their education and prepare them for high-technology careers by fostering skills sought by potential employers. Hands-on experiences significantly advance learning at all levels of science education when appropriately designed and guided by qualified educators, in a safe learning environment that is student-centered and curriculum-driven. The classroom should contain enough resources, space, and storage to permit long-term multidisciplinary projects, individual and small-group learning, and inquiry and project-based learning. (6) The United States has unique trust and treaty obligations to provide comprehensive quality educational opportunities to American Indians, Alaska Natives, and Native Hawaiians and support Native-serving schools. However, many Native American students do not have equitable access to STEM educational opportunities. Surveys suggest that fewer than half of all American Indian and Alaska Native public high school students have access to a full range of mathematics and science courses. Additionally, schools serving Native students frequently dismissed and devalued traditional STEM knowledge, discouraging Native student engagement in STEM areas. As a result, Native Americans receive only 0.6 percent of STEM undergraduate degrees and account for only 0.3 percent of the United States engineering workforce. (7) To meet the challenge of educating youth to fulfill the demand for STEM workers, public schools in the United States must be equipped to educate all youth in STEM skills, especially youth who are underserved or socially disadvantaged. (8) The median age of United States schools is 65 years. Nearly 50 percent of school buildings in the United States need significant repairs or upgrades, including clean and safe classrooms and laboratory spaces, up-to-date technology, and broadband. Moreover, the condition of school facilities has a measurable effect on student achievement. (9) For all of these reasons, the future workforce of the United States needs safe, clean, well-equipped school