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Calendar No. 180
116th Congress } { Report
SENATE
1st Session } { 116-78
_______________________________________________________________________
BUILDING BLOCKS OF STEM ACT
__________
R E P O R T
of the
COMMITTEE ON COMMERCE, SCIENCE, AND TRANSPORTATION
on
S. 737
[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]
August 16, 2019.--Ordered to be printed
Filed, under authority of the order of the Senate of August 1, 2019
U.S. GOVERNMENT PUBLISHING OFFICE
89-010 WASHINGTON : 2019
SENATE COMMITTEE ON COMMERCE, SCIENCE, AND TRANSPORTATION
one hundred sixteenth congress
first session
ROGER F. WICKER, Mississippi, Chairman
JOHN THUNE, South Dakota MARIA CANTWELL, Washington
ROY BLUNT, Missouri AMY KLOBUCHAR, Minnesota
TED CRUZ, Texas RICHARD BLUMENTHAL, Connecticut
DEB FISCHER, Nebraska BRIAN SCHATZ, Hawaii
JERRY MORAN, Kansas EDWARD J. MARKEY, Massachusetts
DAN SULLIVAN, Alaska TOM UDALL, New Mexico
CORY GARDNER, Colorado GARY C. PETERS, Michigan
MARSHA BLACKBURN, Tennessee TAMMY BALDWIN, Wisconsin
SHELLEY MOORE CAPITO, West Virginia TAMMY DUCKWORTH, Illinois
MIKE LEE, Utah JON TESTER, Montana
RON JOHNSON, Wisconsin KYRSTEN SINEMA, Arizona
TODD C. YOUNG, Indiana JACKY ROSEN, Nevada
RICK SCOTT, Florida
John Keast, Staff Director
David Strickland, Minority Staff Director
Calendar No. 180
116th Congress } { Report
SENATE
1st Session } { 116-78
======================================================================
BUILDING BLOCKS OF STEM ACT
_______
August 16, 2019.--Ordered to be printed
Filed, under authority of the order of the Senate of August 1, 2019
_______
Mr. Wicker, from the Committee on Commerce, Science, and
Transportation, submitted the following
R E P O R T
[To accompany S. 737]
[Including cost estimate of the Congressional Budget Office]
The Committee on Commerce, Science, and Transportation, to
which was referred the bill (S. 737) to direct the National
Science Foundation to support STEM education research focused
on early childhood, having considered the same, reports
favorably thereon without amendment and recommends that the
bill do pass.
Purpose of the Bill
The purpose of S. 737, the Building Blocks of STEM Act, is
to direct the National Science Foundation (NSF) to more
equitably allocate funding for research in the Discovery
Research PreK-12 (DRK-12) program to studies that include a
focus on early childhood (birth through age 10)--with the goal
of improving research on early childhood development in
science, technology, engineering, and mathematics (STEM)
programs. The legislation also would expand two existing NSF
grant programs; the first to fund research in identifying and
understanding what factors contribute to the willingness or
unwillingness of young girls to participate in STEM activities,
and the second to encourage participation of young girls in
computer science activities in pre-K and elementary classrooms.
Background and Needs
America's STEM workforce is central to our innovative
capacity and global competitiveness. Despite making up half of
the total workforce, women are underrepresented in STEM
careers, making up less than 25 percent of STEM jobs in
2009.\1\ Additionally, studies have shown that girls appear to
lose interest in STEM rapidly between early and late
adolescence, and there is limited research on the effect of
interventions during early childhood.\2\
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\1\U.S. Department of Commerce, Economics and Statistics
Administration. ``Women in STEM: A Gender Gap to Innovation'' (https://
files.eric.ed.gov/fulltext/ED523766.pdf).
\2\United Nations Educational, Scientific and Cultural
Organization. ``Cracking the Code: Girls' and Women's Education in
Science, Technology, Engineering and Mathematics (STEM)'' (https://
unesdoc.unesco.org/ark:/48223/pf0000253479).
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NSF SUPPORT FOR STEM EDUCATION
NSF continues to make the largest financial investment in
STEM education of all Federal science agencies and leads
Federal research in this area. NSF's DRK-12 program seeks to
better understand and improve instruction of STEM education in
preK-12 classrooms by enhancing understanding and use of STEM
content by both students and teachers, through research and
development of innovative STEM education approaches.\3\
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\3\National Science Foundation, News Release. ``NSF awards $50M in
grants to improve STEM education'' (https://www.nsf.gov/news/
news_summ.jsp?cntn_id=297236&org=NSF&from=news) (accessed May 8, 2019).
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ADDRESSING GENDER GAPS IN THE STEM WORKFORCE
Over the past decade, employment in STEM occupations has
increased by over 10 percent, compared with 5.2 percent net
growth in non-STEM occupations, with computer occupations and
engineers among the types of STEM occupations with the highest
job gains.\4\ The number of women entering the workforce to
STEM careers has risen significantly over the past 2 decades,
and significant strides have been made toward closing the
gender gap in several STEM fields.\5\ However, significant
gender disparities continue to exist in computer and
mathematical sciences (25 percent) and engineering (15
percent), and through all levels of education.\6\ Given that
computer science and engineering careers are among the most
rapidly increasing in the workforce, strategic funding by
existing NSF STEM programs is needed in order to understand and
address the root cause of this gap.
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\4\U.S. Bureau of Labor Statistics, STEM Occupations: Past,
Present, and Future (https://www.bls.gov/spotlight/2017/science-
technology-engineering-and-mathematics-stem-occupations-past-present-
and-future/pdf) (accessed May 8, 2019).
\5\National Science Foundation, ``Has employment of women and
minorities in S&E jobs increased?'' (https://nsf.gov/nsb/sei/edTool/
data/workforce-07.html).
\6\National Science Foundation, ``Has employment of women and
minorities in S&E jobs increased?'' (https://nsf.gov/nsb/sei/edTool/
data/workforce-07.html).
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Summary of Provisions
S. 737 would direct NSF to consider age distribution when
awarding grants under the DRK-12 program. This bill also would
fund research and interventions that support girls in STEM
education and computer science activities.
Legislative History
S. 737, the Building Blocks of STEM Act, was introduced on
March 11, 2019, by Senator Rosen (for herself and Senators
Capito, Schatz, Blackburn, Cortez Masto, and Fischer), and was
referred to the Committee on Commerce, Science, and
Transportation of the Senate. Senator Blumenthal is an
additional cosponsor. On May 15, 2019, the Committee met in
open Executive Session and, by voice vote, ordered S. 737
reported favorably without amendment.
Similar legislation, H.R. 1665, the Building Blocks of STEM
Act, was introduced on March 11, 2019, by Representative Haley
Stevens (for herself and Representative Baird), and was
referred to the Committee on Science, Space, and Technology of
the House of Representatives. There are seven additional
cosponsors.
Estimated Costs
In accordance with paragraph 11(a) of rule XXVI of the
Standing Rules of the Senate and section 403 of the
Congressional Budget Act of 1974, the Committee provides the
following cost estimate, prepared by the Congressional Budget
Office:
S. 737 would modify several National Science Foundation
(NSF) programs that provide grants to institutions of higher
education and nonprofit organizations. Specifically, the bill
would authorize the use of grants to study factors that
contribute to female students' participation in science,
technology, engineering, and math education, and to develop and
evaluate methods to increase female students' participation in
computer science. The bill also would direct the NSF to focus
on early childhood education within the Discovery Research
PreK-12 grant program.
In recent years, the NSF has spent about $160 million
annually on those programs. CBO expects that implementing the
bill would not change the total amount of grants awarded. Using
information from the NSF, and based on the costs of similar
tasks, CBO estimates that any administrative costs incurred
under S. 737 would be insignificant; such spending would be
subject to the availability of appropriated funds.
The CBO staff contact for this estimate is Janani
Shankaran. The estimate was reviewed by Theresa Gullo,
Assistant Director for Budget Analysis.
Regulatory Impact Statement
Because S. 737 does not create any new programs, the
legislation will have no additional regulatory impact, and will
result in no additional reporting requirements. The legislation
will have no further effect on the number or types of
individuals and businesses regulated, the economic impact of
such regulation, the personal privacy of affected individuals,
or the paperwork required from such individuals and businesses.
Congressionally Directed Spending
In compliance with paragraph 4(b) of rule XLIV of the
Standing Rules of the Senate, the Committee provides that no
provisions contained in the bill, as reported, meet the
definition of congressionally directed spending items under the
rule.
Section-by-Section Analysis
Section 1. Short title.
This section would provide that the bill may be cited as
the ``Building Blocks of STEM Act''.
Section 2. Findings.
This section would find that NSF is a major investor in
STEM research and policy setting, and that young children who
engage in science activities at an early age develop positive
attitudes toward science and pursue STEM careers. This section
would note, however, that the majority of NSF STEM research
currently focuses on older age ranges. This section also would
find that women and girls are underrepresented throughout all
levels of education and the STEM workforce.
Section 3. Supporting early childhood STEM education research.
This section would direct NSF to consider age distribution
in order to more equitably allocate funding for research under
the DRK-12 program.
Section 4. Supporting female students in prekindergarten through
elementary school in STEM education.
This section would authorize NSF grants to identify what
factors contribute to young girls' motivation to participate in
STEM activities.
Section 5. Supporting female students in prekindergarten through
elementary school in computer science education.
This section authorizes NSF grants to develop, implement,
and evaluate programs in pre-K and elementary school classrooms
that encourage the participation of young girls in computer
science.
Changes in Existing Law
In compliance with paragraph 12 of rule XXVI of the
Standing Rules of the Senate, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
material is printed in italic, existing law in which no change
is proposed is shown in roman):
AMERICAN INNOVATION AND COMPETITIVENESS ACT
[42 U.S.C. 1862s-5(d)]
SEC. 305. PROGRAMS TO EXPAND STEM OPPORTUNITIES
(a) * * *
(d) Grants To Broaden Participation.--
(1) In general.--The Director of the Foundation shall
award grants on a competitive, merit-reviewed basis, to
eligible entities to increase the participation of
underrepresented populations in STEM fields, including
individuals identified in section 33 or section 34 of
the Science and Engineering Equal Opportunities Act (42
U.S.C. 1885a, 1885b).
(2) Center of excellence.--
(A) In general.--Grants awarded under this
subsection may include grants for the
establishment of a Center of Excellence to
collect, maintain, and disseminate information
to increase participation of underrepresented
populations in STEM fields.
(B) Purpose.--The purpose of a Center of
Excellence under this subsection is to promote
diversity in STEM fields by building on the
success of the INCLUDES programs, providing
technical assistance, maintaining best
practices, and providing related training at
federally funded academic institutions.
(3) Research.--As a component of improving
participation of women in STEM fields, research funded
by a grant under this subsection may include research
on--
(A) the role of teacher training and
professional development, including effective
incentive structures to encourage teachers to
participate in such training and professional
development, in encouraging or discouraging
female students in prekindergarten through
elementary school from participating in STEM
activities;
(B) the role of teachers in shaping
perceptions of STEM in female students in
prekindergarten through elementary school and
discouraging such students from participating
in STEM activities;
(C) the role of other facets of the learning
environment on the willingness of female
students in prekindergarten through elementary
school to participate in STEM activities,
including learning materials and textbooks,
classroom decorations, seating arrangements,
use of media and technology, classroom culture,
and gender composition of students during group
work;
(D) the role of parents and other caregivers
in encouraging or discouraging female students
in prekindergarten through elementary school
from participating in STEM activities;
(E) the types of STEM activities that
encourage greater participation by female
students in prekindergarten through elementary
school;
(F) the role of mentorship and best practices
in finding and utilizing mentors;
(G) the role of informal and out-of-school
STEM learning opportunities on the perception
of and participation in STEM activities of
female students in prekindergarten through
elementary school; and
(H) any other area the Director determines
will carry out the goal described in paragraph
(1).
* * * * * * *
[42 U.S.C. 1862s-7(b)]
SEC. 310. COMPUTER SCIENCE EDUCATION RESEARCH
(a) Findings.--Congress finds that as the lead Federal agency
for building the research knowledge base for computer science
education, the Foundation is well positioned to make
investments that will accelerate ongoing efforts to enable
rigorous and engaging computer science throughout the Nation as
an integral part of STEM education.
(b) Grant Program.--
(1) In general.--The Director of the Foundation shall
award grants to eligible entities to research computer
science education and computational thinking.
(2) Research.--The research described in paragraph
(1) may include the development or adaptation, piloting
or full implementation, and testing of--
(A) models of preservice preparation for
teachers who will teach computer science and
computational thinking;
(B) scalable and sustainable models of
professional development and ongoing support
for the teachers described in subparagraph (A);
(C) tools and models for teaching and
learning aimed at supporting student success
and inclusion in computing within and across
diverse populations, particularly poor, rural,
and tribal populations and other populations
that have been historically underrepresented in
computer science and STEM fields; and
(D) high-quality learning opportunities for
teaching computer science and, especially in
poor, rural, or tribal schools at the
elementary school and middle school levels,for
integrating computational thinking into STEM
teaching and learning.
(c) Collaborations.--In carrying out the grants established
in subsection (b), eligible entities may collaborate and
partner with local or remote schools to support the integration
of computing and computational thinking within pre-kindergarten
through grade 12 STEM curricula and instruction.
(d) Metrics.--The Director of the Foundation shall develop
metrics to measure the success of the grant program funded
under this section in achieving program goals.
(e) Report.--The Director of the Foundation shall report, in
the annual budget submission to Congress, on the success of the
program as measured by the metrics in subsection (d).
(f) Definition of Eligible Entity.--In this section, the term
``eligible entity'' means an institution of higher education or
a nonprofit research organization.
(3) Uses of funds.--The tools and models described in
paragraph (2)(C) may include--
(A) offering training and professional
development programs, including summer or
academic year institutes or workshops, designed
to strengthen the capabilities of
prekindergarten and elementary school teachers
and to familiarize such teachers with the role
of gender bias in the classroom;
(B) offering innovative pre-service and in-
service programs that instruct teachers on
gender-inclusive practices for teaching
computing concepts;
(C) developing distance learning programs for
teachers or students, including developing
curricular materials, play-based computing
activities, and other resources for the in-
service professional development of teachers
that are made available to teachers through the
Internet;
(D) developing or adapting prekindergarten
and elementary school computer science
curricular materials that incorporate
contemporary research on the science of
learning, particularly with respect to gender
inclusion;
(E) developing and offering gender-inclusive
computer science enrichment programs for
students, including after-school and summer
programs;
(F) providing mentors for female students in
prekindergarten through elementary school in
person and through the Internet to support such
students in participating in computer science
activities;
(G) engaging female students in
prekindergarten through elementary school and
their guardians about the difficulties faced by
such students to maintain an interest in
participating in computer science activities;
(H) acquainting female students in
prekindergarten through elementary school with
careers in computer science and encouraging
such students to consider careers in such
field;
(I) developing tools to evaluate activities
conducted under this subsection; and
(J) any other tools or models the Director
determines will accomplish the aim described in
paragraph (2)(C).
