and the content of teacher preparation pro-
grams offered by institutions of higher education; 
and 
(3) recommendations for expanding capacity— 
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(A) to help students understand computer 
science, the job opportunities available to those 
who pursue computer science education, and 
the importance of computer science in the econ-
omy; 
(B) to strengthen computer science edu-
cation in the elementary and secondary public 
education system in the United States; and 
(C) to increase participation in computer 
science among students underrepresented in 
computing. 
(e) TERMINATION.—The Commission shall terminate 
on the date that is 30 days after the date of the submis-
sion of the report required under subsection (d). 
SEC. 6. MODEL TEACHER PREPARATION PROGRAMS. 
(a) MODEL TEACHER PREPARATION PROGRAMS.— 
The Secretary may award grants to institutions of higher 
education to improve computer science teacher training. 
(b) ELIGIBLE ACTIVITIES.—A grant received under 
subsection (a) shall be used to carry out at least one of 
the following activities: 
(1) Development of courses for undergraduate 
students that— 
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(A) prepare such students to teach com-
puter science at the elementary and secondary 
level; 
(B) address content and pedagogy in com-
puter science education; and 
(C) engage teacher education and other 
relevant departments at such institution of 
higher education. 
(2) Development and support of mentoring pro-
grams to support computer science teachers who are 
new to the profession. 
(c) DURATION OF GRANTS.—Each grant awarded by 
the Secretary under this section shall be for a period of 
five years. 
(d) LIMITATIONS.—The Secretary may not award 
grants under this section before the earlier of the date of 
the submission of the report of the Blue Ribbon Commis-
sion on Computer Science Education required under sec-
tion 5(d), or the date that is one year after the date of 
the enactment of this Act. The Secretary shall consider 
such report, if available, in awarding grants under this 
section. 
SEC. 7. NATIONAL EVALUATION. 
(a) IN GENERAL.—Not earlier than four years after 
the date of the enactment of this Act, the Secretary shall 
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contract with an independent organization for a com-
prehensive, scientifically valid, and quantitative evaluation 
of the performance and effectiveness of the activities fund-
ed by grants received under this Act in improving the 
availability and quality of computer science education, the 
overall participation rate of students in computer science 
courses, and the participation rate of students underrep-
resented in computing in computer science courses. 
(b) REPORTING REQUIREMENTS.— 
(1) INITIAL REPORT.—Not later than five years 
after the date of the enactment of this Act, the Sec-
retary shall submit to Congress a report on the re-
sults of the evaluation described in subsection (a). 
(2) REPORT
UPDATES.—Not later than two 
years after the date on which the Secretary submits 
the report required under paragraph (1), and bienni-
ally thereafter, the Secretary shall submit to Con-
gress an update of such report. 
SEC. 8. DEFINITIONS. 
In this Act: 
(1) COMPUTER SCIENCE.—The term ‘‘computer 
science’’ means the study of computers and algo-
rithmic processes and includes the study of com-
puting principles, computer hardware and software 
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design, computer applications, and the impact of 
computers on society. 
(2) COMPUTER
SCIENCE
EDUCATION.—The 
term ‘‘computer science education’’ includes com-
puting education in any of the following: 
(A) Software design. 
(B) Hardware design. 
(C) Creation of digital artifacts. 
(D) Abstraction. 
(E) Logic. 
(F) Algorithm development and implemen-
tation. 
(G) Programming paradigms and lan-
guages. 
(H) Theoretical foundations. 
(I) Networks. 
(J) Graphics. 
(K) Databases and information retrieval. 
(L) Information security and privacy. 
(M) Artificial intelligence. 
(N) The relationship between computing 
and mathematics. 
(O) The limits of computation. 
(P) Applications in information technology 
and information systems. 
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(Q) The social impacts of computing. 
(3) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given that term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(4) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’— 
(A) subject to subparagraph (B), has the 
meaning given that term in section 9101(26) of 
the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 7801(26)); and 
(B) includes any charter school (as defined 
in section 5210(1) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
7221i(1))) that constitutes a local educational 
agency under State law. 
(5) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(6) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
that term in section 9101(41) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801(41)). 
(7) STATE P–16 OR P–20 COUNCIL.—The term 
‘‘State P–16 or P–20 council’’ means a body of pub-
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lic officials and public and private sector leaders 
that— 
(A) is established by a State executive 
order, statute, or voluntary agreement and may 
be regularly chaired or co-chaired by the Gov-
ernor of the State; 
(B) sets formal aligned expectations for a 
seamless system of education from the earliest 
years of a child’s development through the kin-
dergarten through grade 12 system and into 
and through postsecondary education; 
(C) acts as a venue for collaboration across 
early learning, including preschool through the 
first 4 years of higher education or through 
doctoral and professional schools; and 
(D) receives State, foundation, business, or 
other funding to carry out the body’s agenda. 
(8) STUDENTS UNDERREPRESENTED IN COM-
PUTING.—The term ‘‘students underrepresented in 
computing’’— 
(A) means populations historically under-
represented in computer science disciplines; and 
(B) includes females, racial minorities, and 
low-income students. 
Æ 
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PO 00000
Frm 00023
Fmt 6652
Sfmt 6301
E:\BILLS\H3014.IH
H3014
tjames on DSK6SPTVN1PROD with BILLS