No official summary available for this bill.
[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 3319 Introduced in Senate (IS)]
<DOC>
119th CONGRESS
1st Session
S. 3319
To promote a 21st century workforce, to authorize grants to support
emerging and advanced technology education, and to support training and
quality employment for workers in industries most impacted by
artificial intelligence.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
December 3, 2025
Ms. Blunt Rochester (for herself, Ms. Hirono, and Mr. Schiff)
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 workforce, to authorize grants to support
emerging and advanced technology education, and to support training and
quality employment for workers in industries most impacted by
artificial intelligence.
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
2025''.
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 the Education Sciences Reform Act.
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 the 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) Labor organization.--The term ``labor organization''
includes a labor organization as defined in section 2(5) of the
National Labor Relations Act (29 U.S.C. 152(5)) and an
organization representing public sector employees.
(5) 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).
(6) 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).
(7) 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).
(8) 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)).
(9) 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
Secretary of Commerce, 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 Workforce, the Committee on Energy
and Commerce, 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 than 6 months 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 1 year 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 3 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 Secretary
of Commerce 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 demographics (including ethnic, race,
gender, economic, age, disability status, and regional)
currently stand to experience expanded career opportunities,
and which demographics 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 decision-making 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 Secretary of Commerce, 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), and institutions of higher
education serving rural areas), labor organizations, 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 Director of the National Science Foundation, 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
Secretary of Commerce, 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 (as defined in section
102);
(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.
(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) 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).
(6) 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).
(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. 7801).
(8) Programming.--The term ``programming'' means a hands-
on, inquiry-based way in which computational thinking may be
learned.
(9) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(10) 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 support the expansion of emerging and
advanced technology education. 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.--An eligible entity may apply for a grant
under this section as part of a consortium of one or more
eligible entities.
(3) Duration.--Grants awarded under this section shall be
for a period of not less than 3 years and not more than 5
years.
(4) 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.
(5) Multiple awards.--
(A) In general.--Except as provided in subparagraph
(B), an eligible entity may receive only 1 grant award
under this section.
(B) Part of consortia.--
(i) In general.--An eligible entity may
receive more than 1 grant award under this
section if the eligible entity is part of
consortia that receive the grant awards.
(ii) Lead fiscal agent.--An eligible entity
that receives more than 1 grant award under
this section as part of consortia, may be the
lead fiscal agent only on 1 grant award under
this section.
(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 the
middle grades (as defined in section 8101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801)) 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.
(F) Disclosure of how the eligible entity will
engage with industry to inform the project activities,
and with which entities from industry they will engage.
(G) Leveraging of permissible activities described
in subsection (c)(2), if relevant to support and
enhance program 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 each of 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 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 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 1 or more of 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)), institutions of higher education (including
community colleges, technical colleges, and 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 repayment, 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 repayment program or program for
tuition reimbursement for service as an emerging and advanced
technology teacher, the eligible entity shall fulfill any loan
repayment 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 effective programs that advance a
21st century artificial intelligence workforce. Such evaluations shall
assess the scalability of activities funded by such grants to support
the 21st century artificial intelligence workforce.
(g) Authorization of Appropriations.--There is authorized to be
appropriated to carry out this section $160,000,000 for fiscal year
2026.
SEC. 204. DEPARTMENT OF LABOR GRANTS.
(a) Grants Authorized.--
(1) In general.--The Secretary of Labor shall award grants
to eligible entities to support workforce training for workers
most impacted by artificial intelligence. 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.--An eligible entity may apply for a grant
under this section as part of a consortium of eligible
entities.
(3) Duration.--Grants awarded under this section shall be
for a period of not less than 3 years and not more than 5
years.
(4) 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.
(5) Priority.--In awarding grants under this section, the
Secretary of Labor shall give priority to eligible entities
that are labor organizations representing workers in industries
or occupations identified in the report under section
103(b)(2), or consortia of eligible entities that include such
a labor organization.
(b) Grant Funds To Serve Individuals Seriously Affected by AI.--
(1) Target population.--An eligible entity that receives a
grant under this section shall use the grant funds to serve
individuals who have a high school diploma or its recognized
equivalent and--
(A) 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; or
(B) not earlier than 1 year prior to the date of
enactment of this Act, involuntarily separated from an
industry or occupation projected, pursuant to the
report under section 103(b)(2), to have the most growth
in artificial intelligence use, and are eligible for
unemployment insurance.
(2) Activities.--In serving the target population described
in paragraph (1), an eligible entity that receives a grant
under this section shall use the grant funds for 1 or more of
the following purposes:
(A) Providing training to such individuals,
including skill certifications, or by supporting other
programs that directly enable such individuals to enter
high-skill, high-wage jobs in in-demand sectors,
including emerging and advanced technology sectors.
(B) Providing training to such individuals,
including continuing education certificates or programs
aiming--
(i) to update workers' skills related to
advanced and emerging technology; and
(ii) to support maintaining or advancing in
high-skill, high-wage jobs in in-demand
sectors, including emerging and advanced
technology sectors.
(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
and assurances as the Secretary of Labor may require, including, at a
minimum each of the following:
(1) A detailed description of project activities that will
be carried out using grant funds, how such activities will
serve the target population described in subsection (b)(1), and
how such programs will support the growth of the 21st century
workforce.
(2) A detailed description of how the eligible entity will
engage workers and utilize input from workers in the design of
project activities.
(3) A detailed description of how job quality and wage
considerations, alongside skill development, have informed
project activities.
(4) A plan for continuous monitoring and evaluation of
project activities.
(5) A plan for effectively sustaining project activities
after the grant period ends, and the length of time which the
applicant plans to sustain the project activities.
(6) An assurance to provide performance data, as described
in subclause (I) through (VI) of section 116(b)(2)(A)(i) of the
Workforce Innovation and Opportunity Act (29 U.S.C.
3141(b)(2)(A)(i)).
(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.--
(1) In general.--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 workforce.
(2) Scalability; worker engagement.--The evaluations
described in paragraph (1) shall assess--
(A) the scalability of activities funded by the
grants; and
(B) the effectiveness of worker engagement in the
design of project activities in improving training
relevance, completion rates, and employment outcomes
for the target population.
(f) Authorization of Appropriations.--There is authorized to be
appropriated to carry out this section $90,000,000 for fiscal year
2026.
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 THE EDUCATION SCIENCES REFORM ACT.
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 2025) in elementary
schools and secondary schools, and the degree of
competency in emerging and advanced technology fields
among such students;''.
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Introduced in Senate
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
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