Title: Early STEM Achievement Act
Policy area: Education

Summary:
Early STEM Achievement Act
This bill requires the Department of Education to award competitive grants to eligible entities for the purpose of assisting early childhood education programs in carrying out science, technology, engineering, and mathematics (STEM) programs and activities.
A grant recipient must use the grant for necessary materials and equipment or for specified activities related to professional development in early childhood STEM activities.

[Congressional Bills 115th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1288 Introduced in House (IH)]

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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 Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Early STEM Achievement Act''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Numerous studies have highlighted the long-term 
        academic benefits of high-quality early childhood education and 
        care. The Learning Policy Institute, for example, reported in 
        2015 that North Carolina students who participated in early 
        childhood 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 kindergarten readiness and better 
        reading and math proficiency relative to their peers who did 
        not have access 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 Reserve 
        has also called for increased access to early childhood 
        education, pointing to the potential for future economic 
        development.
            (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 occupations will grow at a faster rate than 
        other professions, noting also that the median annual salary 
        for STEM workers is higher than for other professions.
            (5) Beginning STEM education as early as possible 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-appropriate 
        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 indicates 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 California-Berkeley 
        Center for the Study of Child Care Employment found that many 
        early childhood practitioners feel poorly equipped to teach 
        early STEM skills, making professional development and training 
        opportunities critical.

SEC. 3. GRANT PROGRAM.

    (a) Program Authorized.--From the amounts appropriated to carry out 
this Act, the Secretary of Education shall award grants, on a 
competitive basis, to eligible 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 described in subsection 
(e)(2)(D).
    (c) Application.--An eligible entity desiring to receive a grant 
under this section shall submit an application to the Secretary at such 
time, in such manner, and containing 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 eligible entity 
        and an institution of higher education to provide training in 
        early childhood STEM activities for teachers of early childhood 
        programs.
            (4) The provision of professional development programs for 
        teachers of early childhood program by institutions of higher 
        education.
    (e) Definitions.--In this Act:
            (1) Early childhood program.--A program providing education 
        and childcare to children from birth through 5 years of age.
            (2) Eligible entity.--The term ``eligible entity'' means--
                    (A) a local educational agency providing an early 
                childhood program;
                    (B) an educational service agency serving more than 
                one such local educational agency;
                    (C) a nonprofit organization that provides early 
                childhood education and care; or
                    (D) an institution of higher education in 
                partnership with an early childhood program to create 
                training in early childhood STEM activities for 
                teachers of such early childhood programs.
            (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) 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 Education Act of 1965 (20 U.S.C. 7801).
            (5) STEM.--The term ``STEM'' means science (including 
        computer science), technology, engineering, and mathematics.
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