Bill Summary
The "Supporting After-School STEM Educators Act" is designed to improve professional development for educators working in out-of-school time (OST) programs focused on STEM (science, technology, engineering, and mathematics) education. Recognizing the vital role these educators play in addressing staffing shortages and student achievement gaps exacerbated by the COVID-19 pandemic, the legislation emphasizes the need for a well-supported workforce to engage students, particularly from underrepresented groups.
The Act establishes a five-year grant program administered by the Secretary of Education, which provides funding to intermediaries that support OST program providers. These grants are intended for initiatives such as professional development scholarships for STEM educators, the creation of peer support networks, and the development of centralized databases to share professional development opportunities. Intermediaries are encouraged to partner with local organizations and secure matching funds.
Subgrants awarded to program providers will prioritize those that foster networking and support historically underrepresented communities in STEM, while also requiring evaluation and reporting on the effectiveness of the professional development activities. Overall, the legislation aims to enhance the quality of STEM education in out-of-school contexts by investing in educator development and creating supportive structures for collaboration and accountability.
Possible Impacts
1. **Enhanced Professional Development Opportunities for Educators**: The legislation will provide federal grants to intermediaries, enabling them to offer scholarships specifically for STEM educators in out-of-school programs. This will help educators access high-quality professional development, allowing them to improve their teaching practices and engage students more effectively in STEM subjects. As a result, educators will feel more supported and better equipped to foster interest and achievement in STEM among their students.
2. **Increased Support for Underrepresented Communities**: By prioritizing subgrants for program providers that focus on serving historically underrepresented communities in STEM, the legislation aims to create a more inclusive environment in STEM education. This focus will benefit students from these communities by providing them with better access to knowledgeable and well-trained educators. Consequently, students who have been traditionally marginalized in STEM fields will have more opportunities to excel and pursue STEM-related careers.
3. **Improved Networking and Collaboration Among Educators**: The establishment of centralized databases and peer support networks will facilitate collaboration among STEM educators. Intermediaries will help connect educators, allowing them to share resources, strategies, and experiences. This networking will lead to a more cohesive and informed teaching community, ultimately enhancing the overall quality of STEM education in after-school and out-of-school programs, which will benefit both educators and students alike.
[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 4030 Introduced in Senate (IS)]
<DOC>
119th CONGRESS
2d Session
S. 4030
To provide out-of-school time educators with professional development
in STEM subjects, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
March 9, 2026
Mrs. Shaheen introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To provide out-of-school time educators with professional development
in STEM subjects, and for other purposes.
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 ``Supporting After-School STEM
Educators Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) 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.
(2) 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.
(3) 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.
(4) 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.
(5) 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.
(6) 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.
(7) 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--
(1) 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
(2) 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:
(1) 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--
(A) technical assistance and professional
development for program educators;
(B) program quality improvement initiatives,
including assessment, evaluation, data analysis, and
data dashboards;
(C) resource development and coordination,
including development and coordination through
fundraising, grant writing, partnership building, and
support with braiding funding and pass-through funding;
(D) public awareness efforts to promote the
importance of out-of-school time programs and build
partnerships to help programs secure funding and
support; and
(E) quick and fluid action to be able to respond to
needs and opportunities, partnering with State and
local government agencies.
(2) Out-of-school time.--The term ``out-of-school time''--
(A) used with respect to a program, means any
organized educational, enrichment, or child care
program (including a service) that is--
(i) designed to engage pre-kindergarten
through 12th grade students during a time when
the students are not participating in a formal
school program; and
(ii) 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
(B) used with respect to an educator, means an
educator in a program described in subparagraph (A).
(3) Program provider.--The term ``program provider'' means
a nonprofit provider of an out-of-school time program.
(4) Secretary.--The term ``Secretary'' means the Secretary
of Labor.
(5) STEM.--The term ``STEM'' means science, technology,
engineering, and mathematics.
SEC. 5. OUT-OF-SCHOOL TIME STEM EDUCATOR PROFESSIONAL DEVELOPMENT
SCHOLARSHIP PROGRAM.
(a) In General.--
(1) Grants.--The Secretary shall establish a program
through which the Secretary shall award grants to
intermediaries (including consortia of intermediaries) to--
(A) 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;
(B) 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
(C) streamline accountability for the programs
funded under this section.
(2) Periods.--The Secretary shall award the grants for
periods of 5 years.
(3) 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.
(b) 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.
(c) 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.
(d) Use of Grant Funds.--An intermediary that receives a grant
under this section shall use the grant funds--
(1) to make subgrants under subsection (e), on a
competitive basis, to program providers--
(A) to enable STEM educators to participate in
professional development (including coaching); and
(B) to meet program provider reporting requirements
established under this section;
(2) 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
(3) to meet intermediary reporting requirements established
under this section.
(e) Subgrants to Program Providers.--
(1) In general.--
(A) 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.
(B) 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.
(C) 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).
(2) 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.
(3) 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.
(4) 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--
(A) ensures educators are able to implement what
the educators learn from professional development
opportunities, using methods that resonate with their
student populations;
(B) ensures educators are supported in--
(i) 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
(ii) using the professional development to
increase their wages and follow pathways for
professional growth; and
(C) provides that the program provider will--
(i) not less often than annually, evaluate
and appropriately reward the educators
receiving the professional development for
their professional growth; and
(ii) increase recognition titles for
educators who acquire new skills, experience,
and responsibilities in alignment with the NAA
thriving workforce recommendations.
(5) Priority.--In determining which program providers will
receive subgrants under this subsection, an intermediary shall
give priority to--
(A) 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;
(B) a program provider with a program--
(i) in a community with historical
underinvestment in access to STEM learning
opportunities for students both in and out of
school;
(ii) with a high percentage of students who
are underrepresented in STEM fields; or
(iii) in a rural area where learning
programs for students are more remote from
typical professional learning and industry
hubs; and
(C) a program provider that seeks--
(i) to support educators, including
seasonal educators; and
(ii) to provide train-the-trainer and coach
development trainings for more long-term
educators.
(6) Use of funds.--
(A) 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.
(B) 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.
(7) 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.
(8) Reporting.--
(A) Annual reports.--
(i) Program providers.--At the end of each
year throughout the period of the grant, each
program provider that receives a subgrant under
this Act--
(I) shall evaluate the professional
development activities carried out
through the subgrant on--
(aa) the degree of change
in educator confidence in
implementing or facilitating
the implementation of STEM
programs;
(bb) the degree of
integration of the knowledge
received by the educators
through those activities into
their out-of-school time
programs; and
(cc) student and parent
satisfaction with the STEM
component of the resulting
programs;
(II) 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--
(aa) the relevancy of that
STEM component to skills that
prepare students for the
workforce and improve their
everyday life;
(bb) the degree of
integration of the STEM
knowledge received by students
with content knowledge received
by students during the school
day; and
(cc) 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
(III) shall prepare a report
containing the results of the
evaluation under this clause, and
submit the report to the intermediary
that made the subgrant.
(ii) Intermediaries.--The intermediary
shall prepare and submit to the Secretary a
report summarizing the program provider reports
received under clause (i).
(B) Final reports.--
(i) Program providers.--
(I) 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--
(aa) the percentage change
in the number of students
(disaggregated by age level)
attending the provider's
program;
(bb) the percentage, of the
educators who were
beneficiaries of funds for
professional development under
this subsection, who were
retained by the provider;
(cc) the percentage, of all
educators, who were retained by
the provider;
(dd) 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
(ee) 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.
(II) 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.
(III) 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.
(ii) Intermediaries.--The intermediary
shall prepare and submit to the Secretary a
report summarizing the program provider reports
received under clause (i).
(f) Centralized Statewide Support Structures.--Each intermediary
that receives a grant under this Act shall use the grant funds to--
(1) 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
(2) 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.
(g) Reporting.--
(1) 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.
(2) Final reports.--
(A) Preparation.--At the end of the 5-year grant
period, each intermediary that receives a grant under
this Act shall prepare a report that--
(i) summarizes the evaluations submitted to
the intermediary under subsection (e)(8);
(ii) describes best practices for accessing
professional development in STEM education for
program provider educators;
(iii) describes the use of funds under the
grant; and
(iv) 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.
(B) 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.
<all>