Bill Overview
Title: Supporting STEM Learning Opportunities Act
Description: This bill establishes a grant program to promote hands-on learning opportunities in science, technology, engineering, and mathematics (STEM) education for prekindergarten, elementary, and secondary school students. Specifically, the National Science Foundation must provide grants to eligible nonprofit programs to (1) support hands-on learning opportunities in STEM education, including through after-school activities and innovative learning opportunities (e.g., robotics competitions); and (2) evaluate the impact of these programs on STEM learning and disseminate the evaluation results.
Sponsors: Rep. Hayes, Jahana [D-CT-5]
Target Audience
Population: Prekindergarten, elementary, and secondary school students worldwide
Estimated Size: 75000000
- The bill targets prekindergarten, elementary, and secondary school students, which includes all children and adolescents typically aged 3-18.
- It focuses on promoting STEM education—science, technology, engineering, and mathematics—fields that are crucial for future workforces.
- The bill will be supporting students through educational programs in schools and after-school activities.
- The objective is to provide practical, hands-on learning to better prepare students for careers in STEM.
- There is an emphasis on involving nonprofit programs to facilitate these learning opportunities.
Reasoning
- The policy targets a wide range of children from ages 3 to 18, irrespective of their backgrounds, focusing specifically on enhancing STEM education opportunities.
- The budget, though substantial, is spread across a large population, meaning not every child may have equal access to these programs initially.
- Urban areas may witness earlier and broader implementations due to existing infrastructure and resources for nonprofit partnerships.
- Rural and underserved communities might experience delayed or less widespread impact initially, although these are areas that could see profound long-term benefits.
- The perceived impact on wellbeing may vary based on local availability of programs and individual access.
- Individuals directly participating in enriched STEM programs are expected to see medium to high impact on their short and long-term wellbeing scores.
- By focusing on STEM, the policy aims to prepare students for future workforce demands, potentially reducing educational and career disparities.
- Diverse demographics in terms of age, location, and socioeconomic status should be represented in interviews to get a holistic view.
- Immediate impacts may be modest due to the lead time needed for program development, but long-term impacts could be more pronounced.
Simulated Interviews
Student (Rural Mississippi)
Age: 8 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- STEM sounds interesting but we don't have many science projects or computers at my school.
- I think learning robots would be fun, especially if it means getting better internet and computers in our school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Student (Suburban California)
Age: 16 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- I'm already involved in a robotics club, so more resources would be great.
- Programs that partner with tech companies or colleges could give us a better understanding of what's possible in STEM fields.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
Student (Urban New York)
Age: 5 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- I like playing with Legos and learning how to make things take shape!
- If there are more activities like building things, I will be happy.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Student (Chicago, Illinois)
Age: 12 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 7/20
Statement of Opinion:
- I love science, and having more hands-on projects would be amazing.
- Sometimes, I feel like my school doesn't focus much on real-world science.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Student (Miami, Florida)
Age: 18 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- I'm planning to study engineering, so more practical exposure would be beneficial.
- Sometimes balancing work and school is hard, so extra help or resources would be appreciated.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Student (Texas, suburban area)
Age: 14 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 8/20
Statement of Opinion:
- More STEM activities can help me decide if I want to pursue computer science as a career.
- My school doesn't offer much outside normal classes so this bill could change that.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Student (Seattle, Washington)
Age: 6 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- I like learning about weather and plants! STEM projects would be fun.
- If there's a program that lets us plant trees and study them, I am interested.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Student (Rural Kansas)
Age: 10 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 3/20
Statement of Opinion:
- Science is cool but we rarely have projects in class.
- Anything that brings more interactive materials to learn from would be fun and useful.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Student (Boston, Massachusetts)
Age: 17 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 7.0 years
Commonness: 9/20
Statement of Opinion:
- The more STEM resources and projects, the better prepared I can be for college.
- I see firsthand how engaging projects can get everyone excited about learning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 8 | 7 |
Student (Detroit, Michigan)
Age: 15 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Extra math help would be useful since I struggle with it sometimes.
- STEM hands-on activities might make things less boring and more interesting to me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Cost Estimates
Year 1: $75000000 (Low: $60000000, High: $90000000)
Year 2: $75000000 (Low: $60000000, High: $90000000)
Year 3: $75000000 (Low: $60000000, High: $90000000)
Year 5: $75000000 (Low: $60000000, High: $90000000)
Year 10: $75000000 (Low: $60000000, High: $90000000)
Year 100: $75000000 (Low: $60000000, High: $90000000)
Key Considerations
- The removal of barriers to entry for nonprofit organizations in terms of grant acquisition could potentially widen the reach and impact of the initiative.
- Ensuring equitable access across various demographic and geographical groups is crucial for maximizing the program's effectiveness.
- Assessment and dissemination of program results are critical components and should be well-structured to ensure transparency and adaptability.