1. Short title This Act may be cited as the Developing Tomorrow’s Engineering and Technical Workforce Act . 2. Findings The Congress makes the following findings: (1) The vitality of the innovation economy in the United States depends on the availability of an educated technical workforce. A key component of this workforce consists of engineers, engineering technicians, and engineering technologists. (2) There is a widening skills gap between what schools teach and the types of skills presently needed in the job market and the higher skills sets needed for the 21st century workforce. (3) Available evidence suggests that formal and informal engineering education both in and after school can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. (4) Early engineering education is a vital component in attaining licensure as a professional engineer that requires rigorous education, training, experience, and continuing education. (5) Few States have included engineering in their science or technology and vocational standards, and few local educational agencies and nonprofit entities provide informal or after-school engineering education programs. (6) According to the National Academy of Engineering there is not at present a critical mass of teachers qualified to deliver formal and informal engineering instruction. (7) It is imperative that teachers have relevant professional training that coordinates concepts in engineering with the diverse learning styles of students. 3. Grant program Part F of title IV of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7251 et seq.) is amended— (1) in section 4601— (A) in subsection (a), in the matter preceding paragraph (1), by inserting (other than subpart 5) before part ; and (B) by adding at the end the following: (c) Authorization of appropriations for subpart 5 There are authorized to be appropriated to carry out subpart 5— (1) $20,000,000 for each of fiscal years 2019 and 2020