Source: https://www.law.cornell.edu/uscode/text/42/1862i
Timestamp: 2019-04-26 16:02:09+00:00

Document:
the development and dissemination of instructional materials in support of improving the advanced scientific and technical education and training capabilities of associate-degree-granting colleges, including programs for students who are not pursuing a science degree.
Exceptional instructional programs in advanced-technology fields.
Excellence in undergraduate education in mathematics and science.
providing summer educational programs for students from the associate-degree-granting college to encourage such students’ subsequent matriculation at bachelor-degree-granting institutions.
provide faculty mentors for students participating in activities under clause (iii), including summer salary support for faculty mentors.
Funds used by eligible partnerships to carry out clauses (i) and (ii) shall be from non-Federal sources. In-cash and in-kind resources used by eligible partnerships to carry out clauses (i) and (ii) shall not be considered to be contributions for purposes of applying subsection (i)(3).
Any institution participating in a partnership that receives a grant under this paragraph shall be ineligible to receive assistance under part B of title I of the Higher Education Act of 1965 [20 U.S.C. 1011 et seq.] for the duration of the grant received under this paragraph.
make grants available to associate-degree-granting colleges to carry out the program identified in subsection  (A).
The Director shall award grants to junior or community colleges to develop or improve associate degree or certificate programs in STEM fields, with respect to the region in which the respective college is located, and an in-demand industry sector or occupation.
applications that describe how the applying junior or community college will support the collection of information and data for purposes of evaluation of the proposed associate degree or certificate program.
The Director shall award grants to institutions of higher education partnering with private sector employers or private sector employer consortia, or industry or sector partnerships, that commit to offering apprenticeships, internships, research opportunities, or applied learning experiences to enrolled students in identified STEM baccalaureate degree programs.
to provide matching funds to incentivize partnership and participation by private sector employers and industry.
applications that describe how the institution of higher education will support the collection and information of data for purposes of the evaluation of identified STEM degree programs.
The Director of the National Science Foundation shall award competitive grants to institutions of higher education or nonprofit organizations to conduct research on student outcomes and determine best practices for STEM education and technical skills education through distance learning or in a simulated work environment.
combining computer-based and online STEM education and skills development with traditional mentoring and other mentoring arrangements, apprenticeships, internships, and other applied learning opportunities.
up to $2,500,000 to carry out the activities under subsection (f) for each of fiscal years 2019 through 2022, subject to the availability of appropriations.
Amounts made available to carry out subsections (d), (e), and (f) shall be derived from amounts appropriated or otherwise made available to the National Science Foundation.
designate an officer of the National Science Foundation to serve as a liaison with associate-degree-granting institutions for the purpose of enhancing the role of such institutions in the activities of the Foundation.
the term “local educational agency” has the meaning given such term in section 2891(12)  of title 20.
the terms “mathematics, science, engineering, or technology” or “STEM” mean science, technology, engineering, and mathematics, including computer science.
Sections 1862h to 1862j of this title, referred to in subsecs. (a) and (i), was in the original “this Act”, meaning Pub. L. 102–476, Oct. 23, 1992, 106 Stat. 2297, known as the Scientific and Advanced-Technology Act of 1992, which enacted this section and sections 1862h and 1862j of this title and amended section 1862 of this title. For complete classification of this Act to the Code, see Short Title of 1992 Amendment note set out under section 1861 of this title and Tables.
The Higher Education Act of 1965, referred to in subsecs. (c)(1)(C) and (g), is Pub. L. 89–329, Nov. 8, 1965, 79 Stat. 1219, as amended. Part B of title I of the Act is classified generally to part B (§ 1011 et seq.) of subchapter I of chapter 28 of Title 20, Education. Pub. L. 105–244, title I, § 101(a), Oct. 7, 1998, 112 Stat. 1585, amended title I of the Act generally and part B, which formerly related to articulation agreements, now relates to additional general provisions. For complete classification of this Act to the Code, see Short Title note set out under section 1001 of Title 20 and Tables.
Section 2891(12) of title 20, referred to in subsec. (j)(7), was in the original “section 1471(12) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2891(12)”, Pub. L. 89–10, and was omitted in the general amendment of that Act by Pub. L. 103–382, title I, § 101, Oct. 20, 1994, 108 Stat. 3519. For provisions relating to definitions, see section 7801 of Title 20, Education.
2018—Subsec. (a)(3)(A). Pub. L. 115–402, § 3(3), substituted semicolon for comma at end.
Subsec. (c)(1)(B). Pub. L. 115–402, § 3(4), which directed substitution of “subsection (i)(3)” for “subsection (f)(3)” in cl. (iv), was executed by making the substitution in concluding provisions of subpar. (B) following cl. (iv), to reflect the probable intent of Congress.
Subsecs. (d) to (f). Pub. L. 115–402, § 3(2), added subsecs. (d) to (f). Former subsecs. (d) to (f) redesignated (g) to (i), respectively.
Subsec. (g). Pub. L. 115–402, § 3(1), redesignated subsec. (d) as (g).
Subsec. (h). Pub. L. 115–402, § 3(5), substituted “Funding” for “Limitation on funding” in heading, designated existing provisions as par. (3) and inserted heading, and added pars. (1) and (2).
Pub. L. 115–402, § 3(1), redesignated subsec. (e) as (h).
Subsec. (i). Pub. L. 115–402, § 3(1), redesignated subsec. (f) as (i).
Subsec. (j). Pub. L. 115–402, § 3(1), redesignated subsec. (g) as (j).
Subsec. (j)(5) to (9). Pub. L. 115–402, § 3(6), added pars. (5) and (6), redesignated former par. (5) as (7), and added pars. (8) and (9).
2007—Subsec. (a)(3)(A). Pub. L. 110–69, § 7031(a)(1)(A), which directed striking out “and” after the semicolon, was executed by striking out “and” after the comma, to reflect the probable intent of Congress.
Subsec. (a)(3)(B), (C). Pub. L. 110–69, § 7031(a)(1)(B), (C), substituted “; and” for semicolon in subpar. (B) and added subpar. (C).
Subsec. (c)(3). Pub. L. 110–69, § 7031(a)(2), added par. (3).
2002—Subsec. (a). Pub. L. 107–368, § 21(a)(1), inserted “, and to improve the quality of their core education courses in science and mathematics” after “education in advanced-technology fields” in introductory provisions.
Subsec. (a)(1). Pub. L. 107–368, § 21(a)(2), inserted “and in core science and mathematics courses” after “advanced-technology fields”.
Subsec. (a)(2). Pub. L. 107–368, § 21(a)(3), substituted “who provide instruction in science, mathematics, and advanced-technology fields” for “in advanced-technology fields”.
Subsec. (c)(1)(B)(iii), (iv). Pub. L. 107–368, § 21(b), added cls. (iii) and (iv).
1998—Subsec. (g)(2), (3). Pub. L. 105–244 substituted “section 101 of the Higher Education Act of 1965” for “section 1201(a) of the Higher Education Act of 1965 (20 U.S.C. 1141(a))”.
To remain competitive in the global economy, foster greater innovation, and provide a foundation for shared prosperity, the United States needs a workforce with the right mix of skills to meet the diverse needs of the economy.
Evidence indicates that the returns on investments in technical skills in the labor market are strong when students successfully complete their education and gain credentials sought by employers.
The responsibility for developing and sustaining a skilled technical workforce is fragmented across many groups, including educators, students, workers, employers, Federal, State, and local governments, civic associations, and other stakeholders. Such groups need to be able to coordinate and cooperate successfully with each other.
Coordination among students, community colleges, secondary and post-secondary institutions, and employers would improve educational outcomes.
Promising experiments currently underway may guide innovation and reform, but scalability of some of those experiments has not yet been tested.
Evidence suggests that integration of academic education, technical skills development, and hands-on work experience improves outcomes and return on investment for students in secondary and post-secondary education and for skilled technical workers in different career stages.

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