Bill Overview
Title: Supporting Diverse STEM Students Act
Description: This bill authorizes minority institutions to use Minority Science and Engineering Improvement Program funds to (1) provide direct financial assistance to students who are underrepresented in science (including computer science), technology, engineering, and mathematics; and (2) improve institutional capacity to provide students with certain services, such as guidance counseling, academic advising, work-study opportunities, and peer mentorship.
Sponsors: Rep. Adams, Alma S. [D-NC-12]
Target Audience
Population: Individuals underrepresented in STEM fields
Estimated Size: 1000000
- The bill targets individuals who are underrepresented in STEM fields, including science, technology, engineering, and mathematics.
- Minority institutions serving these students are the primary beneficiaries, as the bill authorizes these institutions to provide financial assistance and improve their services.
- Underrepresented groups in STEM often include racial and ethnic minorities, women, and students from lower socioeconomic backgrounds.
- The global target population can be estimated by considering the number of underrepresented minority students globally pursuing or interested in pursuing STEM fields.
Reasoning
- The Supporting Diverse STEM Students Act is focused on providing financial assistance and support services to underrepresented students in STEM fields.
- The policy targets minority institutions which enroll a large percentage of racial and ethnic minorities, including Black, Hispanic, Native American, and Pacific Islander students.
- Women and students from lower socioeconomic backgrounds may also benefit from this policy as they are often part of the underrepresented groups in STEM.
- Considerations include the distribution of these students across different states and institutions in the U.S.
- The budget constraints imply that not all students can receive direct financial assistance, thus the impact may be limited to a portion of the target group.
- Wellbeing will be influenced by the financial support and enhanced services that ease education-related stresses and improve academic and career outcomes for these students.
- Evaluations will include comparisons between wellbeing under the policy versus a scenario without it, over various timeframes to understand long-term impacts.
Simulated Interviews
Undergraduate Student (Atlanta, Georgia)
Age: 21 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- The policy sounds like a fantastic initiative, particularly for students like me who face financial hurdles.
- I think the additional guidance and mentoring could really help me to stay focused and succeed in my degree.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Engineering Student (Los Angeles, California)
Age: 22 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- This funding would reduce my work hours and let me focus more on my studies.
- Mentorship could guide me through my transfer to a four-year university.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
High School Student (New York City, New York)
Age: 18 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 4.0 years
Commonness: 4/20
Statement of Opinion:
- The policy gives me hope to pursue STEM where I feel underrepresented.
- Financial aid would be crucial for my college application choices.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 7 |
Software Developer (Phoenix, Arizona)
Age: 26 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 1.0 years
Commonness: 7/20
Statement of Opinion:
- I wish I had this type of support when I was studying, it would have relieved many financial worries.
- It seems beneficial, but I worry whether it's too late for those who have already graduated.
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 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Guidance Counselor (Chicago, Illinois)
Age: 35 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- This policy would potentially increase college applications from our students in STEM fields.
- I believe it could change the trajectory for many students who lack resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
College Student (Miami, Florida)
Age: 19 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- Reducing financial pressure would definitely help, I could dedicate more time to my studies.
- Tutoring services also sound like a big help to me as I find some classes challenging.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
STEM Educator (Houston, Texas)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- I am optimistic that this could provide more opportunities for my students.
- Fostering interest in STEM early on has lasting impacts, and services like mentoring are invaluable.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 8 |
High School Student (Seattle, Washington)
Age: 17 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 3/20
Statement of Opinion:
- This could open doors for me that I didn't see before in terms of STEM careers.
- The support services are appealing, as I don't have close family in this field.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Graduate Student (San Francisco, California)
Age: 24 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- The act sounds very supportive, but I'm already benefiting from scholarships.
- Additional mentoring could be a positive tipping point to successfully complete my program.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 8 | 8 |
STEM Program Administrator (Detroit, Michigan)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- We can finally expand our programs without worrying about budget cuts.
- This policy would let us reach more students who need help to succeed in STEM.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Cost Estimates
Year 1: $500000000 (Low: $450000000, High: $550000000)
Year 2: $500000000 (Low: $450000000, High: $550000000)
Year 3: $500000000 (Low: $450000000, High: $550000000)
Year 5: $500000000 (Low: $450000000, High: $550000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The effectiveness of financial aid programs depends on the precise delivery and administration by minority institutions.
- The success of the bill in increasing the representation of minorities in STEM will hinge on both financial aid and improvements in guidance and support services.
- Long-term economic impacts are linked to the capacity of targeted individuals to successfully complete STEM programs and enter the workforce.