text: SECTION 1. SHORT TITLE.
  
      This Act may be cited as the ``Supporting Afterschool STEM Act''.
  
  SEC. 2. FINDINGS.
  
      Congress finds the following:
              (1) Numerous authoritative studies document that the 
          proficiency of students in the United States in science, 
          technology, engineering, and mathematics (``STEM'') will have a 
          major impact on the Nation's future economic competitiveness 
          and on the preeminence of the United States in scientific 
          inquiry and technological innovation.
              (2) Results from the National Assessment of Educational 
          Progress, the Trends in International Mathematics and Science 
          Study, the Programme for International Science Assessment, and 
          other sources show that students in the United States are not 
          demonstrating sufficient achievement in the STEM subjects and 
          are not keeping pace with students in other countries.
              (3) Research demonstrates the importance of afterschool 
          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.
              (4) A National Research Council consensus study confirmed 
          the importance of learning that occurs in out-of-school-time 
          settings such as afterschool programs and science centers, and 
          proposed a set of ``strands of science learning'' framework 
          that articulated capabilities fostered by informal learning 
          environments.
              (5) According to a 2013 study entitled ``Defining Youth 
          Outcomes for STEM Learning in Afterschool'', the afterschool 
          field is confident in its ability to help young people develop 
          interest in STEM and STEM learning activities, develop 
          capacities to productively engage in such activities, and come 
          to value them. The afterschool field is also confident that it 
          can impact skills such as problem-solving abilities, 
          demonstrating STEM skills, career awareness, and 21st century 
          skills, such as teamwork, that are important to the workforce 
          and national economic goals.
              (6) The Federal Government should use its resources as 
          effectively as possible to increase opportunities for students 
          to be exposed to STEM subjects outside of the school day and to 
          build a balanced kindergarten through grade 12 STEM education 
          portfolio that fosters learning in school as well as in out-of-
          school-time programs.
              (7) Afterschool programs have long partnered with other 
          youth-serving and community organizations to meet the needs of 
          students. Cross-sector collaborations between afterschool 
          programs, schools, science centers, institutions of higher 
          education, businesses, and other entities are yielding great 
          benefits for engaging young people in STEM fields.
              (8) As interest and momentum grows around STEM programming 
          in afterschool, more and better partnerships across Federal 
          agencies become increasingly important to leverage resources 
          and offer high-quality, hands-on STEM experiences for youth.
  
  SEC. 3. PURPOSES.
  
      The purposes of this Act are--
              (1) to enhance America's economic competitiveness by 
          strengthening STEM education through fostering interest and 
          success in STEM subjects among certain student populations in 
          kindergarten through grade 12;
              (2) to engage Federal agencies and foster interagency 
          collaboration in STEM education afterschool program 
          investments;
              (3) to recognize the important role that afterschool 
          programs offered by nonprofit and community-based 
          organizations, science centers, museums, libraries, and other 
          such entities, play in STEM education and to support their 
          efforts;
              (4) to involve institutions of higher education as partners 
          in such efforts and foster increased collaboration; and
              (5) to inspire young people to study and work in STEM 
          subjects.
  
  SEC. 4. DEFINITIONS.
  
      In this Act:
              (1) Afterschool or stem network.--The term ``afterschool or 
          STEM network'' means a coalition that fosters partnerships and 
          provides support to afterschool program providers and STEM 
          education providers to develop and sustain quality education 
          programming for children and youth in afterschool programs.
              (2) Afterschool program.--The term ``afterschool program'' 
          means a structured program offered for elementary school, 
          middle school, or secondary school students when school is not 
          in session, such as before or after school, on the weekend, or 
          during the summer.
              (3) Director.--The term ``Director'' means the Director of 
          the National Science Foundation.
              (4) Elementary school.--The term ``elementary school'' has 
          the meaning given the term in section 9101 of the Elementary 
          and Secondary Education Act of 1965 (20 U.S.C. 7801).
              (5) Middle school.--The term ``middle school'' means a 
          nonprofit institutional day or residential school, including a 
          public charter school, that provides middle grades education, 
          as determined under State law.
              (6) Secondary school.--The term ``secondary school'' has 
          the meaning given the term in section 9101 of the Elementary 
          and Secondary Education Act of 1965 (20 U.S.C. 7801).
              (7) Institution of higher education.--The term 
          ``institution of higher education'' has the meaning given the 
          term in section 102 of the Higher Education Act of 1965 (20 
          U.S.C. 1002).
              (8) STEM.--The term ``STEM'' means science, technology, 
          engineering, or mathematics, and includes the fields of 
          computer science and robotics.
  
  SEC. 5. AFTERSCHOOL STEM SUPPORT GRANT PROGRAM.
  
      (a) Goals of Program.--The goals of the afterschool STEM grant 
  program carried out under this Act are--
              (1) to support the development and delivery of high-quality 
          STEM education to populations underrepresented in STEM fields;
              (2) to leverage the expertise and infrastructure available 
          to afterschool programs that include STEM content through 
          afterschool or STEM networks;
              (3) to leverage existing Federal STEM education 
          investments, as of the date of enactment of this Act, in order 
          to encourage STEM-focused grant recipients to lend their time 
          and expertise to afterschool programs that include STEM 
          content; and
              (4) to provide hands-on learning and exposure to STEM 
          research facilities and businesses through in-person or virtual 
          distance-learning experiences.
      (b) Program Authorized.--
              (1) In general.--From amounts appropriated to carry out 
          this Act and not reserved under paragraph (4), the Director 
          shall award grants, on a competitive basis, to afterschool or 
          STEM networks--
                      (A) to support afterschool programs that include 
                  STEM content through the activities described in 
                  subsection (e); and
                      (B) to carry out the goals described in subsection 
                  (a).
              (2) Duration.--Each grant awarded under this Act shall be 
          for a period of not more than 3 years.
              (3) Amounts.--The Director shall ensure that each grant 
          awarded under this Act is in an amount that is sufficient to 
          carry out the goals described in subsection (a).
              (4) Reservation.--From the amounts appropriated for this 
          grant, the Director shall reserve 20 percent of such funds to 
          develop and support new afterschool or STEM networks in States 
          or areas where such networks do not exist.
      (c) Application.--
              (1) In general.--An afterschool or STEM network desiring a 
          grant under subsection (b)(1) shall submit an application at 
          such time, in such manner, and containing such information that 
          the Director may require.
              (2) Contents.--The application described in paragraph (1) 
          shall, at a minimum, include--
                      (A) a description of the status of afterschool STEM 
                  programming in the State or area in which the 
                  afterschool or STEM network is located, including--
                              (i) the number of afterschool programs in 
                          the State or area;
                              (ii) the number of such afterschool 
                          programs focused on STEM subjects and 
                          activities;
                              (iii) the number of students served by 
                          existing afterschool programs, as of the date 
                          of the application, in the State or area;
                              (iv) the number of students served by 
                          existing afterschool programs that include STEM 
                          content in the State or area;
                              (v) the unmet demand for afterschool 
                          programs in the State or area; and
                              (vi) the unmet demand for afterschool 
                          programs focused on STEM subjects and 
                          activities in the State or area;
                      (B) an analysis of existing and needed resources 
                  that identifies areas and populations most in need of 
                  opportunities for high-quality afterschool programs 
                  that include STEM content;
                      (C) a description of the current and past work 
                  carried out by the afterschool or STEM network to 
                  support the needs of afterschool program providers in 
                  the State or area served by the network;
                      (D) a detailed plan that describes initiatives that 
                  shall be undertaken to--
                              (i) support and grow afterschool programs 
                          that include STEM content; and
                              (ii) leverage existing Federal investments 
                          in afterschool programs and STEM education, as 
                          of the date of the application;
                      (E) a description of financial and other 
                  commitments that support expanded afterschool STEM 
                  programming in the State or area served by the network; 
                  and
                      (F) a description of any confirmed or potential 
                  partners that will work with the afterschool or STEM 
                  network to carry out the activities under the grant.
      (d) Priority.--In awarding grants under subsection (b)(1), the 
  Director shall give priority to applications from afterschool or STEM 
  networks that--
              (1) demonstrate a clear understanding of the afterschool 
          programs and settings, and the status of afterschool programs 
          that include STEM content, in the State or area to be served by 
          the grant;
              (2) have established working relationships with afterschool 
          program and STEM education stakeholders in the State or area;
              (3) are working to advance the availability of high-quality 
          afterschool programs that include STEM content for underserved 
          populations and populations underrepresented in STEM fields, 
          including girls; and
              (4) are leveraging Federal or other public investments in 
          STEM education or afterschool programming.
      (e) Uses of Funds.--An afterschool or STEM network that receives a 
  grant under subsection (b)(1) may use grant funds to carry out any of 
  the following activities:
              (1) Develop quality standards for STEM programming in 
          afterschool programs and provide technical assistance to 
          afterschool programs to implement such standards.
              (2) Work with State education stakeholders to define and 
          promote appropriate measurable outcomes for afterschool 
          programs that include STEM content.
              (3) Provide technical assistance to afterschool programs to 
          start or grow their afterschool STEM efforts and define 
          appropriate learning outcomes for such efforts.
              (4) Coordinate professional development for afterschool 
          program educators by--
                      (A) identifying training programs that are 
                  available, as of the time of the identification, for 
                  afterschool program educators;
                      (B) working with partners to allow joint 
                  professional development with teachers at elementary 
                  schools, middle schools, and secondary schools, as 
                  appropriate; and
                      (C) partnering with teacher training programs to 
                  utilize afterschool programs for practicum experiences, 
                  employment placements, and other opportunities.
              (5) Help afterschool program providers form strategic 
          partnerships as needed to advance STEM learning in afterschool 
          programs, including partnerships with elementary schools, 
          middle schools, secondary schools, institutions of higher 
          education (including community colleges and programs and 
          schools of education), businesses, research facilities, 
          national laboratories, science centers, and other appropriate 
          entities.
              (6) Create and disseminate tool kits to afterschool 
          programs wanting to form partnerships and incorporate STEM 
          professionals as mentors and role models that--
                      (A) provide technical assistance and guidance, 
                  including assistance in connecting afterschool program 
                  providers with STEM researchers and professionals who 
                  may be able to assist in STEM-focused activities;
                      (B) include--
                              (i) examples of strong afterschool programs 
                          that have incorporated such partnerships to 
                          serve as models;
                              (ii) a list of potential partners that 
                          could assist in STEM-focused activities; and
                              (iii) guidance on how to engage STEM 
                          professionals, mentors, and role models in the 
                          program; and
                      (C) identify federally supported STEM education 
                  programs and research in the State or area served by 
                  the grant.
              (7) Provide technical assistance to federally funded STEM 
          researchers and professionals who wish to engage with 
          afterschool programs that, at a minimum, includes--
                      (A) examples of partnerships between afterschool 
                  programs and institutions rich in STEM resources;
                      (B) a resource that provides a description of the 
                  afterschool program setting, the opportunities for 
                  engagement in afterschool programs, and the constraints 
                  of which the researchers or professionals need to be 
                  aware;
                      (C) how to find an afterschool program provider 
                  with which the researcher or professional would like to 
                  engage;
                      (D) how to ensure an effective and productive 
                  partnership with the afterschool provider through 
                  mutually beneficial engagement, and engage in a 
                  productive conversation with the afterschool provider 
                  to determine if the partnership will be productive;
                      (E) how to craft a mutually beneficial engagement 
                  and partnership; and
                      (F) guidance on how to measure appropriate outcomes 
                  for afterschool programs and afterschool programs that 
                  include STEM content.
              (8) Any other activity, as proposed in the application and 
          determined appropriate by the Director.
      (f) Report.--Each afterschool or STEM network receiving a grant 
  under subsection (b)(1) shall submit an annual report to the Director 
  regarding the progress of the grant.
  
  SEC. 6. FEDERAL PARTNERSHIP WITH AFTERSCHOOL PROGRAMS.
  
      Beginning not later than 180 days after the date of enactment of 
  this Act, the Director shall provide information, to each recipient of 
  a STEM research grant under the authority of the Director, on 
  opportunities to engage with students in out-of-school-time programs, 
  such as through mentorships. Such information shall include--
              (1) a listing of all afterschool or STEM program networks 
          in the region of the recipient;
              (2) a toolkit that provides guidance to federally funded 
          STEM researchers on how to engage and partner with afterschool 
          STEM program providers and lend their time and expertise in 
          afterschool programs that include STEM content;
              (3) information regarding how to create opportunities to 
          have students visit laboratories; and
              (4) guidance regarding how to create age-appropriate 
          research projects for students.
  
  SEC. 7. REPORT.
  
      By not later than 180 days after the date of enactment of this Act, 
  the Director shall prepare and submit to Congress a report on Federal 
  STEM investments in afterschool programs and the best practices for 
  afterschool programs incorporating STEM subjects into their programs.
target: Supporting Afterschool STEM Act Requires the Director of the National Science Foundation (NSF) to establish an afterschool STEM (Science, Technology, Engineering, and Mathematics) grant program awarding competitive grants to afterschool or STEM networks to:  develop quality standards for STEM programming in afterschool programs and provide those programs with technical assistance in implementing such standards, work with state education stakeholders to define and promote appropriate measurable outcomes for afterschool programs that include STEM content, provide technical assistance to afterschool programs to start or grow their afterschool STEM efforts and define appropriate learning outcomes for such efforts, coordinate professional development for afterschool program educators, help afterschool program providers form strategic partnerships to advance STEM learning in afterschool programs, create and disseminate tool kits to afterschool programs wanting to form partnerships and incorporate STEM professionals as mentors and role models, and  provide technical assistance to federally funded STEM researchers and professionals who wish to engage with afterschool programs.  Requires the Director to reserve 20% of the funds appropriated for such grant program to develop and support new afterschool or STEM networks in states or areas where they do not exist. Defines: (1) an &quot;afterschool program&quot; as a structured program offered for elementary, middle, or secondary school students when school is not in session, such as before or after school, on the weekend, or during the summer; and (2) an &quot;afterschool or STEM network&quot; as a coalition that fosters partnerships and provides support to afterschool program providers and STEM education providers. Includes as goals of the grant program: (1) to support the development and delivery of high-quality STEM education to populations underrepresented in STEM fields, and (2) to provide hands-on learning and exposure to STEM research facilities and businesses through in-person or virtual distance-learning experiences.  Requires the Director to provide each recipient of a STEM research grant who is under the Director's authority with information on opportunities to engage with students in out-of-school-time programs, such as through mentorships.
feat_title: Supporting Afterschool STEM Act