; findings. Sec. 2. Purposes. Sec. 3. Federal science agency policies for caregivers. Sec. 4. Collection and reporting of data on Federal research grants. Sec. 5. Policies for review of Federal research grants. Sec. 6. Collection of data on demographics of faculty. Sec. 7. Cultural and institutional barriers to expanding the academic and Federal STEM workforce. Sec. 8. Research and dissemination at the National Science Foundation. Sec. 9. Research and related activities to expand STEM opportunities. Sec. 10. Tribal Colleges and Universities Program. Sec. 11. Report to Congress. Sec. 12. Merit review. Sec. 13. Definitions. (c) Findings The Congress finds the following: (1) Many reports over the past decade have found that it is critical to our Nation’s economic leadership and global competitiveness that the United States educates and trains more scientists and engineers. (2) Research shows that women and minorities who are interested in STEM careers are disproportionately lost at nearly every educational transition. (3) The National Center for Science and Engineering Statistics at the National Science Foundation collects, compiles, and publishes data on the demographics of STEM degrees and STEM jobs in the United States. (4) Women now earn nearly 37 percent of all STEM bachelor’s degrees, but major variations persist among fields. In 2017, women earned only 20 percent of all bachelor’s degrees awarded in engineering and 19 percent of bachelor’s degrees awarded in computer sciences. Based on Bureau of Labor Statistics data, jobs in computing occupations are expected to account for nearly 60 percent of the projected annual growth of newly created STEM job openings from 2016 to 2026. (5) In 2017, underrepresented minority groups comprised 39 percent of the college-age population of the United States, but only 18 percent of students who earned bachelor’s degrees in STEM fields. The Higher Education Research Institute at the University of California, Los Angeles, found that, while freshmen from underrepresented