Computer Science for All Act of 2021
This bill establishes a program through which the Department of Education must award grants to states, local educational agencies, and eligible tribal schools to serve as models for national replication of computer science education expansion efforts. Grant recipients must use these funds for certain activities, including training teachers to teach computer science and expanding access to high-quality learning materials and online options.
[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3602 Introduced in House (IH)]
<DOC>
117th CONGRESS
1st Session
H. R. 3602
To authorize the Secretary of Education to carry out a program to
increase access to prekindergarten through grade 12 computer science
education.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 28, 2021
Ms. Lee of California (for herself, Mr. Fleischmann, Mr. Grijalva, Mr.
Butterfield, Mr. Thompson of Mississippi, Mrs. Lawrence, Ms. Pressley,
Ms. Titus, Ms. Clarke of New York, Mr. Horsford, Mr. Bishop of Georgia,
Mr. Payne, Ms. Eshoo, Ms. DelBene, Ms. Chu, Ms. Jackson Lee, Mrs.
Trahan, Mr. Kahele, Ms. Wilson of Florida, Mr. Bowman, Mr. Higgins of
New York, Mr. Levin of Michigan, Mr. McGovern, Mr. DeSaulnier, Mr.
Soto, Ms. Kelly of Illinois, and Mrs. Hayes) introduced the following
bill; which was referred to the Committee on Education and Labor
_______________________________________________________________________
A BILL
To authorize the Secretary of Education to carry out a program to
increase access to prekindergarten through grade 12 computer science
education.
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 for All Act of
2021''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Computer science is transforming industry, creating new
fields of commerce, driving innovation, and bolstering
productivity. By 2029, computer science and information jobs
are expected to grow by 11 percent, faster than the average of
any other occupation.
(2) However, as of 2019, the more than 900,000 computing
and tech jobs unfilled in the United States suggests that our
students are not being prepared to meet the demands of a 21st
century economy. It is projected that there will be 8,000,000
new jobs in the technology sector by 2028 and 3,500,000
computing-related jobs by 2026, however, the current state of
computer science education will only prepare enough computer
science professionals to fill 19 percent of these jobs.
(3) Knowledge of computer science and use of technology is
increasingly essential for all individuals, not just those
working or planning to work in the technology sector.
(4) Providing students with computer science education in
elementary school and secondary school is critical for student
success, and strengthening the workforce of a 21st century
economy.
(5) While an estimated 90 percent of parents want computer
science taught in their children's schools, just 45 percent of
all elementary schools and secondary schools offer high-quality
computer science instruction that includes programming and
coding.
(6) Black and Hispanic workers in the science and
engineering workforce continue to be underrepresented. Black
employees represent 13 percent of the United States workforce,
but only 5.6 percent of the science and engineering workforce.
Hispanic employees represent 17 percent of the United States
workforce, but only 7.5 percent of the science and engineering
workforce.
(7) While underrepresented minority students overall face
an opportunity gap in STEAM education, women of color
particularly face an achievement gap in science and engineering
education. In 2019, while women were conferred nearly a third
of all science and engineering degrees, women of color received
only 13 percent (Black: 3.2 percent; Hispanic: 3.9 percent;
Native American or Alaskan Native: 0.2 percent; Asian or
Pacific Islander: 4.5 percent; and multiracial: 1.2 percent).
(8) In 2018, of all engineering technologies and
engineering-related bachelor level-related studies, only 3
percent of nationwide enrollment was represented by Black
students, while just 10 percent were represented by Hispanic
students.
(9) Women overall face challenges in accessing computer
science education. Only 18 percent of all bachelor's degrees
conferred in computer science went to women in 2015, and women
of color received only 9 percent of degrees (Black: 3 percent;
Hispanic: 2 percent; Native American or Alaska Native: 0.8
percent; and Asian or Pacific islander: 3 percent).
(10) Disparities in enrollment and academic achievement
start early. In 2019, only 24 percent of students taking either
AP Computer Science exams were women, and just 16 percent were
African American, Latino, or Native Hawaiian/other Pacific
Islander.
(11) Nationwide, only 88 Native American students took the
AP Computer Science exam in 2016, a decrease from 2015. This
means that while Native Americans make up about 1.1 percent of
the United States student population, they made up 1/5 of a
percent of students who took AP Computer Science exams in 2016.
(12) In 2019, just 18 percent of the Department of
Education discretionary and research grants in STEAM were
awarded to computer science-focused programs and less than half
of high schools offered any computer science classes.
(13) Lack of universal computer science education is
evident in the lack of a widespread tech industry, which is
overwhelmingly concentrated in a few cities nationwide. Tech
industry entrepreneurship is concentrated in just a few States
and computer science education is limited to affluent schools
and students, placing low-income, minority, and rural
communities at risk of being left behind.
SEC. 3. DEFINITIONS.
In this Act:
(1) Computational thinking.--The term ``computational
thinking'' aims to capture the wide range of creative processes
that go into formulating problems and their solutions in such a
way that the solutions can be carried out by a computer, and
may involve some understanding of software and hardware design,
logic and the use of abstraction and representation, algorithm
design, algorithm expression, problem decomposition,
modularity, programming paradigms and languages, issues of
information security and privacy, the application of
computation across a wide range of disciplines, and the
societal impact of computing. Programming is a hands-on,
inquiry-based way in which computational thinking may be
learned.
(2) Computer science education.--The term ``computer
science education'' includes any of the following:
computational thinking; software design; hardware architecture
and organization; theoretical foundations; use of abstraction
and representation in problem solving; logic; algorithm design
and implementation; the limits of computation; programming
paradigms and languages; parallel and distributed computing;
information security and privacy; computing systems and
networks; graphics and visualization; databases and information
retrieval; the relationship between computing and mathematics;
artificial intelligence; applications of computing across a
broad range of disciplines and problems; cloud computing; and
the social impacts and professional practices of computing.
(3) Eligible entity.--In this section, the term ``eligible
entity'' means a State, local educational agency, or eligible
Tribal school that--
(A) demonstrates an ability to carry out an
ambitious computer science education expansion effort
for all students served by the State, agency, or
school, respectively, including traditionally
underrepresented students;
(B) in the case of a State, serves local
educational agencies that meet the requirements of
section 1003(f) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6303(f)); and
(C) in the case of a local educational agency,
meets the requirements of such section 1003(f) (20
U.S.C. 6303(f)).
(4) Eligible tribal school.--The term ``eligible Tribal
school'' means--
(A) a school operated by the Bureau of Indian
Education;
(B) a school operated pursuant to the Indian Self-
Determination and Education Assistance Act (25 U.S.C.
450 et seq.); or
(C) a tribally controlled school (as defined in
section 5212 of the Tribally Controlled Schools Act of
1988 (25 U.S.C. 2511)).
(5) 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).
(6) Local educational agency.--The term ``local educational
agency'' has the meaning given the term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
8101).
(7) Poverty line.--The term ``poverty line'' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 8101).
(8) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(9) State.--The term ``State'' has the meaning given the
term in section 8101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801).
(10) STEAM.--The term ``STEAM'' means the subjects of
science, technology, engineering, arts, and mathematics,
including computer science.
SEC. 4. GRANTS TO STATES, LOCAL EDUCATIONAL AGENCIES, AND ELIGIBLE
TRIBAL SCHOOLS.
(a) Grants to States, Local Educational Agencies, and Eligible
Tribal Schools.--
(1) In general.--The Secretary shall award grants to
eligible entities to serve as models for national replication
of computer science education expansion efforts.
(2) Consortia and partnerships.--An eligible entity may
apply for a grant under this section as part of a consortium or
in partnership with a State educational agency or other
partner.
(3) Duration.--Grants awarded under this section shall be
for a period of not more than 5 years.
(b) Application Requirements.--An eligible entity that desires 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 require, including, at a minimum, plans for the
following:
(1) Every high school student served by eligible entity to
have access to computer science education not later than 5
years after receipt of grant funds.
(2) All students served by the eligible entity to have
access to a progression of computer science education from
prekindergarten through middle school that prepares students
for high school computer science education.
(3) Expansion of overall access to rigorous STEAM classes,
utilizing computer science as a catalyst for increased interest
in STEAM more broadly, and reducing the enrollment and academic
achievement gap for underrepresented groups such as minorities,
girls, and youth from families living at, or below, the poverty
line.
(4) Continuous monitoring and evaluation of project
activities.
(5) Effectively sustaining project activities after the
grant period ends, and the length of time which the applicant
plans to sustain the project activities.
(c) Use of Grant Funds.--
(1) Required activities.--An eligible entity that receives
a grant under this section shall use the grant funds for the
following activities:
(A) Training teachers to teach computer science.
(B) Expanding access to high-quality learning
materials and online learning options.
(C) Creating plans for expanding overall access to
rigorous STEAM classes, utilizing computer science as a
catalyst for increased interest in STEAM more broadly,
and reducing course equity gaps for all students,
including underrepresented groups such as minorities,
girls, and youth from low-income families.
(D) Ensuring additional support and resources,
which may include mentoring for students traditionally
underrepresented in STEAM fields.
(2) Permissible activities.--An eligible entity that
receives a grant under this section may use the grant funds for
the following activities:
(A) Building effective regional collaborations with
industry, nonprofit organizations, 2-year and 4-year
degree granting institutions of higher education
(including community colleges, Historically Black
Colleges and Universities, Hispanic-serving
institutions, Asian American and Native American
Pacific Islander-serving institutions, American Indian
Tribally controlled colleges and universities, Alaska
Native and Native Hawaiian-serving institutions,
Predominantly Black Institutions, Native American-
serving, Nontribal institutions, and other minority-
serving institutions), and out-of-school providers.
(B) Recruiting and hiring instructional personnel
as needed, including curriculum specialists.
(C) Preparations for effectively sustaining project
activities after the grant period ends.
(D) Disseminating information about effective
practices.
(3) Limitation.--Not more than 15 percent of a grant may be
used to purchase equipment.
(d) National Activities.--The Secretary may reserve not more than
2.5 percent of funds available for grants under this section for
national activities, including technical assistance, evaluation, and
dissemination.
(e) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section a total of $250,000,000 for
fiscal year 2022 and the succeeding 4 fiscal years.
SEC. 5. REPORTING REQUIREMENTS.
(a) Grantee Reports.--Each eligible entity that receives a grant
under this Act shall submit to the Secretary a report, not less than
twice a year during the grant period, on the use of grant funds that
shall include data on the numbers of students served through activities
funded under this Act, disaggregated by race (for Asian and Native
Hawaiian or Pacific Islander students using the same race response
categories as the decennial census of the population), ethnicity,
gender, and eligibility to receive a free or reduced price lunch under
the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et
seq.).
(b) Report by the Secretary.--Not later than 5 years after the
first grant is awarded under this Act, the Secretary shall submit to
Congress a report based on the analysis of reports received under
subsection (a) with a recommendation on how to expand the program under
this Act.
SEC. 6. AMENDMENTS TO OTHER LAWS.
(a) Department of Education Organization Act.--Section 203(c)(1) of
the Department of Education Organization Act (20 U.S.C. 3413(c)(1)) is
amended by inserting before the semicolon the following: ``, which
shall include information with respect to the existence of computer
science education (as defined in section 3 of the Computer Science for
All Act of 2021), disaggregated by the type of computer science
education and by State, local educational agency, and eligible tribal
school (as such terms are defined in such section 3)''.
(b) The Education Sciences Reform Act of 2002.--Section 153(a)(1)
of the Education Sciences Reform Act of 2002 (20 U.S.C. 9543(a)(1)) is
amended--
(1) in subparagraph (N), by striking ``and'';
(2) in subparagraph (O), by adding ``and'' at the end; and
(3) by adding at the end the following:
``(P) the existence of computer science education
(as defined in section 3 of the Computer Science for
All Act of 2021) in elementary schools and secondary
schools, and the degree of competency in computer
science fields among such students.''.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and Labor.
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