Supporting After-School STEM Educators Act
- Bill Number
- S. 4030
- Origin Chamber
- Senate
- Congress
- 119th Congress, Session 2
- Policy Area
- Education
- Status
- Introduced
- Latest Action
- 2026-03-09: Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
- Last Updated
- 2026-04-01T20:59:34Z
AI-Generated Summary
Purpose of the Legislation
The Supporting After-School STEM Educators Act aims to strengthen science, technology, engineering, and mathematics (STEM) education outside regular school hours by supporting educators in after-school, summer, and other out-of-school programs. It recognizes these educators' role in building the future STEM workforce and provides federal funding for their professional development to improve program quality, especially for underserved students.
Key Provisions
- Grant Program Establishment: The Secretary of Labor awards competitive grants to intermediaries (entities that support out-of-school programs through training, resources, and partnerships) for up to 5 years, with no more than one grant per state unless funding allows more.
- Subgrants to Program Providers: Intermediaries use grant funds to make subgrants to up to 25 nonprofit out-of-school program providers per state. These subgrants fund professional development (PD) scholarships for STEM educators, including coaching, training for credentials, and related costs like substitutes, travel, or staff time.
- Statewide Support Structures: Intermediaries must create centralized databases of PD opportunities and facilitate peer networks (e.g., online portals, events) for educators and STEM experts.
- Application and Selection Criteria:
- Intermediaries get preference if they partner with entities providing at least 25% non-federal matching funds.
- Subgrant priorities include programs in underserved communities, those serving underrepresented students (e.g., girls, low-income, or minority groups), rural areas, and those supporting seasonal educators or train-the-trainer models.
- Up to 15% of funds can cover administrative costs.
- Evaluation and Reporting:
- Annual reports from program providers assess educator confidence, program integration, and satisfaction; intermediaries summarize these for the Secretary.
- Final 5-year reports measure outcomes like student attendance, educator retention, credential attainment, and student STEM interest, using surveys and assessments.
- Intermediaries submit progress reports and best practices, which the Secretary makes public.
- Funding Authorization: Authorizes "such sums as may be necessary" for implementation, without specifying amounts.
Significant Changes to Existing Law
This bill introduces a new grant program under the Department of Labor, with no explicit amendments to prior laws. It builds on existing federal STEM education investments (e.g., referencing the Elementary and Secondary Education Act) by extending support specifically to out-of-school time (OST) educators, addressing staffing shortages post-COVID-19 and aligning with standards from the National AfterSchool Association (NAA) for job quality and credentials.
Potential Impacts
- On Government Agencies: The Department of Labor gains responsibility for administering grants, reporting, and oversight, potentially increasing workload but fostering coordination with state education and workforce boards.
- On Citizens: OST STEM educators receive training to enhance skills, leading to better wages, retention, and recognition; students, especially in underserved or rural areas, gain improved access to engaging STEM activities, potentially boosting academic performance and career interest. Program providers benefit from resources to combat staffing crises.
- On International Relations: Indirectly supports U.S. economic competitiveness by strengthening STEM proficiency, as noted in findings referencing global assessments like PISA and TIMSS, but no direct international provisions.
Main Stakeholders Affected
- OST Program Providers: Nonprofits running after-school, summer, or similar programs, who receive subgrants for educator PD.
- STEM Educators: Frontline workers in OST settings, gaining scholarships, credentials (e.g., NAA microcredentials), peer support, and career pathways.
- Students and Families: Pre-K through 12th graders, particularly girls, underrepresented minorities, low-income, and rural youth, who benefit from higher-quality STEM programming.
- Intermediaries: Public or private entities coordinating support, including nonprofits, workforce boards, or educational institutions.
- Federal and State Entities: Department of Labor (oversight), state educational agencies, and local partners providing matching funds or resources.
Notable Legal, Constitutional, or Political Implications
- Legal: Establishes a streamlined accountability system with defined metrics, ensuring funds target high-need areas without mandating new regulations; aligns with federal workforce development goals under laws like the Higher Education Act.
- Constitutional: No apparent conflicts; supports the federal government's role in education and economic policy under the Spending Clause, focusing on voluntary grants rather than mandates on states or individuals.
- Political: Emphasizes equity by prioritizing underserved populations, potentially appealing across party lines for STEM innovation and post-pandemic recovery; reliance on intermediaries and matching funds encourages public-private partnerships, but funding uncertainty (open authorization) may depend on congressional appropriations.
This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.
Sponsor
Cosponsors (1)
Sen. Alsobrooks, Angela D. [D-MD]
Recent Actions
- 2026-03-09: Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
- 2026-03-09: Introduced in Senate
Bill Versions
- Supporting After-School STEM Educators Act — issued 2026-03-09 — PDF (20 pages)