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Creates a competitive grant program to expand and improve K–12 computer science education, especially in underserved communities. The grants fund teacher training, curriculum, materials, and supports to increase STEAM access and reduce equity gaps; awards last up to five years and the bill authorizes $250 million per year for FY2026 and the following four years. Recipients must report twice yearly on use of funds and student counts (disaggregated by race, ethnicity, gender, and free/reduced-price lunch status), and the Department of Education must analyze results and report recommendations to Congress within five years of the first award. The law also adds computer science items to federal education reporting authorities.
Computer science is transforming industry, creating new fields of commerce, driving innovation, and bolstering productivity. By 2034, computer science and information jobs are expected to grow by 20 percent, faster than the average of any other occupation.
Knowledge of computer science and use of technology is increasingly essential for all individuals, not just those working or planning to work in the technology sector.
Providing students with computer science education in elementary school and secondary school is critical for student success and for strengthening the workforce of a 21st century economy.
While an estimated 90 percent of parents want computer science taught in their children’s schools, just 60 percent of public high schools offer a foundational computer science course.
Black and Hispanic workers in the science and engineering workforce continue to be underrepresented: Black employees make up 11 percent of the U.S. workforce but only 9 percent of the STEAM workforce; Hispanic employees make up 17 percent of the U.S. workforce but only 8 percent of the STEAM workforce.
Primary beneficiaries are K–12 students (especially those in underserved groups) who will gain expanded access to computer science and STEAM learning. Teachers and school districts will receive professional development, curricula, and limited equipment support, which may improve teaching capacity and course offerings. Tribal schools and rural or low-income districts may receive targeted support through eligibility provisions and equity-focused priorities. Local educational agencies and grantee organizations will take on new administrative responsibilities (application requirements, multi-year planning, evaluations, and biannual reporting). The Department of Education will gain new data streams and analytical duties to evaluate program effectiveness and recommend expansion. Vendors and nonprofit partners providing curriculum, training, and technical assistance may see increased demand. Because funds are authorized (not appropriated in the bill text provided), actual impact depends on future appropriations. Reporting and evaluation requirements aim to promote transparency and to measure effects on participation and competency, with specific demographic disaggregation to track equity outcomes.
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Referred to the House Committee on Education and Workforce.
Introduced December 10, 2025 by Luz M. Rivas · Last progress December 10, 2025
Referred to the House Committee on Education and Workforce.
Introduced in House