I 
118TH CONGRESS 
2D SESSION 
H. R. 9607 
To promote a 21st century artificial intelligence workforce and to authorize 
the Secretary of Education to carry out a program to increase access 
to prekindergarten through grade 12 emerging and advanced technology 
education and upskill workers in the technology of the future. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 16, 2024 
Ms. LEE of California (for herself and Mr. CLEAVER) introduced the following 
bill; which was referred to the Committee on Education and the Work-
force, and in addition to the Committee on Science, Space, and Tech-
nology, for a period to be subsequently determined by the Speaker, in 
each case for consideration of such provisions as fall within the jurisdic-
tion of the committee concerned 
A BILL 
To promote a 21st century artificial intelligence workforce 
and to authorize the Secretary of Education to carry 
out a program to increase access to prekindergarten 
through grade 12 emerging and advanced technology 
education and upskill workers in the technology of the 
future. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
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SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Workforce of the Fu-
ture Act of 2024’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
TITLE I—IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS 
Sec. 101. Sense of Congress. 
Sec. 102. Definitions. 
Sec. 103. Report on artificial intelligence. 
TITLE II—EMERGING AND ADVANCED TECHNOLOGY EDUCATION 
AND WORKFORCE DEVELOPMENT 
Sec. 201. Findings. 
Sec. 202. Definitions. 
Sec. 203. Department of Education grants. 
Sec. 204. Department of Labor grants. 
Sec. 205. Reporting requirements. 
Sec. 206. Amendments to other laws. 
TITLE I—IMPACT OF ARTIFICIAL 
INTELLIGENCE ON JOBS 
SEC. 101. SENSE OF CONGRESS. 
It is the sense of Congress that— 
(1) while the field of artificial intelligence is 
evolving quickly and has potential to disrupt jobs, 
there are opportunities to prepare the American 
workforce to develop and work alongside this new 
technology and mitigate the potential negative con-
sequences of job displacement; and 
(2) to ensure these opportunities, it is impera-
tive to identify the following: 
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(A) Data and data access necessary to 
properly analyze the impact of artificial intel-
ligence on the United States workforce. 
(B) Industries projected to be most im-
pacted by artificial intelligence. 
(C) Opportunities for workers and other 
stakeholders to influence the impact of artificial 
intelligence across industries. 
(D) Characteristics of workers and commu-
nities whose career opportunities are most likely 
to be affected by the growth of artificial intel-
ligence. 
(E) The skills, expertise, and education 
needed to develop, operate, or work alongside 
artificial intelligence. 
(F) Methods to ensure necessary skills, ex-
pertise, and education are accessible to all seg-
ments of the current and future workforce. 
SEC. 102. DEFINITIONS. 
In this title: 
(1) ARTIFICIAL INTELLIGENCE.—The term ‘‘ar-
tificial intelligence’’ has the meaning given the term 
in section 5002 of the National Artificial Intelligence 
Initiative Act of 2020 (15 U.S.C. 9401). 
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(2) COMMUNITY COLLEGE.—The term ‘‘commu-
nity college’’ has the meaning given the term ‘‘junior 
or community college’’ in section 312(f) of the High-
er Education Act of 1965 (20 U.S.C. 1058(f)). 
(3) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
(4) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(5) 
MINORITY-SERVING
INSTITUTION.—The 
term ‘‘minority-serving institution’’ means an eligi-
ble institution as described in section 371 of the 
Higher Education Act of 1965 (20 U.S.C. 1067q). 
(6) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(7) TECHNICAL
COLLEGE.—The term ‘‘tech-
nical college’’ means a postsecondary vocational in-
stitution, as that term is defined in section 102(c) 
of the Higher Education Act of 1965 (20 U.S.C. 
1002(c)). 
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(8) TRIBAL
COLLEGE
OR
UNIVERSITY.—The 
term ‘‘Tribal College or University’’ has the meaning 
given the term in section 316 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1059c). 
SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE. 
(a) IN GENERAL.— 
(1) INTERIM AND FINAL REPORTS.—The Sec-
retary of Labor, the Director of the National Science 
Foundation, and the Secretary of Education shall, 
jointly and in collaboration with the individuals and 
entities described in subsection (c), prepare and sub-
mit to the Committee on Education and the Work-
force and the Committee on Science, Space, and 
Technology of the House of Representatives, and the 
Committee on Health, Education, Labor, and Pen-
sions and the Committee on Commerce, Science, and 
Transportation of the Senate— 
(A) not later 1 year after the date of en-
actment of this Act, an interim report on artifi-
cial intelligence and its impact on the workforce 
of the United States, which shall include the in-
formation and recommendations listed in sub-
section (b); 
(B) not later than 2 years after the date 
of enactment of this Act, a final report on arti-
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ficial intelligence and its impact on the work-
force of the United States, which shall include 
the information and recommendations listed in 
subsection (b); and 
(C) not later than 5 years after the final 
report described in subparagraph (B) is sub-
mitted, an updated report reassessing the infor-
mation and recommendations listed in sub-
section (b). 
(2) MEMORANDUM OF UNDERSTANDING.—The 
Secretary of Labor may enter into a memorandum 
of understanding with the Director of the National 
Science Foundation and the Secretary of Education 
to establish procedures for the preparation and sub-
mission of the interim and final reports described in 
paragraph (1). 
(b) REQUIRED INFORMATION.—Each report sub-
mitted under subsection (a) shall include the following: 
(1) An identification of the specific data relat-
ing to the workforce, and the availability of such 
data, necessary to properly analyze the impact and 
growth of artificial intelligence on the workforce of 
the United States and outline how much of this data 
is privately owned, and the effectiveness of Federal, 
State, or industry efforts (including public-private 
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partnerships) to make privately owned data on the 
workforce of the United States available for Federal 
research purposes. 
(2) Identification of industries and occupations 
projected to have the most growth in artificial intel-
ligence use, the extent to which the technology is 
likely to result in the enhancement of workers’ capa-
bilities or their displacement, and level of education 
currently consistent with industries and occupations 
identified. 
(3) Analysis of how growth in artificial intel-
ligence use will impact job quality in the industries 
and occupations identified in paragraph (2). 
(4) Identification of opportunities for workers, 
educators, institutions of higher education, Con-
gress, labor organizations, or other relevant stake-
holders to influence the impact of artificial intel-
ligence on workers across various industries. 
(5) Analysis of how educational entities, work-
force development organizations, and labor organiza-
tions can collaborate to advance new opportunities 
for education and workforce development to support 
an artificial intelligence-enabled economy and work-
force. 
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(6) Analysis of which demographic groups (in-
cluding based on race and ethnicity, gender, socio- 
economic status or income level, age, disability sta-
tus, and geography) of workers and communities 
currently stand to experience expanded career oppor-
tunities, and which of these groups currently appear 
most vulnerable to career displacement, due to artifi-
cial intelligence. 
(7) Analysis of the skills, expertise, and edu-
cation in emerging and advanced technology needed 
to develop, operate, or work alongside artificial intel-
ligence over the next decades, as compared to the 
levels of such comparable expertise and education 
among the workforce as of the date of enactment of 
this Act, with a differentiation between core com-
petencies required across the entire workforce and 
competencies required within the industries and oc-
cupations identified in paragraph (2). 
(8) Identification of methods by which nec-
essary skills, expertise, and education can be effec-
tively delivered to various segments of the United 
States workforce, including promising efforts under-
way as of the time of the report that can be ex-
panded. 
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(9) Identification of industry leaders, institu-
tions of higher education, and labor organizations at 
the forefront of research and application of artificial 
intelligence in the industries and occupations identi-
fied in paragraph (2). 
(10) Identification of the resources and oppor-
tunities required for labor organizations and institu-
tions of higher education, including community col-
leges, technical colleges, minority-serving institutions 
(including Tribal Colleges and Universities), and in-
stitutions of higher education serving rural areas, to 
deliver skills, expertise, and education identified in 
paragraph (7). 
(11) Identification of the demographic charac-
teristics and educational background (including level 
of education) of the individuals who deliver skills, ex-
pertise, and education to students at the institutions 
described in paragraph (10). 
(12) Recommendations to support enhanced 
workforce development and prepare future workforce 
members for the artificial intelligence economy, and 
any other relevant observations or recommendations 
within the field of emerging and advanced tech-
nology, which shall include recommendations on— 
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(A) methods to expand public access to 
privately-owned workforce data and govern-
ment-owned workforce data, for the purpose of 
researching the effect of emerging technologies 
on the United States workforce; 
(B) policy, regulatory, or programmatic 
options for stakeholders (workers, educators, in-
stitutions of higher education, Congress, labor 
organizations, or other relevant stakeholders) to 
effectively enhance educational and workforce 
development opportunities, including mitigating 
perceived negative impacts of artificial intel-
ligence on segments of the United States work-
force; 
(C) recommendations to employers on best 
practices to engage workers and representatives 
of workers, including labor organizations, in de-
cisionmaking on the integration of artificial in-
telligence into the workplace; 
(D) methods to upskill or mitigate earn-
ings or income losses to demographic groups 
identified in paragraph (6) as most vulnerable 
to career displacement, due to artificial intel-
ligence; 
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(E) methods to encourage low cost, open 
source sharing of industry valued credentials 
certifying the types of skills, expertise, and edu-
cation identified in paragraph (7); 
(F) methods to ensure core skills and com-
petencies identified in paragraph (7) can be 
evaluated, updated, and made public by relevant 
stakeholders as needed, given rapid develop-
ments in the field of artificial intelligence; 
(G) methods to ensure community colleges, 
technical colleges, minority-serving institutions 
(including Tribal Colleges and Universities), 
and institutions of higher education serving 
rural areas receive resources and opportunities 
identified in paragraph (10); 
(H) methods to promote knowledge sharing 
and capacity building between industry leaders, 
labor organizations, and institutions identified 
in paragraph (9) and community colleges, tech-
nical colleges, minority-serving institutions (in-
cluding Tribal Colleges and Universities), and 
rural institutions of higher education; and 
(I) other methods to ensure that the skills, 
expertise, and education needed to develop, op-
erate, or work alongside artificial intelligence 
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are delivered to vulnerable demographic groups 
identified in paragraph (6), rural workers, and 
other historically underserved segments of the 
United States workforce (including workers 
with disabilities). 
(c) COLLABORATION.—In preparing the report under 
subsection (a), the Secretary of Labor, the Director of the 
National Science Foundation, and the Secretary of Edu-
cation shall collaborate, through a series of public meet-
ings, roundtables or other methods, with— 
(1) local educational agencies, State educational 
agencies, State agencies with responsibility for the 
administration of a core program (as defined in sec-
tion 3 of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3102)), institutions of higher edu-
cation (including community colleges, technical col-
leges, minority-serving institutions (including Tribal 
Colleges and Universities), labor organizations, and 
institutions of higher education serving rural areas), 
workforce-training organizations, National Labora-
tories, and teacher and educator preparation pro-
grams; 
(2) a broad range of industrial stakeholders in 
the technology, manufacturing, employment, human 
resources, and service sectors, including companies 
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(large and small), think tanks, organized labor, and 
industry organizations; 
(3) the National Academies of Sciences, Engi-
neering, and Medicine, including by sharing relevant 
information obtained as a result of the study con-
ducted under section 5105 of the National Artificial 
Intelligence Initiative Act of 2020 (Public Law 116– 
283; 134 Stat. 4530); and 
(4) the Secretary of Commerce, the Director of 
the White House Office of Science and Technology 
Policy, the Director of the National Artificial Intel-
ligence Initiative Office, the National Cyber Direc-
tor, and the heads of any other Federal agency the 
Secretary of Labor, the Director of the National 
Science Foundation, and the Secretary of Education 
determine appropriate. 
TITLE II—EMERGING AND AD-
VANCED TECHNOLOGY EDU-
CATION AND WORKFORCE DE-
VELOPMENT 
SEC. 201. FINDINGS. 
Congress finds the following: 
(1) Emerging and advanced technologies are 
transforming industry, creating new fields of com-
merce, driving innovation, and bolstering produc-
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tivity. Emerging and advanced technology and infor-
mation occupations are projected to grow by 
377,500 jobs per year on average between 2022 and 
2032, much faster than the average for all other oc-
cupations. 
(2) As of 2024, more than 400,000 computing 
and technology jobs remain unfilled in the United 
States. These unfilled jobs present a significant op-
portunity for individuals to advance in the 21st cen-
tury economy. It is projected that there will be 
660,000 new jobs in the technology and computing 
sector by 2032. However, the availability of emerg-
ing and advanced technology education at the time 
of enactment of this Act does not equitably provide 
all students in the United States with the tools to 
fill these technology sector jobs. 
(3) Given the rapidly increasing interest and 
deployment of artificial intelligence and other new 
technologies in the workplace, knowledge of, and the 
skills to use, emerging and advanced technology is 
increasingly essential for all individuals, not just 
those working or planning to work in the technology 
sector. 
(4) Providing students with emerging and ad-
vanced technology education in elementary school 
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and secondary school is critical for student success, 
and strengthening the workforce of a 21st century 
economy. 
(5) While an estimated 90 percent of parents 
want technology, such as computer science, taught 
in their children’s schools, just 44 percent of all 
middle schools and 57.5 percent of secondary schools 
offer high-quality technology instruction that in-
cludes programming and coding. 
(6) Lack of universal emerging and advanced 
technology education is evident in the lack of a wide-
spread tech industry, which is overwhelmingly con-
centrated in a few cities nationwide. Emerging and 
advanced technology education is limited to affluent 
schools and students, placing low-income, minority, 
and rural communities at risk of being left behind. 
SEC. 202. DEFINITIONS. 
In this title: 
(1) COMPUTATIONAL
THINKING.—The term 
‘‘computational thinking’’ means the wide range of 
creative processes that go into formulating problems 
and their solutions in such a way that the solutions 
can be carried out by a computer, and may involve 
some understanding of software and hardware de-
sign, logic and the use of abstraction and represen-
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tation, algorithm design, algorithm expression, prob-
lem decomposition, modularity, programming para-
digms and languages, issues of information security 
and privacy, the application of computation across a 
wide range of disciplines, and the societal impact of 
computing. 
(2) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means— 
(A) a State educational agency, as defined 
in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
7801); 
(B) a local educational agency, as defined 
in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
7801); 
(C) an eligible Tribal school; 
(D) a community college, which shall have 
the meaning given the term ‘‘junior or commu-
nity college’’ in section 312(f) of the Higher 
Education Act of 1965 (20 U.S.C. 1058(f)); 
(E) a technical college or postsecondary vo-
cational institution, as that term is defined in 
section 102(c) of the Higher Education Act of 
1965 (20 U.S.C. 1002(c)); 
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