H.Res. 867

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H. Res. 867 Introduced in House (IH)]

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119th CONGRESS
1st Session
H. RES. 867

Acknowledging November 8, 2025, as ``National Science, Technology, 
Engineering, and Mathematics (STEM) Day''.

_______________________________________________________________________

IN THE HOUSE OF REPRESENTATIVES

November 7, 2025

Ms. Rivas (for herself and Mr. Dunn of Florida) submitted the following 
resolution; which was referred to the Committee on Education and 
Workforce

_______________________________________________________________________

RESOLUTION

Acknowledging November 8, 2025, as ``National Science, Technology, 
Engineering, and Mathematics (STEM) Day''.

Whereas the Bureau of Labor Statistics shows that there are currently over 
10,000,000 Americans employed in science, technology, engineering, or 
mathematics (STEM) occupations in the United States;
Whereas STEM occupations are projected to grow more than 10 percent by 2032, and 
20 percent of all occupations require a high level of knowledge in any 
one STEM field;
Whereas, in 2023, only 15 percent of students met the ACT STEM College Readiness 
Benchmark, indicating a 20-percent decrease since 2019;
Whereas diverse lived experiences in any field incorporate different 
perspectives and ideas that can lead to more creative, innovative, and 
pioneering solutions;
Whereas the National Center for Science and Engineering Statistics shows that, 
in 2021, Hispanic workers represented only 15 percent of the STEM 
workforce, Black workers represented only 10 percent of the STEM 
workforce, and American Indians and Alaska Natives together made up less 
than 1 percent of the STEM workforce;
Whereas there are multiple STEM educational and STEM career attainment pathways, 
such as through preapprenticeship and apprenticeship programs, in 
addition to a 4-year degree from an institution of higher education;
Whereas STEM education and STEM literacy are necessary for well-functioning 
communities and society at large, beyond national workforce priorities, 
and the security of the United States in the 21st Century global economy 
largely depends on developing STEM-literate citizens and a national 
collection of communities that see STEM as a means to solving community 
problems;
Whereas science, technology, and engineering are not consistently prioritized in 
school day budgets, and thus minimal school-day curriculum is dedicated 
to science, technology, and engineering learning;
Whereas afterschool, summer, and other out-of-school time STEM programs are 
essential complements to the school day, providing youth-led, hands-on, 
experiential, project-based learning opportunities that bridge the gap 
between classroom lessons and real-world STEM applications;
Whereas a healthy STEM ecosystem is comprised of community-based organizations, 
industry and private businesses, public entities, institutions of higher 
education, elementary and secondary schools, nonprofit organizations, 
and STEM professionals, both active and retired, working together as 
essential equity stakeholders;
Whereas, through collaborative work, a thriving STEM ecosystem delivers vital 
STEM learning and engagement for youth of all ages and communities, with 
a particular focus on fostering intergenerational and peer-to-peer 
mentorship and supportive learning communities;
Whereas STEM education is recognized as a lifelong learning journey, not 
restricted to the elementary and secondary school years;
Whereas strengthening recruitment and retention across the STEM sectors, 
including improving recruitment and retention of women, helps build a 
workforce that better reflects society and provides a wider range of 
role models to inspire students and young professionals from all 
backgrounds to pursue careers in STEM;
Whereas there is a need to acknowledge the need to build bridges across 
technical sectors and understand different ways of knowing across 
communities;
Whereas there is a need to acknowledge the need to work together across 
education sectors and build STEM education-wide integration; and
Whereas it is essential to acknowledge that learning doesn't happen in 
isolation, and a STEM-literate citizenry is only as effective as its 
ability to communicate, collaborate, and coordinate across different 
sectors and with people unlike themselves: Now, therefore, be it
Resolved, That the House of Representatives--
(1) acknowledges ``National Science, Technology, 
Engineering, and Mathematics (STEM) Day'';
(2) recognizes the science, technology, engineering, and 
mathematics (STEM) education ecosystem (of people, entities, 
and technical areas) as an education continuum and celebrates 
the importance of science, technology, engineering, and 
mathematics education in developing the workforce of the United 
States, nurturing a STEM-literate society, and utilizing STEM 
to improve people's lives;
(3) reaffirms the United States responsibility to ensure 
that all students have access to STEM education, including 
technological literacy, digital access, and opportunities to 
experience computer science and artificial intelligence;
(4) encourages STEM businesses and entities to engage 
meaningfully and responsibly with their local elementary and 
secondary schools, afterschool programs, and other STEM-
learning spaces;
(5) urges transdisciplinary collaboration across Federal 
agencies in supporting the entire STEM education ecosystem, 
such as by ensuring elementary and secondary STEM education 
(schools, community-based organizations, nonprofit 
organizations, and any entity serving students in the out-of-
school time space) is supported financially, as well as via 
social and human capital, through any Federal contract; and
(6) urges the people of the United States to observe 
National Science, Technology, Engineering, and Mathematics 
(STEM) Day with appropriate programs and activities.
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