I 
114TH CONGRESS 
1ST SESSION H. R. 2057 
To direct the Secretary of Education to award grants to State educational 
agencies to develop comprehensive plans to strengthen elementary and 
secondary computer science education, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
APRIL 28, 2015 
Mr. CA´RDENAS (for himself, Mrs. LAWRENCE, Mr. RANGEL, and Mr. POLIS) 
introduced the following bill; which was referred to the Committee on 
Education and the Workforce, and in addition to the Committee on 
Science, Space, and Technology, for a period to be subsequently deter-
mined by the Speaker, in each case for consideration of such provisions 
as fall within the jurisdiction of the committee concerned 
A BILL 
To direct the Secretary of Education to award grants to 
State educational agencies to develop comprehensive 
plans to strengthen elementary and secondary computer 
science education, and for other purposes. 
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 in 
STEM Act of 2015’’. 
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SEC. 2. FINDINGS. 
The Congress finds the following: 
(1) Computer science is transforming industry, 
creating new fields of commerce, driving innovation 
in all fields of science, and bolstering productivity in 
established economic sectors. 
(2) 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. 
(3) 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. 
(4) The breadth of industries requiring com-
puting professionals is diverse, two-thirds of com-
puting jobs are in sectors other than information 
technology, including manufacturing, defense, health 
care, finance, and government. 
(5) Providing students with computer science 
education in elementary and secondary school is crit-
ical for student success in the 21st century and for 
strengthening the workforce. 
(6) Elementary and secondary computer science 
education gives students a deeper knowledge of the 
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fundamentals of computing, yielding critical thinking 
skills that will serve them throughout their lives in 
numerous fields. 
(7) 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. 
(8) 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. 
(9) Only 14 States allow computer science 
courses to count toward a student’s secondary school 
graduation requirements, chilling student interest in 
computer science courses. 
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(10) 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. 
(11) 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. 
(12) 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. 
(13) 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. AMENDMENT TO THE AMERICA COMPETES REAU-
THORIZATION ACT OF 2010. 
Section 2(2) of the America COMPETES Reauthor-
ization Act of 2010 (42 U.S.C. 6621 note) is amended 
by inserting ‘‘, and computer science’’ after ‘‘and mathe-
matics’’. 
SEC. 4. 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. 
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(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. 
(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; 
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(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; 
(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 2 
years. 
(f) FUNDING STRUCTURE.— 
(1) IN GENERAL.—The Secretary shall award 
grants under subsection (a) proportionally among 
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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.— 
(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 
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(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 
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. 5. IMPLEMENTATION GRANTS. 
(a) PROGRAM AUTHORIZED.—The Secretary shall 
award grants to State educational agencies in accordance 
with this section to implement computer science education 
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improvements proposed in comprehensive plans that meet 
the requirements of subsections (b) and (c) of section 4. 
(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; 
(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— 
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(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; 
(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 
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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.— 
(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. 
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(h) SUBSEQUENT GRANTS.—At the end of the 5-year 
period for a grant, the grant recipient may apply for an 
additional grant under this section by submitting an up-
dated comprehensive plan that meets the requirements of 
subsections (b) and (c) of section 4. In considering an ap-
plication 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— 
(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. 
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(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); 
(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 6; 
(4) submit a report to the Secretary addressing 
each item in paragraphs (1) through (3) not later 
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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. 
(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. 6. NATIONAL EVALUATION. 
(a) IN GENERAL.—Not earlier than 4 years after the 
date of the enactment of this Act, the Secretary shall con-
tract with an independent organization for a comprehen-
sive, scientifically valid, and quantitative evaluation of the 
performance and effectiveness of the activities funded by 
grants received under this Act in improving the availability 
and quality of computer science education, the overall par-
ticipation rate of students in computer science courses, 
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and the participation rate of students underrepresented in 
computing in computer science courses. 
(b) REPORTING REQUIREMENTS.— 
(1) INITIAL REPORT.—Not later than 5 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 2 years 
after the date on which the Secretary submits the 
report required under paragraph (1), and biennially 
thereafter, the Secretary shall submit to Congress 
an update of such report. 
SEC. 7. EXPANDING TEACHER PREPARATION PROGRAMS 
FOR COMPUTER SCIENCE TEACHERS. 
(a) COMPUTER SCIENCE MODEL TEACHER PREPA-
RATION PROGRAM.—Part B of title II of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6661 
et seq.) is amended by adding at the end the following: 
‘‘SEC. 2204. COMPUTER SCIENCE MODEL TEACHER PREPA-
RATION PROGRAM. 
‘‘(a) ESTABLISHMENT.—The Secretary is authorized 
to award grants to institutions of higher education to im-
prove training for elementary school and secondary school 
computer science teachers. 
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‘‘(b) ELIGIBILITY.—The Secretary shall award a 
grant under this section to an institution of higher edu-
cation that— 
‘‘(1) has, at minimum— 
‘‘(A) a program in teacher education; and 
‘‘(B) a program in computer science or 
informatics; and 
‘‘(2) submits an application at such time, in 
such form, and containing such information and as-
surances as the Secretary may require. 
‘‘(c) USE OF FUNDS.—An institution of higher edu-
cation that receives a grant under the section shall use 
the grant funds to carry out not less than one of the fol-
lowing activities: 
‘‘(1) Develop courses for undergraduate stu-
dents that— 
‘‘(A) prepare such students to teach com-
puter science in elementary schools and sec-
ondary schools; 
‘‘(B) address content and pedagogy in 
informatics or computer science education; and 
‘‘(C) engage the teacher education depart-
ment and other relevant departments at the in-
stitution of higher education. 
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‘‘(2) Develop and fund teacher mentoring pro-
grams to support elementary school and secondary 
school computer science teachers who are new to the 
profession. 
‘‘(d) DURATION OF GRANTS.—Each grant awarded 
by the Secretary under this section shall be for a period 
of 5 years. 
‘‘(e) REPORT.—Not later than 180 days after the 
conclusion of the grant period described under subsection 
(d), an institution of higher education that receives a 
grant under this section shall submit to the Secretary and 
Congress a report that— 
‘‘(1) identifies the number of teachers served 
under the grant; 
‘‘(2) identifies the number of teachers described 
in paragraph (1) who obtain a teaching position in 
a computer science classroom; and 
‘‘(3) evaluates the activities carried out under 
this section.’’. 
(b) TECHNICAL AMENDMENT.—The table of contents 
for such Act is amended by inserting before the item relat-
ing to part C of title II the following: 
‘‘Sec. 2204. Computer science model teacher preparation program.’’. 
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SEC. 8. COMPUTER SCIENCE IN THE ROBERT NOYCE 
TEACHER SCHOLARSHIP PROGRAM. 
Section 10 of the National Science Foundation Au-
thorization Act of 2002 (42 U.S.C. 1862n–1) is amend-
ed— 
(1) by striking ‘‘and mathematics’’ and insert-
ing 
‘‘mathematics, 
informatics, 
and 
computer 
science’’ in each place it appears; 
(2) in subsection (a)(3)(B), by striking ‘‘or 
mathematics’’ 
and 
inserting 
‘‘mathematics, 
informatics, and computer science’’; 
(3) in subsections (b)(1)(D)(i), (c)(1)(A), 
(d)(1), and (i)(7) by striking ‘‘or mathematics’’ in 
each place it appears and inserting ‘‘mathematics, 
informatics, or computer science’’; and 
(4) in subsection (i)(5), by striking ‘‘or mathe-
matics’’ and inserting ‘‘mathematics, or computer 
science’’. 
SEC. 9. 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 
design, computer applications, and the impact of 
computers on society. 
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(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. 
(Q) The social impacts of computing. 
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(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) STUDENTS UNDERREPRESENTED IN COM-
PUTING.—The term ‘‘students underrepresented in 
computing’’— 
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(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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