Section 1 Short title
This Act may be cited as the “Supporting After-School STEM Educators Act”.
Supporting After-School STEM Educators Act
A BILL
To provide out-of-school time educators with professional development in STEM subjects, and for other purposes.
Sec. 2 Findings
Congress finds the following:
There is growing recognition, as evidenced through program provider surveys conducted by the Afterschool Alliance, that the workforce for after-school, summer, and other out-of-school time programs is facing staffing crises, which are even more apparent for science, technology, engineering, and mathematics educators in that workforce.
STEM proficiency will have a major impact on the Nation’s future economic competitiveness and on the preeminence of the United States in scientific inquiry, technological innovation, and maintaining a scientifically literate public.
Results from the National Assessment of Educational Progress, the Trends in International Mathematics and Science Study, the Programme for International Student Assessment, and other sources show that students in the United States are not demonstrating sufficient achievement in the STEM subjects, particularly in the years following the COVID–19 pandemic.
Research demonstrates the importance of after-school, summer, and other out-of-school time programs in engaging students in STEM fields and building STEM-relevant skills and proficiencies, especially for girls, students from populations traditionally underrepresented in STEM fields, and students from low socioeconomic circumstances.
Research also demonstrates the importance of having high-quality, well-prepared educators to support those programs, helping to inspire and motivate students to be interested in STEM.
The investments by the Federal Government in STEM education require a capable and supported educator workforce in order for educators to provide quality opportunities for students to be engaged in STEM subjects outside of the school day and to build a balanced pre-kindergarten through 12th grade STEM education portfolio that fosters learning in school as well as in out-of-school time programs.
In order to sufficiently build up the Nation’s future STEM workforce, the Federal Government needs to bolster and enhance structural support for today’s STEM educators and ensure a robust network of future STEM educators. Developing the systems of support to help program providers access high-quality STEM curricula, resources, peer support, and professional development, is warranted.
Sec. 3 Purposes
The purposes of this Act are—
to recognize the important role that after-school, summer, and other out-of-school time educators, in STEM subjects, play in facilitating STEM education and development of the STEM workforce; and
to support STEM educators in after-school, summer, and other out-of-school time programs, including supporting their professional development and well-being through Federal funding.
Sec. 4 Definitions
In this Act:
Intermediary— The term intermediary means an entity, public or private, that works to support quality after-school, summer, and other out-of-school time programs for student development through—
technical assistance and professional development for program educators;
program quality improvement initiatives, including assessment, evaluation, data analysis, and data dashboards;
resource development and coordination, including development and coordination through fundraising, grant writing, partnership building, and support with braiding funding and pass-through funding;
public awareness efforts to promote the importance of out-of-school time programs and build partnerships to help programs secure funding and support; and
quick and fluid action to be able to respond to needs and opportunities, partnering with State and local government agencies.
Out-of-school time— The term out-of-school time—
used with respect to a program, means any organized educational, enrichment, or child care program (including a service) that is—
designed to engage pre-kindergarten through 12th grade students during a time when the students are not participating in a formal school program; and
offered during after-school, summer, or another out-of-school time by an entity such as a community-based organization, educational institution, school system, museum, library, student organization, community center organization, park organization, religious institution, or other nonprofit or commercial organization; and
used with respect to an educator, means an educator in a program described in subparagraph (A).
Program provider— The term program provider means a nonprofit provider of an out-of-school time program.
Secretary— The term Secretary means the Secretary of Labor.
STEM— The term STEM means science, technology, engineering, and mathematics.
Sec. 5 Out-of-school time STEM educator professional development scholarship program
In general—
Grants— The Secretary shall establish a program through which the Secretary shall award grants to intermediaries (including consortia of intermediaries) to—
support program providers of after-school, summer, and other out-of-school time programs by assisting the program providers to allocate professional development scholarship funds to educators, and otherwise to enable the educators to participate in the professional development;
provide support for the programs through centralized databases and peer networks (which may be used by the program providers funded under this section and other program providers); and
streamline accountability for the programs funded under this section.
Periods— The Secretary shall award the grants for periods of 5 years.
Number of grants— The Secretary shall award not more than 1 grant per State, unless sufficient funds are made available for this section to enable the Secretary to award an additional grant for a State.
Applications— To be eligible to receive a grant under this section, an intermediary shall submit an application to the Secretary, at such time, in such manner, and containing such information as the Secretary may require.
Preference— In awarding the grants, the Secretary may give preference to intermediaries that identify a partner (including a consortium of such partners), such as a private or for-profit company, foundation, institution of higher education (as defined in section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002)), local workforce development board, local government agency, or another local industry partner, or a State educational agency (as defined in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)) or State workforce development board, that has committed to providing, each year, non-Federal matching funds equal to not less than 25 percent of the amount of the grant payment for that year.
Use of grant funds— An intermediary that receives a grant under this section shall use the grant funds—
to make subgrants under subsection (e), on a competitive basis, to program providers—
to enable STEM educators to participate in professional development (including coaching); and
to meet program provider reporting requirements established under this section;
to develop a statewide peer support structure by establishing a centralized database and facilitating peer networks under subsection (f) for out-of-school time educators; and
to meet intermediary reporting requirements established under this section.
Subgrants to program providers—
In general—
Periods— An intermediary shall make a subgrant under this subsection for a period of not more than 5 years, and make payments under such subgrant annually.
Amounts— The intermediary shall make such a subgrant in an amount determined on the basis of the need of the program provider applying, taking into account both the professional development needs of the provider's educators and the needs of the community served by the program provider.
Number of subgrants— An intermediary that receives a grant under this section may use the grant funds to make subgrants to not more than 25 program providers to fund professional development (including coaching) in STEM subjects, and carry out other activities described in subsection (d)(1).
Solicitations— When soliciting applications for subgrants under this subsection, each intermediary shall intentionally publicize the subgrant opportunity to all program providers of out-of-school time programs in the State, especially smaller organizations that may take more effort to reach.
Applications— To be eligible to receive a subgrant under this subsection, a program provider shall submit an application to an intermediary at such time, in such manner, and containing such information as the intermediary may require, including a program proposal for activities to be carried out under the subgrant.
Evaluation of applications— In determining which program providers will receive subgrants under this subsection, an intermediary shall evaluate the program proposal in the application on the degree to which such a proposal—
ensures educators are able to implement what the educators learn from professional development opportunities, using methods that resonate with their student populations;
ensures educators are supported in—
obtaining professional development (including training) opportunities that lead to STEM credentials or certifications that hold local or national labor market value (according to the National AfterSchool Association (referred to in this subsection as the “NAA”)) under the thriving workforce recommendations (defined, for purposes of this Act, as the Out-of-School Time Job Quality Standards issued by the NAA on June 27, 2024), such as acquiring the NAA Professional Credentialing System’s STEM microcredentials; and
using the professional development to increase their wages and follow pathways for professional growth; and
provides that the program provider will—
not less often than annually, evaluate and appropriately reward the educators receiving the professional development for their professional growth; and
increase recognition titles for educators who acquire new skills, experience, and responsibilities in alignment with the NAA thriving workforce recommendations.
Priority— In determining which program providers will receive subgrants under this subsection, an intermediary shall give priority to—
a program provider with a selection of professional development opportunities that encourage peer-to-peer networking and support during and after the training portion of the professional development takes place;
a program provider with a program—
in a community with historical underinvestment in access to STEM learning opportunities for students both in and out of school;
with a high percentage of students who are underrepresented in STEM fields; or
in a rural area where learning programs for students are more remote from typical professional learning and industry hubs; and
a program provider that seeks—
to support educators, including seasonal educators; and
to provide train-the-trainer and coach development trainings for more long-term educators.
Use of funds—
Professional development— A program provider that receives a subgrant under this subsection may use the subgrant funds (by providing scholarship funds or through other means) to pay for the professional development (on-site or off-site) for educators who are or seek to become STEM educators, and otherwise to enable the educators to participate in the professional development by paying for the staff time of educators to participate in the professional development, paying to hire substitute staffers for the time the educators are at the professional development, paying for the time and resources needed for the educators to share and implement the professional development (in appropriate cases) with program colleagues, and paying for any travel costs associated with the professional development.
Professional development content— The content for the professional development for out-of-school time educators who are or seek to become STEM educators may include any professional development tailored to the out-of-school time educator and STEM facilitation that the program and educator identify as necessary and relevant to the educator's professional growth.
Administrative costs— A recipient of a grant or subgrant under this section may use not more than 15 percent of the grant funds or subgrant funds, respectively, for administrative costs.
Reporting—
Annual reports—
Program providers— At the end of each year throughout the period of the grant, each program provider that receives a subgrant under this Act—
shall evaluate the professional development activities carried out through the subgrant on—
the degree of change in educator confidence in implementing or facilitating the implementation of STEM programs;
the degree of integration of the knowledge received by the educators through those activities into their out-of-school time programs; and
student and parent satisfaction with the STEM component of the resulting programs;
may evaluate the professional development activities on additional indicators to measure the effectiveness of the professional development in the context of the provider's out-of-school time program, such as indicators relating to—
the relevancy of that STEM component to skills that prepare students for the workforce and improve their everyday life;
the degree of integration of the STEM knowledge received by students with content knowledge received by students during the school day; and
the degree to which the knowledge is enabling students to become aware of STEM occupations and the relevance of STEM content in nontraditional STEM occupations; and
shall prepare a report containing the results of the evaluation under this clause, and submit the report to the intermediary that made the subgrant.
Intermediaries— The intermediary shall prepare and submit to the Secretary a report summarizing the program provider reports received under clause (i).
Final reports—
Program providers—
Indicators— At the end of the 5-year grant period, each program provider that receives a subgrant under this Act shall evaluate the professional development activities carried out through the subgrant on—
the percentage change in the number of students (disaggregated by age level) attending the provider's program;
the percentage, of the educators who were beneficiaries of funds for professional development under this subsection, who were retained by the provider;
the percentage, of all educators, who were retained by the provider;
the percentage, of the educators who were beneficiaries of funds for professional development under this subsection, who obtained additional STEM credentials or certifications described in paragraph (4)(B); and
the percentage of students of such educators who leave the provider’s out-of-school time program with an increased engagement in a STEM subject or desire to pursue a career in a STEM subject.
Measurement— In measuring the indicators described in subclause (I), the program provider shall use methods that may include student, parent, and educator surveys, Youth Program Quality Assessments, and longitudinal tracking.
Report— The program provider shall prepare a report containing the results of the evaluation under this clause and submit the report to the intermediary that made the subgrant.
Intermediaries— The intermediary shall prepare and submit to the Secretary a report summarizing the program provider reports received under clause (i).
Centralized statewide support structures— Each intermediary that receives a grant under this Act shall use the grant funds to—
establish a centralized database of professional development opportunities for out-of-school time educators (including virtual opportunities, opportunities to bring professional development onsite, and national opportunities, as appropriate); and
facilitate peer-to-peer networks between out-of-school time educators who are or seek to become STEM educators, and STEM education experts through the establishment of an electronic portal, community events, and other means.
Reporting—
Annual reports— At the end of each year throughout the period of the 5-year grant, each intermediary that receives a grant under this section shall submit a report to the Secretary regarding the progress achieved through the activities carried out under the grant.
Final reports—
Preparation— At the end of the 5-year grant period, each intermediary that receives a grant under this Act shall prepare a report that—
summarizes the evaluations submitted to the intermediary under subsection (e)(8);
describes best practices for accessing professional development in STEM education for program provider educators;
describes the use of funds under the grant; and
describes the short-term and long-term impact, of providing professional development opportunities, on the program provider educators that received the professional development, on the students in the programs of the program providers, and on the programs.
Submission— The intermediary shall submit the report to the Secretary, who shall make the report publicly available.
Sec. 6 Authorization of appropriations
There are authorized to be appropriated to the Secretary such sums as may be necessary to carry out this Act.