In this task, you are given text for US Congressional and California state bills, your task is to generate a summary for this bill.

Input: Consider Input: SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Encouraging Work Act of 2005''.

SEC. 2. MODIFICATIONS TO WORK OPPORTUNITY CREDIT AND WELFARE-TO-WORK 
              CREDIT.

    (a) Credit Made Permanent.--
            (1) Subsection (c) of section 51 of the Internal Revenue 
        Code of 1986 is amended by striking paragraph (4) (relating to 
        termination).
            (2) Section 51A of such Code is amended by striking 
        subsection (f).
    (b) Eligibility of Ex-Felons Determined Without Regard to Family 
Income.--Paragraph (4) of section 51(d) of such Code is amended by 
adding ``and'' at the end of subparagraph (A), by striking ``, and'' at 
the end of subparagraph (B) and inserting a period, and by striking all 
that follows subparagraph (B).
    (c) Increase in Maximum Age for Eligibility of Food Stamp 
Recipients.--Clause (i) of section 51(d)(8)(A) of such Code is amended 
by striking ``25'' and inserting ``40''.
    (d) Increase in Maximum Age for Designated Community Residents.--
            (1) In general.--Paragraph (5) of section 51(d) of such 
        Code is amended to read as follows:
            ``(5) Designated community residents.--
                    ``(A) In general.--The term `designated community 
                resident' means any individual who is certified by the 
                designated local agency--
                            ``(i) as having attained age 18 but not age 
                        40 on the hiring date, and
                            ``(ii) as having his principal place of 
                        abode within an empowerment zone, enterprise 
                        community, or renewal community.
                    ``(B) Individual must continue to reside in zone or 
                community.--In the case of a designated community 
                resident, the term `qualified wages' shall not include 
                wages paid or incurred for services performed while the 
                individual's principal place of abode is outside an 
                empowerment zone, enterprise community, or renewal 
                community.''.
            (2) Conforming amendment.--Subparagraph (D) of section 
        51(d)(1) is amended to read as follows:
                    ``(D) a designated community resident,''.
    (e) Clarification of Treatment of Individuals Under Individual Work 
Plans.--Subparagraph (B) of section 51(d)(6) of such Code (relating to 
vocational rehabilitation referral) is amended by striking ``or'' at 
the end of clause (i), by striking the period at the end of clause (ii) 
and inserting ``, or'', and by adding at the end the following new 
clause:
                            ``(iii) an individual work plan developed 
                        and implemented by an employment network 
                        pursuant to subsection (g) of section 1148 of 
                        the Social Security Act with respect to which 
                        the requirements of such subsection are met.''.
    (f) Effective Date.--The amendments made by this section shall 
apply to individuals who begin work for the employer after December 31, 
2005.

SEC. 3. CONSOLIDATION OF WORK OPPORTUNITY CREDIT WITH WELFARE-TO-WORK 
              CREDIT.

    (a) In General.--Paragraph (1) of section 51(d) of the Internal 
Revenue Code of 1986 is amended by striking ``or'' at the end of 
subparagraph (G), by striking the period at the end of subparagraph (H) 
and inserting ``, or'', and by adding at the end the following new 
subparagraph:
                    ``(I) a long-term family assistance recipient.''.
    (b) Long-Term Family Assistance Recipient.--Subsection (d) of 
section 51 of such Code is amended by redesignating paragraphs (10) 
through (12) as paragraphs (11) through (13), respectively, and by 
inserting after paragraph (9) the following new paragraph:
            ``(10) Long-term family assistance recipient.--The term 
        `long-term family assistance recipient' means any individual 
        who is certified by the designated local agency--
                    ``(A) as being a member of a family receiving 
                assistance under a IV-A program (as defined in 
                paragraph (2)(B)) for at least the 18-month period 
                ending on the hiring date,
                    ``(B)(i) as being a member of a family receiving 
                such assistance for 18 months beginning after August 5, 
                1997, and
                    ``(ii) as having a hiring date which is not more 
                than 2 years after the end of the earliest such 18-
                month period, or
                    ``(C)(i) as being a member of a family which ceased 
                to be eligible for such assistance by reason of any 
                limitation imposed by Federal or State law on the 
                maximum period such assistance is payable to a family, 
                and
                    ``(ii) as having a hiring date which is not more 
                than 2 years after the date of such cessation.''.
    (c) Increased Credit for Employment of Long-Term Family Assistance 
Recipients.--Section 51 of such Code is amended by inserting after 
subsection (d) the following new subsection:
    ``(e) Credit for Second-Year Wages for Employment of Long-Term 
Family Assistance Recipients.--
            ``(1) In general.--With respect to the employment of a 
        long-term family assistance recipient--
                    ``(A) the amount of the work opportunity credit 
                determined under this section for the taxable year 
                shall include 50 percent of the qualified second-year 
                wages for such year, and
                    ``(B) in lieu of applying subsection (b)(3), the 
                amount of the qualified first-year wages, and the 
                amount of qualified second-year wages, which may be 
                taken into account with respect to such a recipient 
                shall not exceed $10,000 per year.
            ``(2) Qualified second-year wages.--For purposes of this 
        subsection, the term `qualified second-year wages' means 
        qualified wages--
                    ``(A) which are paid to a long-term family 
                assistance recipient, and
                    ``(B) which are attributable to service rendered 
                during the 1-year period beginning on the day after the 
                last day of the 1-year period with respect to such 
                recipient determined under subsection (b)(2).
            ``(3) Special rules for agricultural and railway labor.--If 
        such recipient is an employee to whom subparagraph (A) or (B) 
        of subsection (h)(1) applies, rules similar to the rules of 
        such subparagraphs shall apply except that--
                    ``(A) such subparagraph (A) shall be applied by 
                substituting `$10,000' for `$6,000', and
                    ``(B) such subparagraph (B) shall be applied by 
                substituting `$833.33' for `$500'.''.
    (d) Repeal of Separate Welfare-to-Work Credit.--
            (1) In general.--Section 51A of such Code is hereby 
        repealed.
            (2) Clerical amendment.--The table of sections for subpart 
        F of part IV of subchapter A of chapter 1 of such Code is 
        amended by striking the item relating to section 51A.
    (e) Effective Date.--The amendments made by this section shall 
apply to individuals who begin work for the employer after December 31, 
2005.

Output: Encouraging Work Act of 2005 - Amends the Internal Revenue Code to consolidate and modify provisions of the work opportunity tax credit and the welfare-to-work tax credit and make the consolidated tax credit permanent. Expands eligibility for the consolidated tax credit by: (1) determining eligibility of ex-felons without regard to family income; and (2) raising the age ceiling for food stamp recipients from 25 to 40. Includes a "designated community resident" (in lieu of "high risk youth") and "long-term family assistance recipient" as members of the targeted group eligible for the consolidated tax credit. Provides for an increased tax credit for employment of long-term family assistance recipients.

Repeals the separate welfare-to-work tax credit.


Input: Consider Input: SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Innovation Inspiration School Grant 
Program Act''.

SEC. 2. FINDINGS.

    Congress makes the following findings:
            (1) According to the National Science Board's 2010 Science 
        and Engineering Indicators, only 5 percent of American college 
        graduates major in engineering. In Asia, about 20 percent of 
        all baccalaureate degrees are in engineering and in China about 
        33 percent of baccalaureate degrees are in engineering.
            (2) Although 4th graders in the United States score well 
        against international competition, students in the United 
        States fall near the bottom or dead last by 12th grade in 
        mathematics and science, respectively.
            (3) Admissions requirements for undergraduate engineering 
        schools include a solid background in mathematics (algebra, 
        geometry, trigonometry, and calculus) and science (biology, 
        chemistry, and physics), in addition to courses in English, 
        social studies, and humanities.
            (4) According to the Bureau of Labor Statistics, overall 
        engineering employment is expected to grow by 11 percent from 
        2008 through 2018, and, as a group, engineers earn some of the 
        highest average starting salaries among individuals holding 
        baccalaureate degrees.
            (5) According to the Department of Labor, engineers should 
        be creative, inquisitive, analytical, and detail-oriented. 
        Engineers should be able to work as part of a team and to 
        communicate well, both orally and in writing. Communication 
        abilities are becoming increasingly important as engineers 
        interact more frequently with specialists in a wide range of 
        fields outside engineering.
            (6) Exposure to project- and problem-based learning, in a 
        competitive team environment, gives 9th through 12th graders 
        the skills that they need to be successful in engineering 
        programs of study and engineering careers.
            (7) According to Brandeis University's Center for Youth and 
        Communities, participants in FIRST Robotics (a nonprofit 
        organization that inspires young people to be science and 
        technology leaders by engaging the young people in mentor-based 
        programs)--
                    (A) are more likely than nonparticipants to attend 
                an institution of higher education on a full-time basis 
                (88 percent versus 53 percent);
                    (B) are nearly 2 times as likely to major in a 
                science or engineering field; and
                    (C) are more than 3 times as likely to have majored 
                specifically in engineering.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Local educational agency.--The term ``local educational 
        agency'' has the meaning given the term in section 9101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        7801).
            (2) Low-income student.--The term ``low-income student'' 
        means a student who is eligible for free or reduced price lunch 
        under the Richard B. Russell National School Lunch Act (42 
        U.S.C. 1751 et seq.).
            (3) Secondary school.--The term ``secondary school'' has 
        the meaning given the term in section 9101 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 7801).
            (4) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (5) STEM.--The term ``STEM'' means science, technology, 
        engineering (including robotics), or mathematics.
            (6) Non-traditional stem education teaching methods.--The 
        term ``non-traditional STEM education teaching methods'' means 
        a STEM education method or strategy such as incorporating self-
        directed student learning, inquiry-based learning, cooperative 
        learning in small groups, collaboration with mentors in the 
        field of study, and participation in STEM-related competitions.

SEC. 4. INNOVATIVE INSPIRATION SCHOOL GRANT PROGRAM.

    (a) Goals of Program.--The goals of the Innovation Inspiration 
grant program are--
            (1) to provide opportunities for local educational agencies 
        to support non-traditional STEM education teaching methods;
            (2) to support the participation of students in nonprofit 
        STEM competitions;
            (3) to foster innovation and broaden interest in, and 
        access to, careers in the STEM fields by investing in programs 
        supported by educators and professional mentors who receive 
        hands-on training and ongoing communications that strengthen 
        the interactions of the educators and mentors with--
                    (A) students who are involved in STEM activities; 
                and
                    (B) other students in the STEM classrooms and 
                communities of such educators and mentors; and
            (4) to encourage collaboration among students, engineers, 
        and professional mentors.
    (b) Program Authorized.--
            (1) In general.--The Secretary is authorized to award 
        grants, on a competitive basis, to local educational agencies 
        to enable the local educational agencies--
                    (A) to promote STEM in secondary schools;
                    (B) to support the participation of secondary 
                school students in non-traditional STEM teaching 
                methods; and
                    (C) to broaden secondary school students' access to 
                careers in STEM.
            (2) Duration.--The Secretary shall award each grant under 
        this Act for a period of not more than 5 years.
            (3) Amounts.--The Secretary shall award a grant under this 
        Act in an amount that is sufficient to carry out the goals of 
        this Act.
    (c) Application.--
            (1) In general.--Each local educational agency desiring a 
        grant under this Act shall submit an application to the 
        Secretary at such time, in such manner, and containing such 
        information as the Secretary may reasonably require.
            (2) Contents.--The application shall, at a minimum, include 
        a description of how the local educational agency will--
                    (A) carry out STEM teaching programs that will use 
                a non-traditional STEM teaching method;
                    (B) identify and recruit partners and mentors--
                            (i) to help carry out the programs 
                        described in subparagraph (A); and
                            (ii) to assist students who participate in 
                        such programs, including through technology-
                        supported means;
                    (C) support educators who lead such programs, and 
                participants in such programs, through stipends or 
                other incentives;
                    (D) recruit young women and individuals from 
                populations historically underrepresented in the STEM 
                fields to participate in such programs;
                    (E) identify public and private partners that can 
                support such programs with cash or in-kind 
                contributions;
                    (F) plan for sustaining such programs financially 
                beyond the grant period; and
                    (G) evaluate the grant project and the results of 
                the grant project among participating students, 
                including--
                            (i) comparing students who participate in 
                        the grant project to similar students who do 
                        not participate; and
                            (ii) evaluating--
                                    (I) secondary school graduation 
                                rates;
                                    (II) rates of attendance at 
                                institutions of higher education;
                                    (III) the number of students taking 
                                advanced STEM related secondary school 
                                classes; and
                                    (IV) the ability of students 
                                participating in the grant project to 
                                partner with professional mentors.
            (3) Preference.--In awarding grants under this section, the 
        Secretary shall give priority to applications from local 
        educational agencies that propose to carry out activities that 
        target--
                    (A) a rural or urban school;
                    (B) a low-performing school or local educational 
                agency; or
                    (C) a local educational agency or school that 
                serves low-income students.
    (d) Uses of Funds.--
            (1) In general.--Each local educational agency that 
        receives a grant under this Act shall use the grant funds for 
        any of the following:
                    (A) STEM education and career activities.--
                Promotion of STEM education and career activities.
                    (B) Purchase of parts.--The purchase of parts and 
                supplies needed to support participation in non-
                traditional STEM teaching methods.
                    (C) Teacher incentives and stipends.--Incentives 
                and stipends for teachers involved in non-traditional 
                STEM teaching methods outside of their regular teaching 
                duties.
                    (D) Support and expenses.--Support and expenses for 
                student and team participation in regional and national 
                nonprofit STEM competitions.
                    (E) Additional materials and support.--Additional 
                materials and support, such as equipment, facility use, 
                technology, broadband access, and other expenses, 
                directly associated with non-traditional STEM teaching 
                and mentoring.
                    (F) Evaluation.--Carrying out the evaluation 
                described in subsection (c)(2)(G).
                    (G) Other activities.--Carrying out other 
                activities that are related to the goals of the grant 
                program, as described in subsection (a).
            (2) Prohibition.--A local educational agency shall not use 
        grant funds awarded under this Act to participate in any STEM 
        competition that is not a nonprofit competition.
            (3) Administrative costs.--Each local educational agency 
        that receives a grant under this Act may use not more than 2 
        percent of the grant funds for costs related to the 
        administration of the grant project.
    (e) Matching Requirement.--
            (1) In general.--Subject to paragraph (2), each local 
        educational agency that receives a grant under this Act shall 
        secure, toward the cost of the activities assisted under the 
        grant, from non-Federal sources, an amount equal to 50 percent 
        of the grant. The non-Federal contribution may be provided in 
        cash or in kind.
            (2) Waiver.--The Secretary may waive all or part of the 
        matching requirement described in paragraph (1) for a local 
        educational agency if the Secretary determines that applying 
        the matching requirement would result in a serious financial 
        hardship or a financial inability to carry out the goals of the 
        grant project.
    (f) Supplement, Not Supplant.--Grant funds provided to a local 
educational agency under this Act shall be used to supplement, and not 
supplant, funds that would otherwise be used for activities authorized 
under this Act.
    (g) Evaluation.--The Secretary shall establish an evaluation 
program to determine the efficacy of the grant program established by 
this Act, which shall include comparing students participating in a 
grant project funded under this Act to similar students who do not so 
participate, in order to assess the impact of student participation 
on--
            (1) what courses a student takes in the future; and
            (2) a student's postsecondary study.
    (h) Authorization of Appropriations.--
            (1) In general.--There are authorized to be appropriated to 
        carry out this Act such sums as may be necessary for each of 
        the fiscal years 2014 through 2018.
            (2) Limitations.--Of the amounts appropriated under 
        paragraph (1) for a fiscal year, not more than 2 percent shall 
        be used for the evaluation described under subsection (g).

Output: Innovation Inspiration School Grant Program Act - Authorizes the Secretary of Education to award competitive matching grants to local educational agencies (LEAs) to: (1) promote science, technology, engineering (including robotics), and mathematics (STEM) in secondary schools; (2) support the participation of secondary school students in nontraditional STEM teaching methods; and (3) broaden secondary school students' access to STEM careers. Gives priority to grant applications that target: (1) a rural or urban school, (2) a low-performing school or LEA, or (3) an LEA or school that serves students who are eligible for free or reduced price lunches under the school lunch program. Authorizes the Secretary to waive all or part of the matching requirement for financially-strapped LEAs. Directs the Secretary to evaluate the efficacy of the grant program.


Input: Consider Input: SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Young Americans Financial Literacy 
Act''.

SEC. 2. FINDINGS.

    The Congress finds as follows:
            (1) Since 2007, there has been a nearly 20-percent drop in 
        the number of 18-year-olds with bank accounts, and in 2012, 
        nearly one in three Americans don't pay their bills on time.
            (2) Ninety percent of Americans believe all high school 
        students should be required to take a class in financial 
        education.
            (3) Eighty percent of parents believe schools are teaching 
        money management and budgeting, while over 70 percent of 
        teachers are not teaching financial literacy.
            (4) According to a 2010 survey, only a few States have 
        adopted varying degrees of financial literacy curriculum, and 
        only four States require high school students to take a 
        semester long course.
            (5) Two in five U.S. adults gave themselves a C, D or F on 
        their knowledge of personal finance. In 2011, 76 percent 
        admitted they could benefit from additional advice and answers 
        to everyday financial questions from a professional.
            (6) Two in five adults indicated that they are now saving 
        less than they were one year ago.
            (7) Most adults feel that their financial literacy skills 
        are inadequate, yet they do not rely on anyone else to handle 
        their finances; they feel it is important to know more but have 
        received no financial education.
            (8) It is necessary to respond immediately to the pressing 
        needs of individuals faced with the loss of their financial 
        stability, however increased attention must also be paid to 
        financial literacy education reform and long-term solutions to 
        prevent future personal financial disasters.
            (9) There is an urgent need to respond to the economic 
        recovery with research-based financial literacy education 
        programs to reach individuals at all ages and socioeconomic 
        levels, particularly those facing unique and challenging 
        financial situations, such as high school graduates entering 
        the workforce, soon-to-be and recent college graduates, young 
        families, and the unique needs of military personnel and their 
        families.
            (10) More than 70 percent of parents say they have spoken 
        with their teens about credit and using credit cards wisely, 
        while less than 44 percent of the teenaged children of those 
        respondents say their parents have talked to them about credit 
        cards.
            (11) Seventy-six percent of parents surveyed said their 
        high school student does not have a budget.
            (12) Seventy-five percent of 16 to 18-year-olds say 
        learning more about budgeting and money management is one of 
        their top priorities. Researchers document a ``snowball 
        effect'' that such early efforts exponentially increase the 
        likelihood that students will pursue more financial education 
        as time goes on.
            (13) High school and college students who are exposed to 
        cumulative financial education show an increase in financial 
        knowledge, which in turn drives increasingly responsible 
        behavior as they become young adults.
            (14) Sixty percent of parents identify their teens as 
        ``quick spenders'', and most acknowledge they could do a better 
        job of teaching and preparing kids for the financial challenges 
        of adulthood, including budgeting, saving, and investing.
            (15) Ninety-three percent of teens surveyed in a 2012 
        report say they are not involved in paying household bills or 
        managing the household budget. Forty-six percent admit to not 
        knowing how to create a budget.
            (16) The majority (52 percent) of young adults between the 
        ages of 23-28 consider ``making better choices about managing 
        money'' the single most important issue for individual 
        Americans to act on today.
            (17) According to the Government Accountability Office, 
        giving Americans the information they need to make effective 
        financial decisions can be key to their well-being and to the 
        country's economic health. The recent financial crisis, when 
        many borrowers failed to fully understand the risks associated 
        with certain financial products, underscored the need to 
        improve individuals' financial literacy and empower all 
        Americans to make informed financial decisions. This is 
        especially true for young people as they are earning their 
        first paychecks, securing student aid, and establishing their 
        financial independence. Therefore, focusing economic education 
        and financial literacy efforts and best practices for young 
        people between the ages of 8-24 is of utmost importance.

SEC. 3. AUTHORIZATION FOR FUNDING THE ESTABLISHMENT OF CENTERS OF 
              EXCELLENCE IN FINANCIAL LITERACY EDUCATION.

    (a) In General.--The Director of the Bureau of Consumer Financial 
Protection, in consultation with the Financial Literacy and Education 
Commission established under the Financial Literacy and Education 
Improvement Act, may make competitive grants to and enter into 
agreements with eligible institutions to establish centers of 
excellence to support research, development and planning, 
implementation, and evaluation of effective programs in financial 
literacy education for young people and families ages 8 through 24 
years old.
    (b) Authorized Activities.--Activities authorized to be funded by 
grants made under subsection (a) shall include the following:
            (1) Developing and implementing comprehensive research 
        based financial literacy education programs for young people--
                    (A) based on a set of core competencies and 
                concepts established by the Director, including goal 
                setting, planning, budgeting, managing money or 
                transactions, tools and structures, behaviors, 
                consequences, both long- and short-term savings, 
                managing debt and earnings; and
                    (B) which can be incorporated into educational 
                settings through existing academic content areas, 
                including materials that appropriately serve various 
                segments of at-risk populations, particularly minority 
                and disadvantaged individuals.
            (2) Designing instructional materials using evidence-based 
        content for young families and conducting related outreach 
        activities to address unique life situations and financial 
        pitfalls, including bankruptcy, foreclosure, credit card 
        misuse, and predatory lending.
            (3) Developing and supporting the delivery of professional 
        development programs in financial literacy education to assure 
        competence and accountability in the delivery system.
            (4) Improving access to, and dissemination of, financial 
        literacy information for young people and families.
            (5) Reducing student loan default rates by developing 
        programs to help individuals better understand how to manage 
        educational debt through sustained educational programs for 
        college students.
            (6) Conducting ongoing research and evaluation of financial 
        literacy education programs to assure learning of defined 
        skills and knowledge, and retention of learning.
            (7) Developing research-based assessment and accountability 
        of the appropriate applications of learning over short and long 
        terms to measure effectiveness of authorized activities.
    (c) Priority for Certain Applications.--The Director shall give a 
priority to applications that--
            (1) provide clear definitions of ``financial literacy'' and 
        ``financially literate'' to clarify educational outcomes;
            (2) establish parameters for identifying the types of 
        programs that most effectively reach young people and families 
        in unique life situations and financial pitfalls, including 
        bankruptcy, foreclosure, credit card misuse, and predatory 
        lending;
            (3) include content that is appropriate to age and 
        socioeconomic levels;
            (4) develop programs based on educational standards, 
        definitions, and research;
            (5) include individual goals of financial independence and 
        stability; and
            (6) establish professional development and delivery systems 
        using evidence-based practices.
    (d) Application and Evaluation Standards and Procedures; 
Distribution Criteria.--The Director shall establish application and 
evaluation standards and procedures, distribution criteria, and such 
other forms, standards, definitions, and procedures as the Director 
determines to be appropriate.
    (e) Limitation on Grant Amounts.--
            (1) In general.--The aggregate amount of grants made under 
        this section during any fiscal year may not exceed $55,000,000.
            (2) Termination.--No grants may be made under this section 
        after the end of fiscal year 2018.
    (f) Definitions.--For purposes of this Act the following 
definitions shall apply:
            (1) Director.--The term ``Director'' means the Director of 
        the Bureau of Consumer Financial Protection.
            (2) Eligible institution.--The term ``eligible 
        institution'' means a partnership of two or more of the 
        following:
                    (A) Institution of higher education.
                    (B) Local educational agency.
                    (C) A nonprofit agency, organization, or 
                association.
                    (D) A financial institution.
            (3) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given such 
        term in section 101 of the Higher Education Act of 1965 (20 
        U.S.C. 1001(a)).


Output: Young Americans Financial Literacy Act  Authorizes the Director of the Consumer Financial Protection Bureau to make competitive grants to, and enter agreements with, eligible institutions to establish centers of excellence to support research, development and planning, implementation, and evaluation of effective programs in financial literacy education for young people and families ages 8-24 years old. Limits the aggregate amount of grants made under this Act during any fiscal year. Sunsets the grant program at the end of FY2018. Defines &quot;eligible institution&quot; as a partnership of two or more of the following: (1) an institution of higher education; (2) a local educational agency; (3) a nonprofit agency, organization, or association; or (4) a financial institution.