; however, some have expressed concern that the domestic supply of STEM workers will not meet future workforce needs. (F) More and earlier access to quality education that includes data-intense disciplines is necessary to meet industry demands and competitiveness pressures. (G) Access to high-quality data literacy education with ongoing support is critical as an entry point to STEM fields for students from populations traditionally underrepresented in STEM fields, including Native Hawaiians, Alaska Natives, and American Indians. (H) Such accessibility should also include community colleges, which are often more accessible to diverse groups. (6) The expanded focus on data science and literacy would have several benefits, such as— (A) helping the United States compete in the emerging field of data science and growing discipline of statistics; (B) expanding the STEM workforce by accessing talent across the socioeconomic spectrum; and (C) diversifying the STEM workforce by bringing access and support to populations traditionally underrepresented in STEM fields, including female students, students of color, and students from disadvantaged backgrounds. Studies have identified positive associations between diversity and performance for companies. (7) Increased attention to data science and literacy supports the burgeoning emphasis on evidence-based policymaking and data-driven decision, including in government as exemplified by the Foundations for Evidence-Based Policymaking Act of 2018 ( Public Law 115–435 ). (8) Effective data science and statistics education at the pre-kindergarten through postsecondary levels would— (A) ensure graduates have the skills and knowledge necessary to compete in the workforce of the 21st century, with its burgeoning growth of and dependence on data, and acquire the self-efficacy and motivation to embrace careers in data science, statistics, and other STEM fields; (B) contribute to student learning and problem-solving skills across multiple disciplines