Supporting Afterschool STEM Act - Requires the Director of the National Science Foundation (NSF) to establish an afterschool STEM (Science, Technology, Engineering, and Mathematics) grant program awarding competitive grants to afterschool or STEM networks to:
Defines: (1) an "afterschool program" as a structured program offered for elementary, middle, or secondary school students when school is not in session, such as before or after school, on the weekend, or during the summer; and (2) an "afterschool or STEM network" as a coalition that fosters partnerships and provides support to afterschool program providers and STEM education providers.
Includes as goals of the grant program: (1) to support the development and delivery of high-quality STEM education to populations underrepresented in STEM fields, and (2) to provide hands-on learning and exposure to STEM research facilities and businesses through in-person or virtual distance-learning experiences.
Requires the Director to provide each recipient of a STEM research grant who is under the Director's authority with information on opportunities to engage with students in out-of-school-time programs, such as through mentorships.
[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[S. 2543 Introduced in Senate (IS)]
113th CONGRESS
2d Session
S. 2543
To support afterschool and out-of-school-time science, technology,
engineering, and mathematics programs, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
June 26, 2014
Mrs. Shaheen introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To support afterschool and out-of-school-time science, technology,
engineering, and mathematics programs, and for other purposes.
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 ``Supporting Afterschool STEM Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Numerous authoritative studies document that the
proficiency of students in the United States in science,
technology, engineering, and mathematics (``STEM'') will have a
major impact on the Nation's future economic competitiveness
and on the preeminence of the United States in scientific
inquiry and technological innovation.
(2) Results from the National Assessment of Educational
Progress, the Trends in International Mathematics and Science
Study, the Programme in International Science Assessment, and
other sources show that students in the United States are not
demonstrating sufficient achievement in the STEM subjects and
are not keeping pace with students in other countries.
(3) Research demonstrates the importance of afterschool
programs in engaging students in STEM fields and building STEM-
relevant skills and proficiencies, especially for girls,
students from populations traditionally underrepresented in
STEM fields, and students from low socioeconomic circumstances.
(4) A National Research Council consensus study confirmed
the importance of learning that occurs in out-of-school-time
settings such as afterschool programs and science centers, and
proposed a set of ``strands of science learning'' framework
that articulated capabilities fostered by informal learning
environments.
(5) According to a 2013 study entitled ``Defining Youth
Outcomes for STEM Learning in Afterschool'', the afterschool
field is confident in its ability to help young people develop
interest in STEM and STEM learning activities, develop
capacities to productively engage in such activities, and come
to value them. The afterschool field is also confident that it
can impact skills such as problem-solving abilities,
demonstrating STEM skills, career awareness, and 21st century
skills, such as teamwork, that are important to the workforce
and national economic goals.
(6) The Federal Government should use its resources as
effectively as possible to increase opportunities for students
to be exposed to STEM subjects outside of the school day and to
build a balanced kindergarten through grade 12 STEM education
portfolio that fosters learning in school as well as in out-of-
school-time programs.
(7) Afterschool programs have long partnered with other
youth-serving and community organizations to meet the needs of
students. Cross-sector collaborations between afterschool
programs, schools, science centers, institutions of higher
education, businesses, and other entities are yielding great
benefits for engaging young people in STEM fields.
(8) As interest and momentum grows around STEM programming
in afterschool, more and better partnerships across Federal
agencies become increasingly important to leverage resources
and offer high-quality, hands-on STEM experiences for youth.
SEC. 3. PURPOSES.
The purposes of this Act are--
(1) to enhance America's economic competitiveness by
strengthening STEM education through fostering interest and
success in STEM subjects among certain student populations in
kindergarten through grade 12;
(2) to engage Federal agencies and foster interagency
collaboration in STEM education afterschool program
investments;
(3) to recognize the important role that afterschool
programs offered by nonprofit and community-based
organizations, science centers, museums, libraries, and other
such entities, play in STEM education and to support their
efforts;
(4) to involve institutions of higher education as partners
in such efforts and foster increased collaboration; and
(5) to inspire young people to study and work in STEM
subjects.
SEC. 4. DEFINITIONS.
In this Act:
(1) Afterschool or stem network.--The term ``afterschool or
STEM network'' means a coalition that fosters partnerships and
provides support to afterschool program providers and STEM
education providers to develop and sustain quality education
programming for children and youth in afterschool programs and
STEM education programs.
(2) Afterschool program.--The term ``afterschool program''
means a structured program offered for elementary school,
middle school, or secondary school students when school is not
in session, such as before or after school, on the weekend, or
during the summer.
(3) Director.--The term ``Director'' means the Director of
the National Science Foundation.
(4) Elementary school.--The term ``elementary school'' has
the meaning given the term in section 9101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
(5) Middle school.--The term ``middle school'' means a
nonprofit institutional day or residential school, including a
public charter school, that provides middle grades education,
as determined under State law.
(6) 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).
(7) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 102 of the Higher Education Act of 1965 (20
U.S.C. 1002).
(8) STEM.--The term ``STEM'' means science, technology,
engineering, or mathematics, and includes the fields of
computer science and robotics.
SEC. 5. AFTERSCHOOL STEM SUPPORT GRANT PROGRAM.
(a) Goals of Program.--The goals of the afterschool STEM grant
program carried out under this Act are--
(1) to support the development and delivery of high-quality
STEM education to populations underrepresented in STEM fields;
(2) to leverage the expertise and infrastructure available
to afterschool programs that include STEM content through
afterschool or STEM networks;
(3) to leverage existing Federal STEM education
investments, as of the date of enactment of this Act, in order
to encourage STEM-focused grant recipients to lend their time
and expertise to afterschool programs that include STEM
content; and
(4) to provide hands-on learning and exposure to STEM
research facilities and businesses through in-person or virtual
distance-learning experiences.
(b) Program Authorized.--
(1) In general.--From amounts appropriated to carry out
this part and not reserved under paragraph (4), the Director
shall award grants, on a competitive basis, to afterschool or
STEM networks--
(A) to support afterschool programs that include
STEM content through the activities described in
subsection (e); and
(B) to carry out the goals described in subsection
(a).
(2) Duration.--Each grant awarded under this Act shall be
for a period of not more than 3 years.
(3) Amounts.--The Director shall ensure that each grant
awarded under this Act is in an amount that is sufficient to
carry out the goals described in subsection (a).
(4) Reservation.--From the amounts appropriated for this
grant, the Director shall reserve 20 percent of such funds to
develop and support new afterschool or STEM networks in States
or areas where such networks do not exist.
(c) Application.--
(1) In general.--An afterschool or STEM network desiring a
grant under subsection (b)(1) shall submit an application at
such time, in such manner, and containing such information that
the Director may require.
(2) Contents.--The application described in paragraph (1)
shall, at a minimum, include--
(A) a description of the status of afterschool STEM
programming in the State or area in which the
afterschool or STEM network is located, including--
(i) the number of afterschool programs in
the State or area;
(ii) the number of such afterschool
programs focused on STEM subjects and
activities;
(iii) the number of students served by
existing afterschool programs, as of the date
of the application, in the State or area;
(iv) the number of students served by
existing afterschool programs that include STEM
content in the State or area;
(v) the unmet demand for afterschool
programs in the State or area; and
(vi) the unmet demand for afterschool
programs focused on STEM subjects and
activities in the State or area;
(B) an analysis of existing and needed resources
that identifies areas and populations most in need of
opportunities for high-quality afterschool programs
that include STEM content;
(C) a description of the current and past work
carried out by the afterschool or STEM network to
support the needs of afterschool program providers in
the State or area served by the network;
(D) a detailed plan that describes initiatives that
shall be undertaken to--
(i) support and grow afterschool programs
that include STEM content; and
(ii) leverage existing Federal investments
in afterschool programs and STEM education, as
of the date of the application;
(E) a description of financial and other
commitments that support expanded afterschool STEM
programming in the State or area served by the network;
and
(F) a description of any confirmed or potential
partners that will work with the afterschool or STEM
network to carry out the activities under the grant.
(d) Priority.--In awarding grants under subsection (b)(1), the
Director shall give priority to applications from afterschool or STEM
networks that--
(1) demonstrate a clear understanding of the afterschool
programs and settings, and the status of afterschool programs
that include STEM content, in the State or area to be served by
the grant;
(2) have established working relationships with afterschool
program and STEM education stakeholders in the State or area;
(3) are working to advance the availability of high-quality
afterschool programs that include STEM content for under-served
populations and populations underrepresented in STEM fields,
including girls; and
(4) are leveraging Federal or other public investments in
STEM education or afterschool programming.
(e) Uses of Funds.--An afterschool or STEM network that receives a
grant under subsection (b)(1) may use grant funds to carry out any of
the following activities:
(1) Develop quality standards for STEM programming in
afterschool programs and provide technical assistance to
afterschool programs to implement such standards.
(2) Work with State education stakeholders to define and
promote appropriate measurable outcomes for afterschool
programs that include STEM content.
(3) Provide technical assistance to afterschool programs to
start or grow their afterschool STEM efforts and define
appropriate learning outcomes for such efforts.
(4) Coordinate professional development for afterschool
program educators by--
(A) identifying training programs that are
available, as of the time of the identification, for
afterschool program educators;
(B) working with partners to allow joint
professional development with teachers at elementary
schools, middle schools, and secondary schools, as
appropriate; and
(C) partnering with teacher training programs to
utilize afterschool programs for practicum experiences,
employment placements, and other opportunities.
(5) Help afterschool program providers form strategic
partnerships as needed to advance STEM learning in afterschool
programs, including partnerships with elementary schools,
middle schools, secondary schools, institutions of higher
education (including community colleges and programs and
schools of education), businesses, research facilities,
national laboratories, and other appropriate entities.
(6) Create and disseminate tool kits to afterschool
programs wanting to form partnerships and incorporate STEM
professionals as mentors and role models that--
(A) provide technical assistance and guidance,
including assistance in connecting afterschool program
providers with STEM researchers and professionals who
may be able to assist in STEM-focused activities; and
(B) include--
(i) examples of strong afterschool programs
that have incorporated such partnerships to
serve as models;
(ii) a list of potential partners that
could assist in STEM-focused activities;
(iii) identified federally supported STEM
education programs and research in the State or
area served by the grant; and
(iv) guidance on how to engage STEM
professionals, mentors, and role models in the
program.
(7) Provide technical assistance to federally funded STEM
researchers and professionals who wish to engage with
afterschool programs that, at a minimum, includes--
(A) examples of partnerships between afterschool
programs and institutions rich in STEM resources;
(B) a resource that provides a description of the
afterschool program setting, the opportunities for
engagement in afterschool programs, and the constraints
of which the researchers or professionals need to be
aware;
(C) how to find an afterschool program provider
with which the researcher or professional would like to
engage;
(D) how to ensure an effective and productive
partnership with the afterschool provider through
mutually beneficial engagement, and engage in a
productive conversation with the afterschool provider
to determine if the partnership will be productive;
(E) how to craft a mutually beneficial engagement
and partnership; and
(F) guidance on how to measure appropriate outcomes
for afterschool programs and afterschool programs that
include STEM content.
(8) Any other activity, as proposed in the application and
determined appropriate by the Director.
(f) Report.--Each afterschool or STEM network receiving a grant
under subsection (b)(1) shall submit an annual report to the Director
regarding the progress of the grant.
SEC. 6. FEDERAL PARTNERSHIP WITH AFTERSCHOOL PROGRAMS.
Beginning not later than 180 days after the date of enactment of
this Act, the Director shall provide information, to each recipient of
a STEM research grant under the authority of the Director, on
opportunities to engage with students in out-of-school-time programs,
such as through mentorships. Such information shall include--
(1) a listing of all afterschool or STEM program networks
in the region of the recipient;
(2) a toolkit that provides guidance to federally funded
STEM researchers on how to engage and partner with afterschool
STEM program providers and lend their time and expertise in
afterschool programs that include STEM content;
(3) information regarding how to create opportunities to
have students visit laboratories; and
(4) guidance regarding how to create age-appropriate
research projects for students.
SEC. 7. REPORT.
By not later than 180 days after the date of enactment of this Act,
the Director shall prepare and submit to Congress a report on Federal
STEM investments in afterschool programs and the best practices for
afterschool programs incorporating STEM subjects into their programs.
<all>
Introduced in Senate
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
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