Bill Overview
Title: STEM Pathways Through College Act
Description: This bill requires the Department of Education to award competitive grants to eligible entities for increasing the number of students accessing and completing postsecondary STEM (i.e., science, technology, engineering, and mathematics) pathways. Eligible entity refers to a partnership between the state educational agency, one or more local educational agencies, and the state public higher education system. The partnership may also include other entities, such as businesses and nonprofit organizations.
Sponsors: Rep. Neguse, Joe [D-CO-2]
Target Audience
Population: Students capable of pursuing STEM education globally, including potential interest and engagement
Estimated Size: 15000000
- The target population primarily comprises students who are currently in high school and planning to pursue higher education, particularly in the STEM fields.
- By increasing access and completion of postsecondary education in STEM, this bill may benefit students who are considering careers in science, technology, engineering, and mathematics.
- The impact is likely broader in the long term, as education improvement typically leads to enhanced job prospects and economic opportunities.
- The legislation emphasizes partnerships with educational institutions and possibly businesses and nonprofits, suggesting an aim not only to increase student numbers but also to improve the quality and support for STEM education.
Reasoning
- The policy is designed to support high school and college students interested in STEM fields, enhancing their access to education pathways and ensuring completion through financial assistance and support systems.
- Given the budget constraint, the policy is expected to fund some but not all of the target population, indicative of selective impact rather than universal coverage.
- Grants will likely focus on areas with existing infrastructure and partnerships, potentially leaving smaller or rural institutions less affected initially.
- The long-term well-being impact assumes educational completion translates into better career opportunities, thus improving economic conditions and personal satisfaction. However, short-term variations will also be driven by personal circumstances, local employment conditions for STEM graduates, and institutional readiness for expansion.
- We simulate a range of individuals through diverse biographical scenarios to capture both the immediate impact and the projection over 20 years, highlighting a variety of influences like regional disparities, gender, support structures, and incumbency in educational pathways.
Simulated Interviews
High School Student (San Francisco, CA)
Age: 17 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 4/20
Statement of Opinion:
- I am really excited about the STEM Pathways Through College Act because I want to pursue computer science in college.
- The grants could really help my school provide more resources for STEM courses.
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 |
High School STEM Teacher (New York, NY)
Age: 33 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- The additional funding from the STEM bill could enhance the STEM resources at my school.
- It might attract more students to the program, and more engagement can lead to higher job satisfaction as a teacher.
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 |
Parent and Engineer (Austin, TX)
Age: 45 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- This policy is a step in the right direction for supporting STEM students like my child.
- I'm hopeful it will lead to better educational materials and opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
College Student (Detroit, MI)
Age: 19 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 5/20
Statement of Opinion:
- I hope the grants will ease financial burdens and provide better lab resources.
- More STEM opportunities could also mean more internships or research positions.
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 | 8 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
High School Principal (Seattle, WA)
Age: 56 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- The STEM Pathways Through College Act could fund necessary upgrades to our STEM labs, something we've struggled to budget for.
- Partnerships mandated by the bill could spearhead new student initiatives and increased college enrollments in STEM fields.
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 | 9 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Graduate Student (Columbus, OH)
Age: 27 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- The possibility of more resources in undergraduate programs is promising for future STEM PhD candidates.
- I anticipate a trickle-down effect boosting university support and engagement in STEM research.
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 | 8 | 7 |
High School Student (Rural Kansas)
Age: 16 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- Hoping for increased course offerings and extracurricular activities involved with STEM through this bill.
- Access to improved lab equipment and tech resources would be highly beneficial.
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 | 7 |
| Year 20 | 9 | 7 |
STEM Outreach Coordinator (Chicago, IL)
Age: 22 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- With the STEM Pathways Through College Act, our outreach programs may see increased funding, reaching more young students.
- Stronger partnerships with educational agencies could increase program effectiveness.
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 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Software Developer (Phoenix, AZ)
Age: 31 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- If high schools get more funding to develop their STEM programs, it will mean students are better prepared for the tech industry.
- A robust pipeline would ease some of the recruitment pressures we face as employers in the tech sector.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Research Scientist (Boston, MA)
Age: 24 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- This policy, if successful, could increase the pool of well-trained scientists and engineers we need in biotech.
- Fostering early interest and competence in STEM is crucial for innovation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 9 |
Cost Estimates
Year 1: $500000000 (Low: $450000000, High: $550000000)
Year 2: $520000000 (Low: $470000000, High: $570000000)
Year 3: $540000000 (Low: $490000000, High: $590000000)
Year 5: $600000000 (Low: $540000000, High: $660000000)
Year 10: $550000000 (Low: $495000000, High: $605000000)
Year 100: $300000000 (Low: $270000000, High: $330000000)
Key Considerations
- The target population is nationwide but will depend on the competitive nature of grant distribution, meaning some states may benefit more than others.
- Funding allocations must carefully consider disparities in access to ensure equitable development across different regions and socioeconomic groups.
- Coordination with state and local entities along with potential private sector partners makes the management and execution complex but potentially beneficial.
- The focus on STEM aligns with current workforce and economic needs, especially in tech-driven industries.