New STEM Bill Offers $1 Million Grants to High-Poverty Schools to Boost Girls and Minority Students in Science

The “21st Century STEM for Girls and Underrepresented Minorities Act” establishes a new competitive grant program designed to funnel significant resources directly into high-poverty school districts to close the equity gap in science, technology, engineering, and math (STEM) fields. This isn’t a small pot of money; the bill authorizes grants of $250,000 annually for four years—totaling $1 million per successful school district—specifically for programs targeting girls and students from underrepresented minority groups from kindergarten through 12th grade.

Who Gets to Play?

This program is highly targeted. To even apply for this grant money, a local educational agency (LEA)—a school district—must meet two specific criteria. First, they must already receive federal funding under Title I (meaning they serve a significant number of low-income students). Second, at least 40% of their students must be eligible for free or reduced-price lunch. This structure means the bill is focused squarely on districts facing significant economic challenges, ensuring the funds go where the need for additional resources is often greatest. The Secretary of Education is mandated to start awarding these grants quickly, within 90 days of the bill becoming law.

What the $1 Million Is For

The bill is very clear about how this money should be spent, providing a blueprint for comprehensive K-12 STEM programs. Think of it as funding an entire ecosystem of support. The money can cover everything from paying up to 50% of the cost of a student’s STEM internship (a huge boost for real-world experience) to purchasing new educational software and equipment. It also covers field trips to colleges and provides academic advising to ensure students enroll in advanced high school STEM courses.

Crucially, the bill mandates funding for professional development for teachers. This training focuses on two key areas: improving engagement strategies and, more pointedly, eliminating bias. For example, a teacher might receive training on how unconscious bias affects who they call on or encourage in a science class, directly addressing systemic barriers. The grant application process also prioritizes districts that partner with organizations already known for successfully increasing participation in these fields, adding a layer of expertise and accountability.

The Fine Print: Supplement, Not Supplant

One critical detail for school administrators and taxpayers alike is the “supplement, not supplant” provision. This means districts can’t just use the $250,000 annual grant to replace money they were already spending on STEM programs. The new federal funds must add to what the district is already doing. This ensures the grant leads to genuinely expanded programming, not just budget relief.

However, while the individual grants are substantial, the overall authorized funding is $10 million annually for four years (Fiscal Years 2026 through 2029). Given the large number of eligible high-poverty districts nationwide, this means the grant competition will be fierce. Many deserving districts won’t receive funding, making the priority criteria—like partnering with experienced equity organizations—extremely important for successful applicants. The bill also requires winning districts to submit annual evaluations detailing student progress and how much time students spent actively engaged in STEM, ensuring the program is data-driven and accountable for results.