No official summary available for this bill.
[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 5031 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
2d Session
S. 5031
To promote a 21st century artificial intelligence workforce and to
authorize the Secretary of Education to carry out a program to increase
access to prekindergarten through grade 12 emerging and advanced
technology education and upskill workers in the technology of the
future.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
September 12, 2024
Ms. Butler (for herself and Ms. Hirono) introduced the following bill;
which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To promote a 21st century artificial intelligence workforce and to
authorize the Secretary of Education to carry out a program to increase
access to prekindergarten through grade 12 emerging and advanced
technology education and upskill workers in the technology of the
future.
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 ``Workforce of the Future Act of
2024''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS
Sec. 101. Sense of Congress.
Sec. 102. Definitions.
Sec. 103. Report on artificial intelligence.
TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE
DEVELOPMENT
Sec. 201. Findings.
Sec. 202. Definitions.
Sec. 203. Department of Education grants.
Sec. 204. Department of Labor grants.
Sec. 205. Reporting requirements.
Sec. 206. Amendments to other laws.
TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS
SEC. 101. SENSE OF CONGRESS.
It is the sense of Congress that--
(1) while the field of artificial intelligence is evolving
quickly and has potential to disrupt jobs, there are
opportunities to prepare the American workforce to develop and
work alongside this new technology and mitigate the potential
negative consequences of job displacement; and
(2) to ensure these opportunities, it is imperative to
identify the following:
(A) Data and data access necessary to properly
analyze the impact of artificial intelligence on the
United States workforce.
(B) Industries projected to be most impacted by
artificial intelligence.
(C) Opportunities for workers and other
stakeholders to influence the impact of artificial
intelligence across industries.
(D) Characteristics of workers and communities
whose career opportunities are most likely to be
affected by the growth of artificial intelligence.
(E) The skills, expertise, and education needed to
develop, operate, or work alongside artificial
intelligence.
(F) Methods to ensure necessary skills, expertise,
and education are accessible to all segments of the
current and future workforce.
SEC. 102. DEFINITIONS.
In this title:
(1) Artificial intelligence.--The term ``artificial
intelligence'' has the meaning given the term in section 5002
of the National Artificial Intelligence Initiative Act of 2020
(15 U.S.C. 9401).
(2) Community college.--The term ``community college'' has
the meaning given the term ``junior or community college'' in
section 312(f) of the Higher Education Act of 1965 (20 U.S.C.
1058(f)).
(3) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
(4) 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.
7801).
(5) Minority-serving institution.--The term ``minority-
serving institution'' means an eligible institution as
described in section 371 of the Higher Education Act of 1965
(20 U.S.C. 1067q).
(6) State educational agency.--The term ``State educational
agency'' has the meaning given the term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(7) Technical college.--The term ``technical college''
means a postsecondary vocational institution, as that term is
defined in section 102(c) of the Higher Education Act of 1965
(20 U.S.C. 1002(c)).
(8) Tribal college or university.--The term ``Tribal
College or University'' has the meaning given the term in
section 316 of the Higher Education Act of 1965 (20 U.S.C.
1059c).
SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE.
(a) In General.--
(1) Interim and final reports.--The Secretary of Labor, the
Director of the National Science Foundation, and the Secretary
of Education shall, jointly and in collaboration with the
individuals and entities described in subsection (c), prepare
and submit to the Committee on Education and the Workforce and
the Committee on Science, Space, and Technology of the House of
Representatives, and the Committee on Health, Education, Labor,
and Pensions and the Committee on Commerce, Science, and
Transportation of the Senate--
(A) not later 1 year after the date of enactment of
this Act, an interim report on artificial intelligence
and its impact on the workforce of the United States,
which shall include the information and recommendations
listed in subsection (b);
(B) not later than 2 years after the date of
enactment of this Act, a final report on artificial
intelligence and its impact on the workforce of the
United States, which shall include the information and
recommendations listed in subsection (b); and
(C) not later than 5 years after the final report
described in subparagraph (B) is submitted, an updated
report reassessing the information and recommendations
listed in subsection (b).
(2) Memorandum of understanding.--The Secretary of Labor
may enter into a memorandum of understanding with the Director
of the National Science Foundation and the Secretary of
Education to establish procedures for the preparation and
submission of the interim and final reports described in
paragraph (1).
(b) Required Information.--Each report submitted under subsection
(a) shall include the following:
(1) An identification of the specific data relating to the
workforce, and the availability of such data, necessary to
properly analyze the impact and growth of artificial
intelligence on the workforce of the United States and outline
how much of this data is privately owned, and the effectiveness
of Federal, State, or industry efforts (including public-
private partnerships) to make privately owned data on the
workforce of the United States available for Federal research
purposes.
(2) Identification of industries and occupations projected
to have the most growth in artificial intelligence use, the
extent to which the technology is likely to result in the
enhancement of workers' capabilities or their displacement, and
level of education currently consistent with industries and
occupations identified.
(3) Analysis of how growth in artificial intelligence use
will impact job quality in the industries and occupations
identified in paragraph (2).
(4) Identification of opportunities for workers, educators,
institutions of higher education, Congress, labor
organizations, or other relevant stakeholders to influence the
impact of artificial intelligence on workers across various
industries.
(5) Analysis of how educational entities, workforce
development organizations, and labor organizations can
collaborate to advance new opportunities for education and
workforce development to support an artificial intelligence-
enabled economy and workforce.
(6) Analysis of which demographic groups (including based
on race and ethnicity, gender, socio-economic status or income
level, age, disability status, and geography) of workers and
communities currently stand to experience expanded career
opportunities, and which of these groups currently appear most
vulnerable to career displacement, due to artificial
intelligence.
(7) Analysis of the skills, expertise, and education in
emerging and advanced technology needed to develop, operate, or
work alongside artificial intelligence over the next decades,
as compared to the levels of such comparable expertise and
education among the workforce as of the date of enactment of
this Act, with a differentiation between core competencies
required across the entire workforce and competencies required
within the industries and occupations identified in paragraph
(2).
(8) Identification of methods by which necessary skills,
expertise, and education can be effectively delivered to
various segments of the United States workforce, including
promising efforts underway as of the time of the report that
can be expanded.
(9) Identification of industry leaders, institutions of
higher education, and labor organizations at the forefront of
research and application of artificial intelligence in the
industries and occupations identified in paragraph (2).
(10) Identification of the resources and opportunities
required for labor organizations and institutions of higher
education, including community colleges, technical colleges,
minority-serving institutions (including Tribal Colleges and
Universities), and institutions of higher education serving
rural areas, to deliver skills, expertise, and education
identified in paragraph (7).
(11) Identification of the demographic characteristics and
educational background (including level of education) of the
individuals who deliver skills, expertise, and education to
students at the institutions described in paragraph (10).
(12) Recommendations to support enhanced workforce
development and prepare future workforce members for the
artificial intelligence economy, and any other relevant
observations or recommendations within the field of emerging
and advanced technology, which shall include recommendations
on--
(A) methods to expand public access to privately-
owned workforce data and government-owned workforce
data, for the purpose of researching the effect of
emerging technologies on the United States workforce;
(B) policy, regulatory, or programmatic options for
stakeholders (workers, educators, institutions of
higher education, Congress, labor organizations, or
other relevant stakeholders) to effectively enhance
educational and workforce development opportunities,
including mitigating perceived negative impacts of
artificial intelligence on segments of the United
States workforce;
(C) recommendations to employers on best practices
to engage workers and representatives of workers,
including labor organizations, in decisionmaking on the
integration of artificial intelligence into the
workplace;
(D) methods to upskill or mitigate earnings or
income losses to demographic groups identified in
paragraph (6) as most vulnerable to career
displacement, due to artificial intelligence;
(E) methods to encourage low cost, open source
sharing of industry valued credentials certifying the
types of skills, expertise, and education identified in
paragraph (7);
(F) methods to ensure core skills and competencies
identified in paragraph (7) can be evaluated, updated,
and made public by relevant stakeholders as needed,
given rapid developments in the field of artificial
intelligence;
(G) methods to ensure community colleges, technical
colleges, minority-serving institutions (including
Tribal Colleges and Universities), and institutions of
higher education serving rural areas receive resources
and opportunities identified in paragraph (10);
(H) methods to promote knowledge sharing and
capacity building between industry leaders, labor
organizations, and institutions identified in paragraph
(9) and community colleges, technical colleges,
minority-serving institutions (including Tribal
Colleges and Universities), and rural institutions of
higher education; and
(I) other methods to ensure that the skills,
expertise, and education needed to develop, operate, or
work alongside artificial intelligence are delivered to
vulnerable demographic groups identified in paragraph
(6), rural workers, and other historically underserved
segments of the United States workforce (including
workers with disabilities).
(c) Collaboration.--In preparing the report under subsection (a),
the Secretary of Labor, the Director of the National Science
Foundation, and the Secretary of Education shall collaborate, through a
series of public meetings, roundtables or other methods, with--
(1) local educational agencies, State educational agencies,
State agencies with responsibility for the administration of a
core program (as defined in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102)), institutions
of higher education (including community colleges, technical
colleges, minority-serving institutions (including Tribal
Colleges and Universities), labor organizations, and
institutions of higher education serving rural areas),
workforce-training organizations, National Laboratories, and
teacher and educator preparation programs;
(2) a broad range of industrial stakeholders in the
technology, manufacturing, employment, human resources, and
service sectors, including companies (large and small), think
tanks, organized labor, and industry organizations;
(3) the National Academies of Sciences, Engineering, and
Medicine, including by sharing relevant information obtained as
a result of the study conducted under section 5105 of the
National Artificial Intelligence Initiative Act of 2020 (Public
Law 116-283; 134 Stat. 4530); and
(4) the Secretary of Commerce, the Director of the White
House Office of Science and Technology Policy, the Director of
the National Artificial Intelligence Initiative Office, the
National Cyber Director, and the heads of any other Federal
agency the Secretary of Labor, the Director of the National
Science Foundation, and the Secretary of Education determine
appropriate.
TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE
DEVELOPMENT
SEC. 201. FINDINGS.
Congress finds the following:
(1) Emerging and advanced technologies are transforming
industry, creating new fields of commerce, driving innovation,
and bolstering productivity. Emerging and advanced technology
and information occupations are projected to grow by 377,500
jobs per year on average between 2022 and 2032, much faster
than the average for all other occupations.
(2) As of 2024, more than 400,000 computing and technology
jobs remain unfilled in the United States. These unfilled jobs
present a significant opportunity for individuals to advance in
the 21st-century economy. It is projected that there will be
660,000 new jobs in the technology and computing sector by
2032. However, the availability of emerging and advanced
technology education at the time of enactment of this Act does
not equitably provide all students in the United States with
the tools to fill these technology sector jobs.
(3) Given the rapidly increasing interest and deployment of
artificial intelligence and other new technologies in the
workplace, knowledge of, and the skills to use, emerging and
advanced technology is increasingly essential for all
individuals, not just those working or planning to work in the
technology sector.
(4) Providing students with emerging and advanced
technology 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
technology, such as computer science, taught in their
children's schools, just 44 percent of all middle schools and
57.5 percent of secondary schools offer high-quality technology
instruction that includes programming and coding.
(6) Lack of universal emerging and advanced technology
education is evident in the lack of a widespread tech industry,
which is overwhelmingly concentrated in a few cities
nationwide. Emerging and advanced technology education is
limited to affluent schools and students, placing low-income,
minority, and rural communities at risk of being left behind.
SEC. 202. DEFINITIONS.
In this title:
(1) Computational thinking.--The term ``computational
thinking'' means 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.
(2) Eligible entity.--The term ``eligible entity'' means--
(A) a State educational agency, as defined in
section 8101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801);
(B) a local educational agency, as defined in
section 8101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801);
(C) an eligible Tribal school;
(D) a community college, which shall have the
meaning given the term ``junior or community college''
in section 312(f) of the Higher Education Act of 1965
(20 U.S.C. 1058(f));
(E) a technical college or postsecondary vocational
institution, as that term is defined in section 102(c)
of the Higher Education Act of 1965 (20 U.S.C.
1002(c));
(F) a labor organization;
(G) a State agency with responsibility for a
workforce development program, as defined in section 3
of the Workforce Innovation and Opportunity Act (29
U.S.C. 3102); or
(H) an institution of higher education, as defined
in section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
(3) 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.
5301 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)).
(4) Emerging and advanced technology education.--The term
``emerging and advanced technology education'' includes
education in 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; quantum computing; applications of computing
across a broad range of disciplines and problems; cloud
computing; and the social impacts and professional practices of
computing.
(5) 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. 7801).
(6) Programming.--The term ``programming'' means a hands-
on, inquiry-based way in which computational thinking may be
learned.
(7) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(8) STEAM.--The term ``STEAM'' means the subjects of
science, technology, engineering, arts, and mathematics,
including emerging and advanced technology.
SEC. 203. DEPARTMENT OF EDUCATION GRANTS.
(a) Authorization of Grants.--
(1) In general.--The Secretary shall award grants to
eligible entities to serve as models for national replication
of emerging and advanced technology education expansion
efforts, including by building participants' broader
transferable skills, not just specialized technical skills.
From the amounts appropriated under subsection (g), after
reserving amounts under subsection (e), the Secretary shall--
(A) reserve 50 percent of the remaining funds to
award grants to eligible entities that propose to use
grant funds in accordance with subsection (c); and
(B) reserve 50 percent of the remaining funds to
award grants to eligible entities that propose to use
grant funds in accordance with subsection (d).
(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.
(4) Staggering grant awards.--The Secretary may stagger
grant awards under this section over the period of
authorization for such grant awards.
(5) Considerations.--In awarding grants under this section,
the Secretary shall consider--
(A) the information and recommendations included in
the reports prepared under section 103; and
(B) structural and other barriers facing specific
demographic groups, as informed by the reports prepared
under section 103.
(b) Application Requirements.--
(1) In general.--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.
(2) Plan.--An eligible entity that proposes to use grant
funds in accordance with subsection (c) shall include in the
application under paragraph (1), at a minimum, plans for the
following:
(A) Every high school student served by the
eligible entity to have access to emerging and advanced
technology education not later than 5 years after
receipt of grant funds.
(B) All students served by the eligible entity to
have access to a progression of emerging and advanced
technology education from prekindergarten through
middle school that prepares students for high school
emerging and advanced technology education.
(C) Expansion of overall access to rigorous (as
defined by the Secretary) STEAM classes, utilizing
emerging and advanced technology 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.
(D) Continuous monitoring and evaluation of project
activities.
(E) Effectively sustaining project activities after
the grant period ends, and the length of time which the
applicant plans to sustain the project activities.
(c) Grant Funds for Emerging and Advanced Technology Education.--
(1) Required activities.--An eligible entity that receives
a grant under subsection (a)(1)(A) shall use the grant funds
for the following activities:
(A) Training teachers to teach emerging and
advanced technology, including providing professional
development opportunities.
(B) Expanding access to high-quality learning
materials (as defined by the Secretary) and online
learning options, including equipment and other related
technologies and access to broadband Internet that are
necessary to fully perform in the area of emerging and
advanced technologies.
(C) Creating plans for expanding overall access to
rigorous (as defined by the Secretary) STEAM classes,
utilizing emerging and advanced technology 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.
(E) Ongoing industry engagement to receive feedback
on curricula and the emerging skills needed of
artificial intelligence-related jobs.
(2) Permissible activities.--An eligible entity that
receives a grant under subsection (a)(1)(A) may use the grant
funds for the following activities:
(A) Building effective regional collaborations with
industry, nonprofit organizations, State boards and
local boards (as such terms are defined in section 3 of
the Workforce Innovation and Opportunity Act (29 U.S.C.
3102)), 2-year and 4-year degree granting institutions
of higher education (including community colleges,
technical colleges, historically Black colleges and
universities (as defined within the meaning of the term
``part B institution'' in section 322 of the Higher
Education Act of 1965 (20 U.S.C. 1061)), Hispanic-
serving institutions (as defined in section 502 of such
Act (20 U.S.C. 1101a)), Asian American and Native
American Pacific Islander-serving institutions (as
defined in section 371(c) of such Act (20 U.S.C.
1067q(c))), Tribal Colleges and Universities (as
defined in section 316 of such Act (20 U.S.C. 1059c)),
Alaska Native-serving institutions (as defined in
section 317(b) of such Act (20 U.S.C. 1059d(b))),
Native Hawaiian-serving institutions (as defined in
section 317(b) of such Act (20 U.S.C. 1059d(b))),
Predominantly Black Institutions (as defined in section
371(c) of such Act (20 U.S.C. 1067q(c))), Native
American-serving, nontribal institutions (as defined in
section 371(c) of such Act (20 U.S.C. 1067q(c))), and
other minority-serving institutions), and out-of-school
providers.
(B) Recruiting and hiring instructional personnel
as needed, including teachers and paraeducators (which
shall have the meaning given the term
``paraprofessional'' in section 8101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801)),
including through support for the workforce development
system (as defined in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102)) in the
State.
(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
awarded under subsection (a)(1)(A) may be used to purchase
equipment.
(d) Grant Funds for Emerging and Advanced Technology Teacher
Development and Recruitment.--
(1) In general.--An eligible entity that receives a grant
under subsection (a)(1)(B) shall use the grant funds for
emerging and advanced technology teacher development and
recruitment, which may include professional development
opportunities, loan forgiveness, or tuition reimbursement for
service as an emerging and advanced technology teacher, or any
other program designed to develop and recruit emerging and
advanced technology teachers.
(2) Fulfilling obligation.--If an eligible entity that
receives a grant under subsection (a)(1)(B) uses the grant
funds to implement a loan forgiveness program or program for
tuition reimbursement for service as an emerging and advanced
technology teacher, the eligible entity shall fulfill any loan
forgiveness or tuition reimbursement obligation made to a
teacher in exchange for service.
(e) 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.
(f) Evaluations.--In carrying out this section, the Secretary shall
authorize third-party evaluations of grants awarded under this section
to help build an evidence base of programs that advance a 21st century
artificial intelligence workforce.
(g) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $160,000,000 for the period of
fiscal years 2025 through 2029.
SEC. 204. DEPARTMENT OF LABOR GRANTS.
(a) Grants Authorized.--
(1) In general.--The Secretary of Labor shall award grants
to eligible entities to serve as models for national
replication of emerging and advanced technology workforce
expansion efforts, including by building participants' broader
transferable skills, not just specialized technical skills.
From the amounts appropriated under subsection (f), after
reserving amounts under subsection (d), the Secretary of Labor
shall award grants as described in subsection (b).
(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 workforce agency or other partner.
(3) Duration.--Grants awarded under this section shall be
for a period of not more than 5 years.
(4) Staggering grant awards.--The Secretary of Labor may
stagger grant awards under this section over the period of
authorization for such grant awards.
(5) Considerations.--In awarding grants under this section,
the Secretary of Labor shall consider--
(A) the information and recommendations included in
the reports prepared under section 103; and
(B) structural and other barriers facing specific
demographic groups, as informed by the reports prepared
under section 103.
(b) Grant Funds To Serve Individuals Seriously Affected by AI.--
(1) In general.--An eligible entity that receives a grant
under this section shall use the grant funds to serve
individuals who--
(A) have a high school diploma or its recognized
equivalent; and
(B) are employed in an industry or occupation
projected, pursuant to the report under section
103(b)(2), to have the most growth in artificial
intelligence use, which is likely to significantly
impact the job opportunities or wages of workers.
(2) Activities.--In serving individuals described in
paragraph (1), an eligible entity that receives a grant under
this section shall use the grant funds for one or more of the
following purposes:
(A) Upskilling such individuals, including by
offering scholarships or skill certifications, or by
supporting other programs that upskill such
individuals.
(B) Enabling lifelong learning and cross training,
including continuing education certificates or programs
aiming to update workers' skills related to advanced
and emerging technology.
(c) Application Requirements.--An eligible entity that desires a
grant under this section shall submit an application to the Secretary
of Labor at such time, in such manner, and containing such information
as the Secretary of Labor may require, including, at a minimum, plans
for the following:
(1) Continuous monitoring and evaluation of project
activities.
(2) Effectively sustaining project activities after the
grant period ends, and the length of time which the applicant
plans to sustain the project activities.
(d) National Activities.--The Secretary of Labor 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) Evaluations.--In carrying out this section, the Secretary of
Labor shall authorize third-party evaluations of grants awarded under
this section to help build an evidence base of programs that advance a
21st century artificial intelligence workforce.
(f) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $90,000,000 for the period of
fiscal years 2025 through 2029.
SEC. 205. REPORTING REQUIREMENTS.
(a) Grantee Reports.--Each eligible entity--
(1) that receives a grant under section 203 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 individuals served through activities funded
under such section, disaggregated by race (for Asian and Native
Hawaiian or Pacific Islander individuals using the same race
response categories as the decennial census of the population),
ethnicity, gender, and eligibility to participate in the school
lunch program established under the Richard B. Russell National
School Lunch Act (42 U.S.C. 1751 et seq.); and
(2) that receives a grant under section 204 shall submit to
the Secretary of Labor 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 individuals served through
activities funded under such section, disaggregated by race
(for Asian and Native Hawaiian or Pacific Islander individuals
using the same race response categories as the decennial census
of the population), ethnicity, and gender.
(b) Report by the Secretary.--Not later than 5 years after the
first grant is awarded under this title, the Secretary and the
Secretary of Labor shall submit to Congress a report based on the
analysis of reports received under subsection (a) with a recommendation
on how to expand the programs under this title.
SEC. 206. 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 ``, which shall include information with respect
to the existence of emerging and advanced technology education (as
defined in section 202 of the Workforce of the Future Act of 2024),
disaggregated by the type of emerging and advanced technology education
and by the type of eligible entity (as defined in such section 202)''
after ``Rights''.
(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'' after the
semicolon;
(2) in subparagraph (O), by inserting ``and'' after the
semicolon; and
(3) by adding at the end the following:
``(P) the existence of emerging and advanced
technology education (as defined in section 202 of the
Workforce of the Future Act of 2024) in elementary
schools and secondary schools, and the degree of
competency in emerging and advanced technology fields
among such students;''.
<all>
Introduced in Senate
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
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