H.R. 6621

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6621 Introduced in House (IH)]

<DOC>

119th CONGRESS
1st Session
H. R. 6621

To promote a 21st-century workforce, to authorize grants to support 
emerging and advanced technology education, and to support training and 
quality employment for workers in industries most impacted by 
artificial intelligence.

_______________________________________________________________________

IN THE HOUSE OF REPRESENTATIVES

December 11, 2025

Mr. Cleaver (for himself, Mrs. McIver, Mr. Larson of Connecticut, Mr. 
Goldman of New York, and Ms. Norton) introduced the following bill; 
which was referred to the Committee on Education and Workforce, and in 
addition to the Committee on Science, Space, and Technology, for a 
period to be subsequently determined by the Speaker, in each case for 
consideration of such provisions as fall within the jurisdiction of the 
committee concerned

_______________________________________________________________________

A BILL

To promote a 21st-century workforce, to authorize grants to support 
emerging and advanced technology education, and to support training and 
quality employment for workers in industries most impacted by 
artificial intelligence.

Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the ``Workforce of the Future Act of 
2025''.

SEC. 2. TABLE OF CONTENTS.

The table of contents for this Act is as follows:

Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS

Sec. 101. Sense of Congress.
Sec. 102. Definitions.
Sec. 103. Report on artificial intelligence.
TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE 
DEVELOPMENT

Sec. 201. Findings.
Sec. 202. Definitions.
Sec. 203. Department of Education grants.
Sec. 204. Department of Labor grants.
Sec. 205. Reporting requirements.
Sec. 206. Amendments to the Education Sciences Reform Act.

TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS

SEC. 101. SENSE OF CONGRESS.

It is the sense of Congress that--
(1) while the field of artificial intelligence is evolving 
quickly and has potential to disrupt jobs, there are 
opportunities to prepare the American workforce to develop and 
work alongside this new technology and mitigate the potential 
negative consequences of job displacement; and
(2) to ensure these opportunities, it is imperative to 
identify the following:
(A) Data and data access necessary to properly 
analyze the impact of artificial intelligence on the 
United States workforce.
(B) Industries projected to be most impacted by 
artificial intelligence.
(C) Opportunities for workers and other 
stakeholders to influence the impact of artificial 
intelligence across industries.
(D) Characteristics of workers and communities 
whose career opportunities are most likely to be 
affected by the growth of artificial intelligence.
(E) The skills, expertise, and education needed to 
develop, operate, or work alongside artificial 
intelligence.
(F) Methods to ensure necessary skills, expertise, 
and education are accessible to all segments of the 
current and future workforce.

SEC. 102. DEFINITIONS.

In this title:
(1) Artificial intelligence.--The term ``artificial 
intelligence'' has the meaning given the term in section 5002 
of the National Artificial Intelligence Initiative Act of 2020 
(15 U.S.C. 9401).
(2) Community college.--The term ``community college'' has 
the meaning given the term ``junior or community college'' in 
section 312(f) of the Higher Education Act of 1965 (20 U.S.C. 
1058(f)).
(3) Institution of higher education.--The term 
``institution of higher education'' has the meaning given the 
term in section 101 of the Higher Education Act of 1965 (20 
U.S.C. 1001).
(4) Labor organization.--The term ``labor organization'' 
includes a labor organization as defined in section 2(5) of the 
National Labor Relations Act (29 U.S.C. 152(5)) and an 
organization representing public sector employees.
(5) Local educational agency.--The term ``local educational 
agency'' has the meaning given the term in section 8101 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801).
(6) Minority-serving institution.--The term ``minority-
serving institution'' means an eligible institution as 
described in section 371 of the Higher Education Act of 1965 
(20 U.S.C. 1067q).
(7) State educational agency.--The term ``State educational 
agency'' has the meaning given the term in section 8101 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801).
(8) Technical college.--The term ``technical college'' 
means a postsecondary vocational institution, as that term is 
defined in section 102(c) of the Higher Education Act of 1965 
(20 U.S.C. 1002(c)).
(9) Tribal college or university.--The term ``Tribal 
College or University'' has the meaning given the term in 
section 316 of the Higher Education Act of 1965 (20 U.S.C. 
1059c).

SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE.

(a) In General.--
(1) Interim and final reports.--The Secretary of Labor, the 
Secretary of Commerce, and the Secretary of Education shall, 
jointly and in collaboration with the individuals and entities 
described in subsection (c), prepare and submit to the 
Committee on Education and Workforce, the Committee on Energy 
and Commerce, and the Committee on Science, Space, and 
Technology of the House of Representatives, and the Committee 
on Health, Education, Labor, and Pensions and the Committee on 
Commerce, Science, and Transportation of the Senate--
(A) not later than 6 months after the date of 
enactment of this Act, an interim report on artificial 
intelligence and its impact on the workforce of the 
United States, which shall include the information and 
recommendations listed in subsection (b);
(B) not later than 1 year after the date of 
enactment of this Act, a final report on artificial 
intelligence and its impact on the workforce of the 
United States, which shall include the information and 
recommendations listed in subsection (b); and
(C) not later than 3 years after the final report 
described in subparagraph (B) is submitted, an updated 
report reassessing the information and recommendations 
listed in subsection (b).
(2) Memorandum of understanding.--The Secretary of Labor 
may enter into a memorandum of understanding with the Secretary 
of Commerce and the Secretary of Education to establish 
procedures for the preparation and submission of the interim 
and final reports described in paragraph (1).
(b) Required Information.--Each report submitted under subsection 
(a) shall include the following:
(1) An identification of the specific data relating to the 
workforce, and the availability of such data, necessary to 
properly analyze the impact and growth of artificial 
intelligence on the workforce of the United States and outline 
how much of this data is privately owned, and the effectiveness 
of Federal, State, or industry efforts (including public-
private partnerships) to make privately owned data on the 
workforce of the United States available for Federal research 
purposes.
(2) Identification of industries and occupations projected 
to have the most growth in artificial intelligence use, the 
extent to which the technology is likely to result in the 
enhancement of workers' capabilities or their displacement, and 
level of education currently consistent with industries and 
occupations identified.
(3) Analysis of how growth in artificial intelligence use 
will impact job quality in the industries and occupations 
identified in paragraph (2).
(4) Identification of opportunities for workers, educators, 
institutions of higher education, Congress, labor 
organizations, or other relevant stakeholders to influence the 
impact of artificial intelligence on workers across various 
industries.
(5) Analysis of how educational entities, workforce 
development organizations, and labor organizations can 
collaborate to advance new opportunities for education and 
workforce development to support an artificial intelligence-
enabled economy and workforce.
(6) Analysis of which demographics (including ethnic, race, 
gender, economic, age, disability status, and regional) 
currently stand to experience expanded career opportunities, 
and which demographics currently appear most vulnerable to 
career displacement, due to artificial intelligence.
(7) Analysis of the skills, expertise, and education in 
emerging and advanced technology needed to develop, operate, or 
work alongside artificial intelligence over the next decades, 
as compared to the levels of such comparable expertise and 
education among the workforce as of the date of enactment of 
this Act, with a differentiation between core competencies 
required across the entire workforce and competencies required 
within the industries and occupations identified in paragraph 
(2).
(8) Identification of methods by which necessary skills, 
expertise, and education can be effectively delivered to 
various segments of the United States workforce, including 
promising efforts underway as of the time of the report that 
can be expanded.
(9) Identification of industry leaders, institutions of 
higher education, and labor organizations at the forefront of 
research and application of artificial intelligence in the 
industries and occupations identified in paragraph (2).
(10) Identification of the resources and opportunities 
required for labor organizations and institutions of higher 
education, including community colleges, technical colleges, 
minority-serving institutions (including Tribal Colleges and 
Universities), and institutions of higher education serving 
rural areas, to deliver skills, expertise, and education 
identified in paragraph (7).
(11) Identification of the demographic characteristics and 
educational background (including level of education) of the 
individuals who deliver skills, expertise, and education to 
students at the institutions described in paragraph (10).
(12) Recommendations to support enhanced workforce 
development and prepare future workforce members for the 
artificial intelligence economy, and any other relevant 
observations or recommendations within the field of emerging 
and advanced technology, which shall include recommendations 
on--
(A) methods to expand public access to privately 
owned workforce data and government-owned workforce 
data, for the purpose of researching the effect of 
emerging technologies on the United States workforce;
(B) policy, regulatory, or programmatic options for 
stakeholders (workers, educators, institutions of 
higher education, Congress, labor organizations, or 
other relevant stakeholders) to effectively enhance 
educational and workforce development opportunities, 
including mitigating perceived negative impacts of 
artificial intelligence on segments of the United 
States workforce;
(C) recommendations to employers on best practices 
to engage workers and representatives of workers, 
including labor organizations, in decision-making on 
the integration of artificial intelligence into the 
workplace;
(D) methods to upskill or mitigate earnings or 
income losses to demographic groups identified in 
paragraph (6) as most vulnerable to career 
displacement, due to artificial intelligence;
(E) methods to encourage low cost, open source 
sharing of industry valued credentials certifying the 
types of skills, expertise, and education identified in 
paragraph (7);
(F) methods to ensure core skills and competencies 
identified in paragraph (7) can be evaluated, updated, 
and made public by relevant stakeholders as needed, 
given rapid developments in the field of artificial 
intelligence;
(G) methods to ensure community colleges, technical 
colleges, minority-serving institutions (including 
Tribal Colleges and Universities), and institutions of 
higher education serving rural areas receive resources 
and opportunities identified in paragraph (10);
(H) methods to promote knowledge sharing and 
capacity building between industry leaders, labor 
organizations, and institutions identified in paragraph 
(9) and community colleges, technical colleges, 
minority-serving institutions (including Tribal 
Colleges and Universities), and rural institutions of 
higher education; and
(I) other methods to ensure that the skills, 
expertise, and education needed to develop, operate, or 
work alongside artificial intelligence are delivered to 
vulnerable demographic groups identified in paragraph 
(6), rural workers, and other historically underserved 
segments of the United States workforce (including 
workers with disabilities).
(c) Collaboration.--In preparing the report under subsection (a), 
the Secretary of Labor, the Secretary of Commerce, and the Secretary of 
Education shall collaborate, through a series of public meetings, 
roundtables or other methods, with--
(1) local educational agencies, State educational agencies, 
State agencies with responsibility for the administration of a 
core program (as defined in section 3 of the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3102)), institutions 
of higher education (including community colleges, technical 
colleges, minority-serving institutions (including Tribal 
Colleges and Universities), and institutions of higher 
education serving rural areas), labor organizations, workforce-
training organizations, National Laboratories, and teacher and 
educator preparation programs;
(2) a broad range of industrial stakeholders in the 
technology, manufacturing, employment, human resources, and 
service sectors, including companies (large and small), think 
tanks, organized labor, and industry organizations;
(3) the National Academies of Sciences, Engineering, and 
Medicine, including by sharing relevant information obtained as 
a result of the study conducted under section 5105 of the 
National Artificial Intelligence Initiative Act of 2020 (Public 
Law 116-283; 134 Stat. 4530); and
(4) the Director of the National Science Foundation, the 
Director of the White House Office of Science and Technology 
Policy, the Director of the National Artificial Intelligence 
Initiative Office, the National Cyber Director, and the heads 
of any other Federal agency the Secretary of Labor, the 
Secretary of Commerce, and the Secretary of Education determine 
appropriate.

TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE 
DEVELOPMENT

SEC. 201. FINDINGS.

Congress finds the following:
(1) Emerging and advanced technologies are transforming 
industry, creating new fields of commerce, driving innovation, 
and bolstering productivity. Emerging and advanced technology 
and information occupations are projected to grow by 377,500 
jobs per year on average between 2022 and 2032, much faster 
than the average for all other occupations.
(2) As of 2024, more than 400,000 computing and technology 
jobs remain unfilled in the United States. These unfilled jobs 
present a significant opportunity for individuals to advance in 
the 21st-century economy. It is projected that there will be 
660,000 new jobs in the technology and computing sector by 
2032. However, the availability of emerging and advanced 
technology education at the time of enactment of this Act does 
not equitably provide all students in the United States with 
the tools to fill these technology sector jobs.
(3) Given the rapidly increasing interest and deployment of 
artificial intelligence and other new technologies in the 
workplace, knowledge of, and the skills to use, emerging and 
advanced technology is increasingly essential for all 
individuals, not just those working or planning to work in the 
technology sector.
(4) Providing students with emerging and advanced 
technology education in elementary school and secondary school 
is critical for student success, and strengthening the 
workforce of a 21st-century economy.
(5) While an estimated 90 percent of parents want 
technology, such as computer science, taught in their 
children's schools, just 44 percent of all middle schools and 
57.5 percent of secondary schools offer high-quality technology 
instruction that includes programming and coding.
(6) Lack of universal emerging and advanced technology 
education is evident in the lack of a widespread tech industry, 
which is overwhelmingly concentrated in a few cities 
nationwide. Emerging and advanced technology education is 
limited to affluent schools and students, placing low-income, 
minority, and rural communities at risk of being left behind.

SEC. 202. DEFINITIONS.

In this title:
(1) Computational thinking.--The term ``computational 
thinking'' means the wide range of creative processes that go 
into formulating problems and their solutions in such a way 
that the solutions can be carried out by a computer, and may 
involve some understanding of software and hardware design, 
logic and the use of abstraction and representation, algorithm 
design, algorithm expression, problem decomposition, 
modularity, programming paradigms and languages, issues of 
information security and privacy, the application of 
computation across a wide range of disciplines, and the 
societal impact of computing.
(2) Eligible entity.--The term ``eligible entity'' means--
(A) a State educational agency, as defined in 
section 8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801);
(B) a local educational agency, as defined in 
section 8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801);
(C) an eligible Tribal school;
(D) a community college, which shall have the 
meaning given the term ``junior or community college'' 
in section 312(f) of the Higher Education Act of 1965 
(20 U.S.C. 1058(f));
(E) a technical college or postsecondary vocational 
institution, as that term is defined in section 102(c) 
of the Higher Education Act of 1965 (20 U.S.C. 
1002(c));
(F) a labor organization (as defined in section 
102);
(G) a State agency with responsibility for a 
workforce development program, as defined in section 3 
of the Workforce Innovation and Opportunity Act (29 
U.S.C. 3102); or
(H) an institution of higher education.
(3) Eligible tribal school.--The term ``eligible Tribal 
school'' means--
(A) a school operated by the Bureau of Indian 
Education;
(B) a school operated pursuant to the Indian Self-
Determination and Education Assistance Act (25 U.S.C. 
5301 et seq.); or
(C) a tribally controlled school (as defined in 
section 5212 of the Tribally Controlled Schools Act of 
1988 (25 U.S.C. 2511)).
(4) Emerging and advanced technology education.--The term 
``emerging and advanced technology education'' includes 
education in any of the following: computational thinking; 
software design; hardware architecture and organization; 
theoretical foundations; use of abstraction and representation 
in problem solving; logic; algorithm design and implementation; 
the limits of computation; programming paradigms and languages; 
parallel and distributed computing; information security and 
privacy; computing systems and networks; graphics and 
visualization; databases and information retrieval; the 
relationship between computing and mathematics; artificial 
intelligence; quantum computing; applications of computing 
across a broad range of disciplines and problems; cloud 
computing; and the social impacts and professional practices of 
computing.
(5) Institution of higher education.--The term 
``institution of higher education'' has the meaning given the 
term in section 101 of the Higher Education Act of 1965 (20 
U.S.C. 1001).
(6) Minority-serving institution.--The term ``minority-
serving institution'' means an eligible institution as 
described in section 371 of the Higher Education Act of 1965 
(20 U.S.C. 1067q).
(7) Poverty line.--The term ``poverty line'' has the 
meaning given the term in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801).
(8) Programming.--The term ``programming'' means a hands-
on, inquiry-based way in which computational thinking may be 
learned.
(9) Secretary.--The term ``Secretary'' means the Secretary 
of Education.
(10) STEAM.--The term ``STEAM'' means the subjects of 
science, technology, engineering, arts, and mathematics, 
including emerging and advanced technology.

SEC. 203. DEPARTMENT OF EDUCATION GRANTS.

(a) Authorization of Grants.--
(1) In general.--The Secretary shall award grants to 
eligible entities to support the expansion of emerging and 
advanced technology education. From the amounts appropriated 
under subsection (g), after reserving amounts under subsection 
(e), the Secretary shall--
(A) reserve 50 percent of the remaining funds to 
award grants to eligible entities that propose to use 
grant funds in accordance with subsection (c); and
(B) reserve 50 percent of the remaining funds to 
award grants to eligible entities that propose to use 
grant funds in accordance with subsection (d).
(2) Consortia.--An eligible entity may apply for a grant 
under this section as part of a consortium of one or more 
eligible entities.
(3) Duration.--Grants awarded under this section shall be 
for a period of not less than 3 years and not more than 5 
years.
(4) Considerations.--In awarding grants under this section, 
the Secretary shall consider--
(A) the information and recommendations included in 
the reports prepared under section 103; and
(B) structural and other barriers facing specific 
demographic groups, as informed by the reports prepared 
under section 103.
(5) Multiple awards.--
(A) In general.--Except as provided in subparagraph 
(B), an eligible entity may receive only 1 grant award 
under this section.
(B) Part of consortia.--
(i) In general.--An eligible entity may 
receive more than 1 grant award under this 
section if the eligible entity is part of 
consortia that receive the grant awards.
(ii) Lead fiscal agent.--An eligible entity 
that receives more than 1 grant award under 
this section as part of consortia, may be the 
lead fiscal agent only on 1 grant award under 
this section.
(b) Application Requirements.--
(1) In general.--An eligible entity that desires a grant 
under this section shall submit an application to the Secretary 
at such time, in such manner, and containing such information 
as the Secretary may require.
(2) Plan.--An eligible entity that proposes to use grant 
funds in accordance with subsection (c) shall include in the 
application under paragraph (1), at a minimum, plans for the 
following:
(A) Every high school student served by the 
eligible entity to have access to emerging and advanced 
technology education not later than 5 years after 
receipt of grant funds.
(B) All students served by the eligible entity to 
have access to a progression of emerging and advanced 
technology education from prekindergarten through the 
middle grades (as defined in section 8101 of the 
Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7801)) that prepares students for high school 
emerging and advanced technology education.
(C) Expansion of overall access to rigorous (as 
defined by the Secretary) STEAM classes, utilizing 
emerging and advanced technology as a catalyst for 
increased interest in STEAM more broadly, and reducing 
the enrollment and academic achievement gap for 
underrepresented groups, such as minorities, girls, and 
youth from families living at, or below, the poverty 
line.
(D) Continuous monitoring and evaluation of project 
activities.
(E) Effectively sustaining project activities after 
the grant period ends, and the length of time which the 
applicant plans to sustain the project activities.
(F) Disclosure of how the eligible entity will 
engage with industry to inform the project activities, 
and with which entities from industry they will engage.
(G) Leveraging of permissible activities described 
in subsection (c)(2), if relevant to support and 
enhance program activities.
(c) Grant Funds for Emerging and Advanced Technology Education.--
(1) Required activities.--An eligible entity that receives 
a grant under subsection (a)(1)(A) shall use the grant funds 
for each of the following activities:
(A) Training teachers to teach emerging and 
advanced technology, including providing professional 
development opportunities.
(B) Expanding access to high-quality learning 
materials and online learning options, including 
equipment and other related technologies and access to 
broadband internet that are necessary to fully perform 
in the area of emerging and advanced technologies.
(C) Creating plans for expanding overall access to 
rigorous STEAM classes, utilizing emerging and advanced 
technology as a catalyst for increased interest in 
STEAM more broadly, and reducing course equity gaps for 
all students, including underrepresented groups, such 
as minorities, girls, and youth from low-income 
families.
(D) Ensuring additional support and resources, 
which may include mentoring for students traditionally 
underrepresented in STEAM fields.
(E) Ongoing industry engagement to receive feedback 
on curricula and the emerging skills needed of 
artificial intelligence-related jobs.
(2) Permissible activities.--An eligible entity that 
receives a grant under subsection (a)(1)(A) may use the grant 
funds for 1 or more of the following activities:
(A) Building effective regional collaborations with 
industry, nonprofit organizations, State boards and 
local boards (as such terms are defined in section 3 of 
the Workforce Innovation and Opportunity Act (29 U.S.C. 
3102)), institutions of higher education (including 
community colleges, technical colleges, and minority-
serving institutions), and out-of-school providers.
(B) Recruiting and hiring instructional personnel 
as needed, including teachers and paraeducators (which 
shall have the meaning given the term 
``paraprofessional'' in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7801)), 
including through support for the workforce development 
system (as defined in section 3 of the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3102)) in the 
State.
(C) Preparations for effectively sustaining project 
activities after the grant period ends.
(D) Disseminating information about effective 
practices.
(3) Limitation.--Not more than 15 percent of a grant 
awarded under subsection (a)(1)(A) may be used to purchase 
equipment.
(d) Grant Funds for Emerging and Advanced Technology Teacher 
Development and Recruitment.--
(1) In general.--An eligible entity that receives a grant 
under subsection (a)(1)(B) shall use the grant funds for 
emerging and advanced technology teacher development and 
recruitment, which may include professional development 
opportunities, loan repayment, or tuition reimbursement for 
service as an emerging and advanced technology teacher, or any 
other program designed to develop and recruit emerging and 
advanced technology teachers.
(2) Fulfilling obligation.--If an eligible entity that 
receives a grant under subsection (a)(1)(B) uses the grant 
funds to implement a loan repayment program or program for 
tuition reimbursement for service as an emerging and advanced 
technology teacher, the eligible entity shall fulfill any loan 
repayment or tuition reimbursement obligation made to a teacher 
in exchange for service.
(e) National Activities.--The Secretary may reserve not more than 
2.5 percent of funds available for grants under this section for 
national activities, including technical assistance, evaluation, and 
dissemination.
(f) Evaluations.--In carrying out this section, the Secretary shall 
authorize third-party evaluations of grants awarded under this section 
to help build an evidence base of effective programs that advance a 
21st-century artificial intelligence workforce. Such evaluations shall 
assess the scalability of activities funded by such grants to support 
the 21st-century artificial intelligence workforce.
(g) Authorization of Appropriations.--There is authorized to be 
appropriated to carry out this section $160,000,000 for fiscal year 
2026.

SEC. 204. DEPARTMENT OF LABOR GRANTS.

(a) Grants Authorized.--
(1) In general.--The Secretary of Labor shall award grants 
to eligible entities to support workforce training for workers 
most impacted by artificial intelligence. From the amounts 
appropriated under subsection (f), after reserving amounts 
under subsection (d), the Secretary of Labor shall award grants 
as described in subsection (b).
(2) Consortia.--An eligible entity may apply for a grant 
under this section as part of a consortium of eligible 
entities.
(3) Duration.--Grants awarded under this section shall be 
for a period of not less than 3 years and not more than 5 
years.
(4) Considerations.--In awarding grants under this section, 
the Secretary of Labor shall consider--
(A) the information and recommendations included in 
the reports prepared under section 103; and
(B) structural and other barriers facing specific 
demographic groups, as informed by the reports prepared 
under section 103.
(5) Priority.--In awarding grants under this section, the 
Secretary of Labor shall give priority to eligible entities 
that are labor organizations representing workers in industries 
or occupations identified in the report under section 
103(b)(2), or consortia of eligible entities that include such 
a labor organization.
(b) Grant Funds To Serve Individuals Seriously Affected by AI.--
(1) Target population.--An eligible entity that receives a 
grant under this section shall use the grant funds to serve 
individuals who have a high school diploma or its recognized 
equivalent and--
(A) are employed in an industry or occupation 
projected, pursuant to the report under section 
103(b)(2), to have the most growth in artificial 
intelligence use, which is likely to significantly 
impact the job opportunities or wages of workers; or
(B) not earlier than 1 year prior to the date of 
enactment of this Act, involuntarily separated from an 
industry or occupation projected, pursuant to the 
report under section 103(b)(2), to have the most growth 
in artificial intelligence use, and are eligible for 
unemployment insurance.
(2) Activities.--In serving the target population described 
in paragraph (1), an eligible entity that receives a grant 
under this section shall use the grant funds for 1 or more of 
the following purposes:
(A) Providing training to such individuals, 
including skill certifications, or by supporting other 
programs that directly enable such individuals to enter 
high-skill, high-wage jobs in in-demand sectors, 
including emerging and advanced technology sectors.
(B) Providing training to such individuals, 
including continuing education certificates or programs 
aiming--
(i) to update workers' skills related to 
advanced and emerging technology; and
(ii) to support maintaining or advancing in 
high-skill, high-wage jobs in in-demand 
sectors, including emerging and advanced 
technology sectors.
(c) Application Requirements.--An eligible entity that desires a 
grant under this section shall submit an application to the Secretary 
of Labor at such time, in such manner, and containing such information 
and assurances as the Secretary of Labor may require, including, at a 
minimum each of the following:
(1) A detailed description of project activities that will 
be carried out using grant funds, how such activities will 
serve the target population described in subsection (b)(1), and 
how such programs will support the growth of the 21st-century 
workforce.
(2) A detailed description of how the eligible entity will 
engage workers and utilize input from workers in the design of 
project activities.
(3) A detailed description of how job quality and wage 
considerations, alongside skill development, have informed 
project activities.
(4) A plan for continuous monitoring and evaluation of 
project activities.
(5) A plan for effectively sustaining project activities 
after the grant period ends, and the length of time which the 
applicant plans to sustain the project activities.
(6) An assurance to provide performance data, as described 
in subclause (I) through (VI) of section 116(b)(2)(A)(i) of the 
Workforce Innovation and Opportunity Act (29 U.S.C. 
3141(b)(2)(A)(i)).
(d) National Activities.--The Secretary of Labor may reserve not 
more than 2.5 percent of funds available for grants under this section 
for national activities, including technical assistance, evaluation, 
and dissemination.
(e) Evaluations.--
(1) In general.--In carrying out this section, the 
Secretary of Labor shall authorize third-party evaluations of 
grants awarded under this section to help build an evidence 
base of programs that advance a 21st-century workforce.
(2) Scalability; worker engagement.--The evaluations 
described in paragraph (1) shall assess--
(A) the scalability of activities funded by the 
grants; and
(B) the effectiveness of worker engagement in the 
design of project activities in improving training 
relevance, completion rates, and employment outcomes 
for the target population.
(f) Authorization of Appropriations.--There is authorized to be 
appropriated to carry out this section $90,000,000 for fiscal year 
2026.

SEC. 205. REPORTING REQUIREMENTS.

(a) Grantee Reports.--Each eligible entity--
(1) that receives a grant under section 203 shall submit to 
the Secretary a report, not less than twice a year during the 
grant period, on the use of grant funds that shall include data 
on the numbers of individuals served through activities funded 
under such section, disaggregated by race (for Asian and Native 
Hawaiian or Pacific Islander individuals using the same race 
response categories as the decennial census of the population), 
ethnicity, gender, and eligibility to participate in the school 
lunch program established under the Richard B. Russell National 
School Lunch Act (42 U.S.C. 1751 et seq.); and
(2) that receives a grant under section 204 shall submit to 
the Secretary of Labor a report, not less than twice a year 
during the grant period, on the use of grant funds that shall 
include data on the numbers of individuals served through 
activities funded under such section, disaggregated by race 
(for Asian and Native Hawaiian or Pacific Islander individuals 
using the same race response categories as the decennial census 
of the population), ethnicity, and gender.
(b) Report by the Secretary.--Not later than 5 years after the 
first grant is awarded under this title, the Secretary and the 
Secretary of Labor shall submit to Congress a report based on the 
analysis of reports received under subsection (a) with a recommendation 
on how to expand the programs under this title.

SEC. 206. AMENDMENTS TO THE EDUCATION SCIENCES REFORM ACT.

Section 153(a)(1) of the Education Sciences Reform Act of 2002 (20 
U.S.C. 9543(a)(1)) is amended--
(1) in subparagraph (N), by striking ``and'' after the 
semicolon;
(2) in subparagraph (O), by inserting ``and'' after the 
semicolon; and
(3) by adding at the end the following:
``(P) the existence of emerging and advanced 
technology education (as defined in section 202 of the 
Workforce of the Future Act of 2025) in elementary 
schools and secondary schools, and the degree of 
competency in emerging and advanced technology fields 
among such students;''.
<all>