Computer Science in STEM Act of 2015
This bill amends the America COMPETES Reauthorization Act of 2010 to include computer science in that Act's definition of "STEM" as the academic and professional disciplines of science, technology, engineering, and mathematics.
The Department of Education (ED) must award states: (1) two-year formula grants to develop comprehensive plans to strengthen elementary and secondary computer science education, and (2) competitive five-year matching grants to implement the improvements proposed in their comprehensive plans.
Proposed improvements must include: (1) challenging and grade-appropriate academic content standards for computer science, (2) grade-appropriate assessments of computer science learning, (3) programs to increase disadvantaged students' access to computer science courses, (4) computer science teacher training programs, (5) improved teacher certification or licensure requirements and processes, (6) programs to ensure that computer science courses are considered an integral part of the secondary school curriculum, (7) effective computer science curricula, and (8) computer science distance learning programs.
States must partner with institutions of higher education (IHEs) and local educational agencies in implementing such measures.
Favors implementation grant applicants that emphasize serving low-performing schools and increasing the participation in computer science by students underrepresented in computing.
The bill amends the Elementary and Secondary Education Act of 1965 to authorize ED to award five-year grants to IHEs to: (1) develop courses that prepare undergraduate students to teach elementary and secondary school computer science, and (2) develop and fund teacher mentoring programs to support new computer science teachers.
The bill amends the National Science Foundation Authorization Act of 2002 to include informatics and computer science majors and professionals in the Robert Noyce Teacher Scholarship Program (the Program recruits and prepares science, technology, engineering, and mathematics majors and professionals to become mathematics and science teachers).
[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2057 Introduced in House (IH)]
114th CONGRESS
1st Session
H. R. 2057
To direct the Secretary of Education to award grants to State
educational agencies to develop comprehensive plans to strengthen
elementary and secondary computer science education, and for other
purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
April 28, 2015
Mr. Caardenas (for himself, Mrs. Lawrence, Mr. Rangel, and Mr. Polis)
introduced the following bill; which was referred to the Committee on
Education and the Workforce, and in addition to the Committee on
Science, Space, and Technology, for a period to be subsequently
determined by the Speaker, in each case for consideration of such
provisions as fall within the jurisdiction of the committee concerned
_______________________________________________________________________
A BILL
To direct the Secretary of Education to award grants to State
educational agencies to develop comprehensive plans to strengthen
elementary and secondary computer science education, 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 ``Computer Science in STEM Act of
2015''.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) Computer science is transforming industry, creating new
fields of commerce, driving innovation in all fields of
science, and bolstering productivity in established economic
sectors.
(2) Computer science underpins the information technology
sector of the United States economy, which is a significant
contributor to the economic output of the United States.
(3) The Bureau of Labor Statistics projects that from 2008
through 2018 more than 1,500,000 high-wage computing jobs will
be created in the United States economy, making high-wage
computing one of the fastest growing occupational fields.
(4) The breadth of industries requiring computing
professionals is diverse, two-thirds of computing jobs are in
sectors other than information technology, including
manufacturing, defense, health care, finance, and government.
(5) Providing students with computer science education in
elementary and secondary school is critical for student success
in the 21st century and for strengthening the workforce.
(6) Elementary and secondary computer science education
gives students a deeper knowledge of the fundamentals of
computing, yielding critical thinking skills that will serve
them throughout their lives in numerous fields.
(7) Computer science courses in elementary and secondary
schools are fading from the national landscape at a time when
they are most needed. The Computer Science Teachers Association
(CSTA) has found that introductory secondary school computer
science courses have decreased in number by 17 percent since
2005 and the number of Advanced Placement (AP) computer science
courses has decreased by 33 percent.
(8) Significant disparities in access to computer science
education exist for minorities. Research in the Los Angeles
Unified School District, the second largest and one of the most
diverse school districts in the United States, found college-
preparatory computer science courses were commonly missing in
schools with high numbers of Latino and African-American
students.
(9) Only 14 States allow computer science courses to count
toward a student's secondary school graduation requirements,
chilling student interest in computer science courses.
(10) The CSTA has found that many States do not have a
certification or licensure process for computer science
teachers, and where certification processes do exist, such
processes often have no connection to computer science content.
(11) Computer science education has been encumbered by
confusion regarding the related but distinct concepts of
computer science education, technology education, and the use
of technology in education.
(12) Computer science education courses have often been
placed within the vocational education pathways in schools,
creating a focus on applied information technology skills
rather than a focus on developing core computer science
knowledge.
(13) With the growing importance of computing in society,
the need for students to understand the fundamentals of
computing, and the significant challenges computer science
education faces in elementary and secondary education, broad
support for computer science education is needed to catalyze
reform.
SEC. 3. AMENDMENT TO THE AMERICA COMPETES REAUTHORIZATION ACT OF 2010.
Section 2(2) of the America COMPETES Reauthorization Act of 2010
(42 U.S.C. 6621 note) is amended by inserting ``, and computer
science'' after ``and mathematics''.
SEC. 4. STATE COMPREHENSIVE PLANNING GRANTS.
(a) Program Authorized.--The Secretary of Education shall award
grants to State educational agencies to develop comprehensive plans to
strengthen elementary and secondary computer science education in
accordance with this section.
(b) Objectives.--A comprehensive plan developed under this section
shall outline strategies for achieving the following objectives:
(1) Provide an engaging and rigorous computer science
education intended to ensure students are prepared for the 21st
century.
(2) Assess the State's needs for computer science
education, particularly for underrepresented populations.
(3) Ensure access to computer science courses, particularly
at low-performing schools and for low-income students and
students underrepresented in computing.
(4) Ensure that students are exposed to grade-appropriate
computer science concepts in kindergarten through grade 12 and
that computer science courses at the secondary level are viewed
as part of the core curriculum students need to be ready for
postsecondary education and careers.
(5) Ensure that teachers have the appropriate background,
skills, and access to resources to teach computer science.
(c) Contents of Comprehensive Plans.--A State educational agency
that receives a grant under subsection (a) shall develop a
comprehensive plan that meets the objectives described in subsection
(b) and includes the following:
(1) An assessment of elementary and secondary computer
science education in such State.
(2) Proposals to improve elementary and secondary computer
science education in such State through the development and
implementation of--
(A) challenging and grade-appropriate academic
content standards for computer science at elementary
and secondary education levels;
(B) grade-appropriate assessments of computer
science learning;
(C) programs to increase access to computer science
courses for students at low-performing schools and
students underrepresented in computing;
(D) improved computer science teacher certification
or licensure requirements and processes;
(E) professional development programs for computer
science teachers; and
(F) programs for ensuring that computer science
courses at the secondary level are considered an
integral part of the curriculum students need to be
well prepared for higher education and employment.
(d) Consultation.--In developing a comprehensive plan under this
section, a State educational agency shall collaborate with
representatives of institutions of higher education, with other
interested parties, and, where they exist in such State, with State P-
16 or P-20 councils.
(e) Duration of Grants.--The Secretary shall award each grant under
subsection (a) for a period of 2 years.
(f) Funding Structure.--
(1) In general.--The Secretary shall award grants under
subsection (a) proportionally among the State educational
agencies that apply for grant funding under this section based
on the number of low-income children served by the State
educational agency compared to the total number of low-income
children served by all of the State educational agencies that
apply for grant funding under this section.
(2) Counting low-income children.--
(A) Categories of children.--The number of low-
income children to be counted for purposes of this
section is the aggregate of--
(i) the number of children aged 5 to 17,
inclusive, in the State from families below the
poverty level, as determined by the Secretary
on the basis of the most recent satisfactory
data;
(ii) the number of children (determined for
either the preceding year or for the second
preceding year, as the Secretary finds
appropriate) aged 5 to 17, inclusive, in the
State in institutions for neglected and
delinquent children (other than such
institutions operated by the United States);
and
(iii) the number of children aged 5 to 17,
inclusive, in the State from families above the
poverty level as determined under paragraph
(4)(A) of section 1124(c) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6333(c)(4)).
(B) Methodology.--In making computations under
subparagraph (A), the Secretary shall use the
methodology described in paragraphs (3) through (5) of
section 1124(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6333(c)).
(3) Minimum grant.--Notwithstanding paragraph (1), each
State educational agency approved by the Secretary to receive a
grant under this section shall receive a minimum grant of
$250,000.
(g) Authorization of Appropriations.--There is authorized to be
appropriated such sums as necessary, subject to the availability of
appropriations, to carry out this section.
SEC. 5. IMPLEMENTATION GRANTS.
(a) Program Authorized.--The Secretary shall award grants to State
educational agencies in accordance with this section to implement
computer science education improvements proposed in comprehensive plans
that meet the requirements of subsections (b) and (c) of section 4.
(b) Benchmarks.--Each State educational agency applying for a grant
under this section shall--
(1) develop quantifiable benchmarks for the activities
supported under such grant, which may include benchmarks for
increasing--
(A) student knowledge and competency of grade-
appropriate computer science concepts;
(B) the number of students that take computer
science courses;
(C) the diversity of students who take computer
science courses;
(D) the number of students who plan to pursue
postsecondary computer science degrees;
(E) the diversity of students who plan to pursue
postsecondary computer science degrees; and
(F) the number of teachers who are certified to
teach computer science; and
(2) submit such quantifiable benchmarks to the Secretary
for approval.
(c) Activities.--Grant funds received under this section shall be
used by each State educational agency for the development and
implementation of--
(1) challenging and grade-appropriate academic content
standards for computer science;
(2) grade-appropriate assessments of computer science
learning;
(3) programs to increase access to computer science courses
for students at low-performing schools and students
underrepresented in computing;
(4) improved computer science teacher certification
requirements and processes;
(5) professional development programs for computer science
teachers;
(6) programs for ensuring that computer science courses at
the secondary level are considered an integral part of the
curriculum students need to be well prepared for higher
education and employment;
(7) effective computer science curricula;
(8) computer science distance learning programs; and
(9) such other activities that strengthen computer science
education and that such State educational agency considers
appropriate.
(d) Administrative Expenses.--A State educational agency may use
not more than five percent of a grant received under this section for
administrative expenses.
(e) Partnerships.--In performing the activities required under
subsection (c), each State educational agency shall partner with
institutions of higher education and local educational agencies, and
may partner with nonprofit organizations, businesses, and other State
educational agencies.
(f) Non-Federal Share.--
(1) In general.--Each State educational agency receiving a
grant under this section shall provide a non-Federal share, in
cash or in-kind, of the funding for the activities described in
subsection (c) of not less than 20 percent of the total cost of
such activities in any fiscal year.
(2) Financial hardship waiver.--The Secretary may reduce or
waive the requirement to provide a non-Federal share under
paragraph (1) for a State educational agency if such State
educational agency demonstrates a need for such waiver or
reduction due to extreme financial hardship.
(g) Duration of Grants.--The Secretary shall award each grant under
subsection (a) for a period of five years.
(h) Subsequent Grants.--At the end of the 5-year period for a
grant, the grant recipient may apply for an additional grant under this
section by submitting an updated comprehensive plan that meets the
requirements of subsections (b) and (c) of section 4. In considering an
application for a subsequent grant under this section, the Secretary
shall take into consideration the reports filed under subsection (l).
(i) Competitive Basis; Priority.--The Secretary shall--
(1) award grants for a fiscal year on a competitive basis
among State educational agencies that meet the requirements for
funding under this section; and
(2) give priority to State educational agency proposals
that include an emphasis on serving low-performing schools and
on increasing participation in computer science by students
underrepresented in computing.
(j) Funding Priority.--In allocating grant funds received under
this section, a State educational agency shall give priority to
proposals that include an emphasis on serving low-performing schools
and on increasing participation in computer science by students
underrepresented in computing.
(k) Supplement, Not Supplant.--Funds made available to carry out
this section shall be used to supplement, and not supplant, other
Federal and State funds available to carry out the activities described
in this section.
(l) Reports.--Each State educational agency receiving a grant under
this section shall--
(1) measure the progress of such State educational agency
in achieving the benchmarks developed under subsection (b)(1);
(2) collect data relating to student-related benchmarks
developed under subsection (b)(1) in a form that is
disaggregated by student race, ethnicity, gender, disability
status, migrant status, English proficiency status, and low-
income status, except that such disaggregation shall not be
required when the number of students in a category is
insufficient to yield statistically reliable results or the
results would reveal personally identifiable information about
an individual student;
(3) collect such other performance information as the
Secretary may reasonably require for the national evaluation
conducted under section 6;
(4) submit a report to the Secretary addressing each item
in paragraphs (1) through (3) not later than four years after
the date on which the State educational agency receives an
initial grant under this section; and
(5) not later than two years after the date of the
submission of the report required under paragraph (4), and
biennially thereafter until the State educational agency no
longer receives grant funding under this section, submit to the
Secretary an update of such report.
(m) Guidance.--The Secretary shall provide guidance to State
educational agencies regarding acceptable data sources and
methodologies for--
(1) establishing performance benchmarks; and
(2) measuring progress by State educational agencies
receiving grants under this section.
SEC. 6. NATIONAL EVALUATION.
(a) In General.--Not earlier than 4 years after the date of the
enactment of this Act, the Secretary shall contract with an independent
organization for a comprehensive, scientifically valid, and
quantitative evaluation of the performance and effectiveness of the
activities funded by grants received under this Act in improving the
availability and quality of computer science education, the overall
participation rate of students in computer science courses, and the
participation rate of students underrepresented in computing in
computer science courses.
(b) Reporting Requirements.--
(1) Initial report.--Not later than 5 years after the date
of the enactment of this Act, the Secretary shall submit to
Congress a report on the results of the evaluation described in
subsection (a).
(2) Report updates.--Not later than 2 years after the date
on which the Secretary submits the report required under
paragraph (1), and biennially thereafter, the Secretary shall
submit to Congress an update of such report.
SEC. 7. EXPANDING TEACHER PREPARATION PROGRAMS FOR COMPUTER SCIENCE
TEACHERS.
(a) Computer Science Model Teacher Preparation Program.--Part B of
title II of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6661 et seq.) is amended by adding at the end the following:
``SEC. 2204. COMPUTER SCIENCE MODEL TEACHER PREPARATION PROGRAM.
``(a) Establishment.--The Secretary is authorized to award grants
to institutions of higher education to improve training for elementary
school and secondary school computer science teachers.
``(b) Eligibility.--The Secretary shall award a grant under this
section to an institution of higher education that--
``(1) has, at minimum--
``(A) a program in teacher education; and
``(B) a program in computer science or informatics;
and
``(2) submits an application at such time, in such form,
and containing such information and assurances as the Secretary
may require.
``(c) Use of Funds.--An institution of higher education that
receives a grant under the section shall use the grant funds to carry
out not less than one of the following activities:
``(1) Develop courses for undergraduate students that--
``(A) prepare such students to teach computer
science in elementary schools and secondary schools;
``(B) address content and pedagogy in informatics
or computer science education; and
``(C) engage the teacher education department and
other relevant departments at the institution of higher
education.
``(2) Develop and fund teacher mentoring programs to
support elementary school and secondary school computer science
teachers who are new to the profession.
``(d) Duration of Grants.--Each grant awarded by the Secretary
under this section shall be for a period of 5 years.
``(e) Report.--Not later than 180 days after the conclusion of the
grant period described under subsection (d), an institution of higher
education that receives a grant under this section shall submit to the
Secretary and Congress a report that--
``(1) identifies the number of teachers served under the
grant;
``(2) identifies the number of teachers described in
paragraph (1) who obtain a teaching position in a computer
science classroom; and
``(3) evaluates the activities carried out under this
section.''.
(b) Technical Amendment.--The table of contents for such Act is
amended by inserting before the item relating to part C of title II the
following:
``Sec. 2204. Computer science model teacher preparation program.''.
SEC. 8. COMPUTER SCIENCE IN THE ROBERT NOYCE TEACHER SCHOLARSHIP
PROGRAM.
Section 10 of the National Science Foundation Authorization Act of
2002 (42 U.S.C. 1862n-1) is amended--
(1) by striking ``and mathematics'' and inserting
``mathematics, informatics, and computer science'' in each
place it appears;
(2) in subsection (a)(3)(B), by striking ``or mathematics''
and inserting ``mathematics, informatics, and computer
science'';
(3) in subsections (b)(1)(D)(i), (c)(1)(A), (d)(1), and
(i)(7) by striking ``or mathematics'' in each place it appears
and inserting ``mathematics, informatics, or computer
science''; and
(4) in subsection (i)(5), by striking ``or mathematics''
and inserting ``mathematics, or computer science''.
SEC. 9. DEFINITIONS.
In this Act:
(1) Computer science.--The term ``computer science'' means
the study of computers and algorithmic processes and includes
the study of computing principles, computer hardware and
software design, computer applications, and the impact of
computers on society.
(2) Computer science education.--The term ``computer
science education'' includes computing education in any of the
following:
(A) Software design.
(B) Hardware design.
(C) Creation of digital artifacts.
(D) Abstraction.
(E) Logic.
(F) Algorithm development and implementation.
(G) Programming paradigms and languages.
(H) Theoretical foundations.
(I) Networks.
(J) Graphics.
(K) Databases and information retrieval.
(L) Information security and privacy.
(M) Artificial intelligence.
(N) The relationship between computing and
mathematics.
(O) The limits of computation.
(P) Applications in information technology and
information systems.
(Q) The social impacts of computing.
(3) Institution of higher education.--The term
``institution of higher education'' has the meaning given that
term in section 101(a) of the Higher Education Act of 1965 (20
U.S.C. 1001(a)).
(4) Local educational agency.--The term ``local educational
agency''--
(A) subject to subparagraph (B), has the meaning
given that term in section 9101(26) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C.
7801(26)); and
(B) includes any charter school (as defined in
section 5210(1) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7221i(1))) that
constitutes a local educational agency under State law.
(5) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(6) State educational agency.--The term ``State educational
agency'' has the meaning given that term in section 9101(41) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801(41)).
(7) Students underrepresented in computing.--The term
``students underrepresented in computing''--
(A) means populations historically underrepresented
in computer science disciplines; and
(B) includes females, racial minorities, and low-
income students.
<all>
Introduced in House
Introduced in House
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Science, Space, and Technology, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Science, Space, and Technology, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Education and the Workforce, and in addition to the Committee on Science, Space, and Technology, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Subcommittee on Research and Technology.
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