Designates accounting as STEM subject for various educational and other programs.

S4147

SENATE, No. 4147

STATE OF NEW JERSEY

222nd LEGISLATURE

�

INTRODUCED MAY 11, 2026

Sponsored by:

Senator� JOSEPH P. CRYAN

District 20 (Union)

Co-Sponsored by:

Senators Space, McKnight, Diegnan and Burgess

SYNOPSIS

���� Designates accounting as STEM subject for various
educational and other programs.

CURRENT VERSION OF TEXT

���� As introduced.

��

An Act

concerning the designation of accounting as a
STEM subject and amending various parts of the statutory law.

����
Be It
Enacted
by the Senate and General Assembly of
the State of New Jersey:

���� 1.� Section 1 of P.L.2021,
c.76 (C.18A:3B-98) is amended to read as follows:

���� 1.��� The Secretary of Higher
Education shall establish a program to assist institutions of higher education
in the recruitment and retention of underrepresented students in science,
technology, engineering and mathematics
, including accounting,
(STEM)
programs. Underrepresented students include women and students from other
populations historically underrepresented in the STEM fields. The purpose of
the program shall be to develop guidance and strategies for the institutions
to:

���� a.���� identify cultural and
institutional barriers experienced by underrepresented students, including an
assessment of the academic, social, and family-related factors which may
negatively impact the recruitment and retention of those students into the STEM
fields; and

���� b.��� provide the students
with the institutional and faculty support necessary to allow underrepresented
students in STEM programs to reach their academic goals.��

���� In the development of the
guidance and strategies, the secretary may examine any programs implemented in
other states designed to increase the recruitment and retention of
underrepresented students in STEM programs at institutions of higher education.

(cf: P.L.2021, c.76, s.1)

���� 2.� Section 1 of P.L.2021,
c.239 (C.18A:3B-99) is amended to read as follows;

���� 1.��� The Legislature finds
and declares that:

���� a.���� The science,
technology, engineering, and mathematics
, including accounting,
(STEM)
field has become extremely important for the success of the innovation economy
both in New Jersey and the United States, and STEM education is critical in
developing a globally competitive workforce in the 21st century.

���� b.��� Despite the increasing
demand for workers with experience in STEM, women and minority groups are
largely underrepresented in the STEM workforce and in STEM education at the
post-secondary level.

���� c.���� According to the
National Science Foundation's Science and Engineering Indicators for 2016,
women comprised only 29 percent of the science and engineering workforce,
despite making up half of the total college-educated workforce in the United
States.

���� d.��� The gender gap in the
national STEM workforce is also evidenced in New Jersey as women made up only
25.1 percent of the State's STEM workforce in October 2018, according to the
New Jersey Department of Labor and Workforce Development.

���� e.���� Although women comprise
more than half of the nation's college students, they are underrepresented in
many STEM-related post-secondary degree programs, especially in engineering and
the computer sciences.

���� f.���� Racial and ethnic
minorities are similarly underrepresented in the STEM field as Hispanics,
blacks, and Native Americans/Alaska Natives make up a smaller share of the
science and engineering workforce (11 percent) than their proportion in the
general population (27 percent of the United States working age 33 population).

���� g.��� In 2012, only 11.2
percent of bachelor's degrees in science and engineering, 8.2 percent of
master's degrees in science and engineering, and 4.1 percent of doctorate
degrees in science and engineering were awarded to minority women.

���� h.��� Encouraging young women
and minorities to pursue post-secondary degrees and careers in STEM professions
and increasing opportunities in the STEM field are important means for
realizing greater economic innovation, success, and equality.

(cf: P.L.2021, c.239, s.1)

���� 3.� Section 2 of P.L.2021,
c.239 (C.18A:3B-100) is amended to read as follows:�

���� 2. a. The Department of
Education, in consultation with the Office of the Secretary of Higher Education
and the Commission on Science, Innovation and Technology, shall develop and
administer an outreach program to encourage young women and minorities to pursue
post-secondary degrees and careers in science, technology, engineering, and
mathematics
, including accounting
(STEM).

���� b.��� The department, in
developing and administering the outreach program, shall:

���� (1)� provide elementary and
secondary school students, especially young women and minorities, with
opportunities to increase their exposure to the STEM field;

���� (2)� distribute various
printed materials to schools, encouraging young women and minorities to pursue
post-secondary degrees and careers in STEM;

���� (3)� organize and conduct
mentoring sessions, in which individuals working or pursuing a post-secondary
degree in the STEM field engage with elementary and secondary school students;

���� (4)� establish a mentoring
program that partners STEM professionals and STEM post-secondary students with
elementary and secondary school students;

���� (5)� create programs to
increase the recruitment and retention of underrepresented faculty in STEM
subject areas; and

���� (6)� undertake any other
activities the Commissioner of Education, in consultation with the Secretary of
Higher Education and the chair of the Commission on Science, Innovation and
Technology, deems necessary to effectuate the purposes of the outreach program.

For purposes of this act, STEM
shall include, but not be limited to, science, technology, engineering,
mathematics,
including accounting,
and computer science.

(cf: P.L.2021, c.239, s.2)

���� 4.� Section 1 of P.L.2019,
c.256 (C.18A:6-137) is amended as follows:

���� 1.��� As used in sections 2
through 5 of P.L.2019, c.256 (C.18A:6-138 through C.18A:6-141):

���� "Eligible teacher"
means an individual who is employed as a teacher in a public school and who
meets one of the following criteria: (1) holds a valid and effective
provisional or standard instructional certificate issued by the State Board of
Examiners with an endorsement in a science field, mathematics,
including
accounting,
technology education, or computer science education; (2) is
currently enrolled in a degree program or a coherent sequence of courses in
science, mathematics,
including accounting,
technology, or computer
science; (3) will enroll in a degree program or a coherent sequence of courses
in science, mathematics,
including accounting,
technology, or computer
science within two years of the effective date of P.L.2019, c.256 (C.18A:6-137
et seq.) or within two years of participating in the grant program established
pursuant to section 2 of P.L.2019, c.256 (C.18A:6-138); or (4) is currently
employed by a public school district to teach in a science, technology,
engineering, mathematics,
including accounting,
or computer science
field and will teach a subject and a grade level in the nonpublic school for
which the teacher holds appropriate certification, including certification
without a specific subject matter endorsement where permitted by N.J.S.18A:26-1
et seq.

���� "Nonpublic school"
means an elementary or secondary school within the State, other than a public
school, offering education for grades kindergarten through 12, or any
combination of them, wherein any child may legally fulfill compulsory school attendance
requirements and which complies with the requirements of Title VI of the
"Civil Rights Act of 1964," Pub.L.88-352 (42 U.S.C. s.2000d et seq.).

���� "Valid objection"
means an explanation of why a school district disapproves of an eligible
teacher employed by the school district from entering into a partnership with a
participating nonpublic school.� A school district with a valid objection shall
cite, with sufficient supporting proof, as determined by the Commissioner of
Education, one or more of the following reasons:

���� a.���� the proposed teaching
hours at the nonpublic school conflict with the teacher's public school work
responsibilities and no resolution could be found after consulting with the
teacher and nonpublic school; or

���� b.��� approval of a proposed
partnership between the nonpublic school and teacher would otherwise
substantially impact the quality of student instruction in the school district.

(cf: P.L.2022, c.119, s.1)

���� 5.� Section 2 of P.L.2019,
c.256 (C.18A:6-138) is amended to read as follows:

���� 2.� a.� There is established
in the Department of Education a grant program in which an eligible teacher
employed by a school district may receive additional remuneration to teach
science, technology, engineering, or mathematics
, including accounting,

(STEM) classes at a nonpublic school.� Under the program, participating
nonpublic schools shall form partnerships with eligible teachers and school
districts, in which an eligible teacher employed by the district teaches STEM
classes at the nonpublic school at such times and during such hours mutually
agreed upon by the teacher, nonpublic school, and school district, which may
include hours beyond regular public school day hours such as extended day,
evening, or weekend programming.

���� b.��� The purposes of the
grant program shall be to: incentivize current teachers to obtain the necessary
qualifications to teach STEM subjects; incentivize individuals to enter the
teaching profession to fill the demand for qualified educators in STEM subjects;
assist in addressing the difficulties public and nonpublic schools face in
attracting qualified educators in the STEM fields; and improve Statewide access
to education in the STEM fields to address the workforce demands of New
Jersey's economy.

���� c.���� A school district
annually shall notify all teachers employed by the district of the grant
program, and shall submit a list of all eligible teachers that express an
interest in participating in the program to the executive county superintendent
by January 15 of each year.� The executive county superintendent shall share
the lists with nonpublic schools upon request.

(cf: P.L.2019, c.256, s.2)

���� 6.� Section 2 of P.L.2021,
c.282 (C.18A:64O-2) is amended to read as follows:

���� 2.��� The Legislature finds
and declares that:

���� a.���� Kean University is a
State university located in Union, Toms River, Manahawkin, and Jefferson, New
Jersey, and Wenzhou, China, currently operating pursuant to the authority
granted to State colleges by N.J.S.18A:64-1 et seq. and P.L.1994, c.48
(C.18A:3B-1 et seq.).

���� b.��� An urban research
university is defined as an institution of higher education having one or more
campus locations based at an urban center that reflects the diversity of the
region's urban centers, serves as a hub for urban economic development by
collaborating with policymakers and business leaders throughout the State, and
applies education and research to inform urban public policy.� Urban research
universities provide high quality education at the undergraduate and graduate
levels to underrepresented and underserved populations, predominantly commuter
students, who would otherwise encounter numerous obstacles to advance beyond
secondary education.� By doing so, urban research universities play a vital and
unique role in changing the face of professions that have historically been
homogenous and monolithic, such as science, technology, engineering, and
mathematics
, including accounting,
(STEM) fields, architecture, clinical
sciences, and medicine.� Urban research universities enrich the diversity of
college student demographics, promote inclusion, and nurture diversity of
thought to the problem solving of society's most challenging issues.

���� c.���� Building on a
distinguished 166-year history, Kean University is a leading institution of
higher education in New Jersey.� The university's eight colleges and schools
serve 14,000 undergraduate and graduate students in more than 50 baccalaureate
programs and more than 60 programs of graduate study, including six doctoral
programs.

���� d.��� Kean University is
currently comprised of the College of Liberal Arts, the Michael Graves College,
the Dorothy and George Hennings College of Science, Mathematics and Technology,
the College of Education, the College of Business and Public Management, The
New Jersey Center for Science, Technology and Mathematics, the School of Kean
Online Education, and the Nathan Weiss Graduate College.

���� e.���� Effective December 4,
2017, the Office of the Secretary of Higher Education officially changed Kean
University's programmatic mission to a doctoral degree-granting institution.

���� f.���� Since its founding in
1855 as the Newark Normal School, Kean University has evolved from an
urban-based teacher education school into a comprehensive, doctoral-granting
urban-research university with a global reach.� Since the Northwest Ordinance
of 1787, access to higher education has been viewed as a right by states, to
prepare an educated citizenry as a foundation of social and economic
development of their communities.

���� g.��� Kean University has more
than 30 research centers, including the John S. Watson Institute for Urban
Policy and Research that engages the New Jersey Urban Mayors Association that
works with state and federal agencies, lawmakers, and nongovernmental and community-based
organizations to develop and advance progressive and effective public policy to
benefit urban communities.� Partnership with the New Jersey Legislative Black
Caucus allows Kean University to create innovative and sustaining policies to
unite thought leaders, decision-makers, and higher education to address the
systemic and structural need for equity in urban communities.

���� h.��� Kean University is
recognized for its diversity and social mobility by the U.S. News and World
Report, with an enrollment of 61 percent students of color.� Kean University is
designated as a Hispanic-Serving Institution by the federal Department of Education,
exceeding the requirement of 25 percent of full-time equivalent status, with
Hispanic students comprising 34 percent of the enrollment.� The preponderance
of Hispanic and African American students reflects the rich diversity of the
proximate urban centers of Newark and Elizabeth, New Jersey to Kean
University's main campus in Union.

���� i.���� More than half of the
students at Kean University are supported by Pell Grants and are the first in
their family to attend college.

���� j.���� Kean University
graduates, from undergraduate to doctoral programs, reflect the diversity of
New Jersey's urban centers.� Kean University's Hispanic and African American
graduates represent 38 percent of baccalaureate degree recipients, 43 percent
of Master's degree recipients, and 31 percent of doctoral degree recipients,
far exceeding the nationwide averages for this group among baccalaureate degree
recipients (25 percent), Master's degree recipients (24 percent), and doctoral
degree recipients (17 percent).� Such diversity ranks Kean University among the
most diverse urban research universities in the nation.� The five-year
graduation rates for Hispanic and African American students (at 77 percent and
63 percent respectively) in the combined Bachelor of Science and Master of
Science at Kean University's New Jersey Center for Science, Technology and
Mathematics are more than triple the national average.� Kean University
qualified for State funding through the New Jersey Office of the Secretary of
Higher Education's Outcomes-Based Allocation, with 43 percent academic degree
completions by underrepresented minorities and 5,717 Pell Grant recipients for
the 2019 to 2020 academic year.

���� k.��� Kean University's
mission statement, "to serve as active and contributing members of their
communities," along with goals to continue to evolve as a "doctoral
university with rigorous research activity" and to position Kean
University as a "cultural, economic, and educational epicenter for the
entire community" in "Beyond 2020: Kean University Strategic Plan
2020-2025," are consistent with criteria for urban research universities
in the nation.

���� l.���� Kean University
recently launched the Kean Scholar Academy Innovative, an innovative dual
enrollment program for high school students.� Students from urban districts in
Union, Essex, Passaic, and Middlesex counties can earn college credits in a
selected major and benefit from mentors and social-emotional support.

���� m.�� Kean University has been
recognized through awards of highly competitive research grants from federal
agencies including the National Endowment for the Humanities, National Science
Foundation, National Institutes of Health, and the Department of Education.�
These grant awards have supported the enhancement of education and research for
underrepresented and underserved students, including Spanish-speaking students
seeking degrees in computer science.

���� n.��� Kean University has
established the Center for Clinical Laboratory Science and Pandemic Research
that includes a federally certified laboratory for COVID-19 testing on campus.�
Kean University's COVID-19 testing and research capabilities result from a unique
partnership between the University, Union County, the State, and private
industry.� Research seeks solutions to address public health issues and racial
health disparities experienced during the pandemic.� COVID-19 vaccinations are
available on campus in Union, New Jersey and mobile support is available for
urban centers across the State.

���� o.��� In light of Kean
University's continuous contributions and commitment to the advancement of
important research initiatives, it is appropriate at this time to designate
Kean University as a public urban research university.

(cf: P.L.2021, c.282, s.2)

���� 7.� Section 2 of P.L.2019,
c.431 (C.18A:71B-105) is amended to read as follows:

���� 2.� a.� The Secretary of
Higher Education shall establish the New Jersey "Accessing Careers in
Engineering and Science (ACES) Program."� The purposes of the program are
to increase the participation of underrepresented students in the science, technology,
engineering, and mathematics
, including accounting,
(STEM) fields; and
to develop a larger and more diverse STEM workforce in the State.� The ACES
Program shall consist of two components: (1) a residential pre-college summer
program for selected high school students established pursuant to section 3 of
this act; and (2) an undergraduate ACES Scholar program established pursuant to
section 4 of this act.

���� b.��� The secretary shall
select up to eight public or independent research universities in New Jersey to
implement the ACES Program, based upon the university's interest in
participating in the program and subject to the availability of funds.� A
public or independent research university that wants to participate shall
submit an application to the secretary, which includes a proposal for
implementing both the pre-college summer program and the undergraduate ACES
Scholar program in accordance with sections 3 and 4 of this act.� The
university's proposal shall also include the university's plans for funding its
share of the program costs and for obtaining the necessary private sector
funding pursuant to section 5 of this act.

(cf: P.L.2021, c.282, s.61)

���� 8.� Section 3 of P.L.2019,
c.431 (C.18A:71B-106) is amended to read as follows:

���� 3.� a.� Each research
university that participates in the ACES Program shall establish a residential
pre-college summer program for selected underrepresented high school students
who attend a partner high school.� Partner high schools shall be selected by
the research university, in consultation with the Secretary of Higher
Education, based on certain criteria including the high school's population of
underrepresented students, socioeconomic status, the availability of rigorous
STEM coursework, and a supportive school administration.� During each school
year, teachers and school counselors at a partner high school shall identify
and nominate talented underrepresented students for participation in the ACES
pre-college program for the upcoming summer.� Each student who is selected for
the pre-college summer program shall receive a tuition-free scholarship to
participate in the program and travel stipends, if necessary.

���� b.��� The ACES pre-college
summer program at each participating research university shall consist of a one
or two-week immersive, residential program that introduces high school students
to a range of topics in science, engineering, mathematics,
including
accounting,
and technology in a hands-on learning environment.� The program
shall provide the students with exposure to the college experience and
encourage the students to pursue an education in the STEM fields.� The
pre-college summer program and follow-up activities at each participating
research university shall include, at a minimum, the following components:

���� (1)�� exposure to the STEM
disciplines with a focus on hands-on learning;

���� (2)�� engagement with faculty,
staff, and current students at the university during and after the pre-college
summer program;

���� (3)�� counseling on the
college admissions and financial aid processes;

���� (4)�� introduction to
successful university graduates who work in the STEM fields in New Jersey,
including corporate site visits to STEM and technology companies;

���� (5)�� customized college visit
days during the college admissions process for students who attended the
pre-college summer program; and

���� (6)�� professional development
programs for teachers and school counselors at the partner high schools.

(cf: P.L.2019, c.431, s.3)

���� 9.� Section 2 of P.L.2018,
c.142 (C.18A:71C-67) is amended to read as follows:

���� 2.� a.� There is established a
STEM Loan Redemption Program within the Higher Education Student Assistance
Authority.� The program shall provide $1,000 to program participants for each
year of employment in a designated high-growth STEM occupation, up to a maximum
of four years, for the redemption of a portion of their eligible qualifying
loan expenses.

���� b.��� The designated
high-growth STEM occupations for the initial two years of the program are:

���� (1)�� Operations research
analyst;

���� (2)�� Statistician;

���� (3)�� Mathematician;

���� (4)�� Software developer,
applications;

���� (5)�� Web developer;

���� (6)�� Computer systems
analyst;

���� (7)�� Biomedical engineer;

���� (8)�� Computer and information
systems manager;

���� (9)�� Geological and petroleum
technician;

���� (10)� Geoscientist, except
hydrologist and geographer;

���� (11)� Environmental engineer;

���� (12)� Hydrologist;

���� (13)� Actuary;

���� (14)� Software developer,
systems software;

���� (15)� Physicist; and

���� (16)� Biochemist and
biophysicist.

���� c.���� Every two years the
authority, in consultation with the Department of Labor and Workforce
Development, shall identify high-growth STEM occupations that will qualify
under the program.�
The authority shall consider accounting as a high-growth
STEM occupation that may qualify under the program.
� The occupations
identified shall be ones with projected growth in New Jersey of at least 10
percent, based on the most recently reported data from the United States Bureau
of Labor Statistics or occupations the authority reasonably deems important to
the State's strategic economic development goals.� Medical doctor and teaching
profession shall not be included as designated high-growth STEM occupations.�

(cf: P.L.2018, c.142, s.2)

���� 10.� Section 2 of P.L.2019,
c.401 (C. 18A:71B-106) is amended to read as follows:

���� 2.� a.� There is established
in the Higher Education Student Assistance Authority a loan redemption program
for public school teachers who teach science, technology, engineering or
mathematics
, including accounting,
(STEM) classes.

���� The program shall provide for
the redemption of the eligible student loan expenses of a program participant
following the fourth consecutive year of full-time employment as a teacher of
science, technology, engineering, or mathematics
, including accounting,

in a public school. The annual amount of State funds appropriated to the loan
redemption program shall not exceed $500,000.� The authority shall notify the
Legislature when the funds have been fully expended or committed.

���� The authority shall give
priority under the program to teachers of science, technology, engineering, or
mathematics
, including accounting,
who are employed at a low performing
public school.

���� b.��� A program participant
may redeem eligible student loan expenses upon execution of a contract between
the program participant and the authority.� The contract shall specify the
total amount of debt to be redeemed by the State in return for service pursuant
to subsection c. of this section.� A program participant who has entered into a
contract with the authority shall remain eligible for loan redemption under the
contract in the event that the public school in which the teacher is employed
loses its designation as a low performing school or the teacher is transferred
to a school in the district that is not a low performing school.

���� c.���� The redemption of loans
under the loan redemption program shall equal 25 percent of the participant's
eligible student loan expenses, up to $5,000, in return for each consecutive
year of full-time employment as a teacher of science, technology, engineering,
or mathematics
, including accounting,
in a public school. The total
amount of eligible student loan expenses which may be redeemed under the
program by a program participant, for four full school years of service, shall
not exceed $20,000.� A program participant shall submit to the authority proof
of eligible employment in a public school prior to redemption of loan
indebtedness.� A program participant is not required to teach at the same
public school for four consecutive years.

���� d.��� A program participant
who has entered into a redemption contract with the authority may nullify the
contract by submitting written notification to the authority and assuming full
responsibility for repayment of principal and interest on the full amount of
his loans or that portion of the loans which has not been redeemed by the State
in return for fulfillment of the contract.

���� e.���� In the case of the
program participant's death or total and permanent disability, the authority
shall nullify the service obligation of the program participant.� The
nullification shall terminate the authority's obligations under the loan
redemption contract.� If continued enforcement of the contract results in
extreme hardship, the authority may nullify or suspend the service obligation
of the program participant.

���� f.���� The authority shall
advertise the availability of the program and engage in outreach activities
with potential participants.

(cf: P.L.2019, c.401, s.2)

���� 11.� Section 4 of P.L.2019,
c.401 (C.18A:71C-77) is amended to read as follows:

���� 4.��� As used in sections 5
through 8 of this act:

���� "Authority" means
the Higher Education Student Assistance Authority established pursuant to
N.J.S.18A:71A-3.

���� "Eligible tuition
expenses" means tuition expenses that were incurred by a program
participant in attending an accredited master's degree or Ph.D. program in
science, technology, engineering, or mathematics
, including accounting,

or that were incurred by a program participant in the completion of 30 credits
in a coherent sequence of courses in science, technology, engineering, or
mathematics,
including accounting,
and which were not covered by any
grants or scholarships.

���� "Program" means the
tuition reimbursement program established pursuant to section 5 of this act for
teachers who acquire a master's degree or Ph.D. in science, technology,
engineering, or mathematics
, including accounting,
or who complete 30
credits in a coherent sequence of courses in science, technology, engineering,
or mathematics
, including accounting
.�

���� "Program
participant" means a teacher who contracts with the authority to teach
STEM classes in a public school following the completion of a master's degree
or Ph.D. program in science, technology, engineering, or mathematics
,
including accounting,
or following the completion of 30 credits in a
coherent sequence of courses in science, technology, engineering, or
mathematics,
including accounting,
in return for tuition reimbursement
provided under the program.

(cf: P.L.2019, c.401, s.4)

���� 12.� Section 5 of P.L.2019,
c.401 (C.18A:71C-78) is amended to read as follows:�

���� 5.� a.� There is established
in the Higher Education Student Assistance Authority a tuition reimbursement
program for teachers of science, technology, engineering, or mathematics
,
including accounting,
(STEM) in the State.� The program shall provide
reimbursement for a portion of the eligible tuition expenses incurred by the
participant in completing a master's degree or Ph.D. program in science,
technology, engineering, or mathematics
, including accounting,
or in
completing 30 credits in a coherent sequence of courses in science, technology,
engineering, or mathematics
, including accounting
.� The annual amount of
State funds appropriated to the tuition reimbursement program shall not exceed
$500,000.� The authority shall notify the Legislature when the funds have been
fully expended or committed.

���� b.��� A program participant
shall enter into a contract with the authority for a specified four-year period
of service in which the participant agrees to teach STEM classes in a public
school in the State following the participant's completion of a master's degree
or Ph.D. program in science, technology, engineering, or mathematics
,
including accounting,
or the completion of 30 credits in a coherent
sequence of courses in science, technology, engineering, or mathematics
,
including accounting
.� The agreement shall specify the program
participant's dates of required service and the total amount of reimbursement
of eligible tuition expenses to be received by the participant in return for
service.

���� c.���� The tuition
reimbursement for a program participant shall equal 25 percent of the
participant's eligible tuition expenses, up to $5,000, in return for each full
school year of teaching STEM classes under the program.� The total tuition
reimbursement amount for a program participant, for four full school years of
service, shall not exceed $20,000 of the participant's eligible tuition
expenses.� A teacher shall be required to complete four full school years of
service in order to be eligible to receive tuition reimbursement under the
program.

���� d.��� The authority shall
advertise the availability of the program and engage in outreach activities
with potential participants.

(cf: P.L.2019, c.401, s.5)

���� 13.� Section 6 of P.L.2019,
c.401 (C.18A:71C-79) is amended to read as follows:

���� 6.��� To be eligible to
participate in the tuition reimbursement program established pursuant to
section� 5 of this act, an applicant shall:

���� a.���� hold a bachelor's
degree;

���� b.��� have successfully
completed, or be enrolled in, a master's degree or Ph.D. program in science,
technology, engineering, or mathematics
, including accounting,
or have
successfully completed, or be enrolled in, 30 credits in a coherent sequence of
courses in science, technology, engineering, or mathematics
, including
accounting
;

���� c.���� apply for the tuition
reimbursement program within one year of completing a master's degree or Ph.D.
program or 30 credits in a coherent sequence of courses in science, technology,
engineering, or mathematics
, including accounting
; and

���� d.��� agree to teach STEM
classes at a public school in New Jersey for four full school years in return
for the tuition reimbursement provided under the program.

(cf: P.L.2019, c.401, s.6)

���� 14.� Section 1 of P.L.2019,
c.314 (C.34:15D-32) is amended to read as follows:

���� 1.� a.� There is established
in the Department of Labor and Workforce Development a five-year High-Growth
Industry Regional Apprenticeship Development Grant Pilot Program, which shall
provide grants to support funding for three newly-established adult apprenticeship
programs in high-growth industries in three regions of the State. There shall
be one grant awarded in the northern, central, and southern region of the
State, respectively. A grant may extend beyond one year in duration.� To be
eligible for the grant, the apprenticeship program shall be accredited and
approved by the United States Department of Labor, or shall be in the process
of obtaining that accreditation.� The program shall be administered by the
Office of Apprenticeship in the department.

���� For the purposes of P.L.2019,
c.314 (C.34:15D-32 et al.), the northern region shall include Bergen, Essex,
Hudson, Morris, Passaic, Sussex, Union, and Warren counties; the central region
shall include Burlington, Hunterdon, Mercer, Middlesex, Monmouth, Ocean, and
Somerset counties; and the southern region shall include Atlantic, Camden, Cape
May, Cumberland, Gloucester, and Salem counties.

���� b.��� Each of the three grants
shall be selected from a separate high-growth industry, but any organizational
sponsor of an apprenticeship program is eligible to receive the grant,
including businesses; business organizations and associations; labor organizations;
joint labor-management partnerships; local education agencies; public
vocational schools; two-year and four-year colleges; local workforce
development boards; workforce training providers; economic development
organizations; and community-based and other non-profit organizations.

���� To apply for the grant, an
organization shall submit an application to the Office of Apprenticeship, which
shall include documentation that the apprenticeship which the organization is
sponsoring is or will be accredited and approved by the United States
Department of Labor.

���� c.���� No later than July 1,
2019, the department shall begin accepting grant applications to be awarded no
later than January 1, 2020 from funds allocated for the program pursuant to
section 1 of P.L.2001, c.152 (C.34:15D-21). The department shall rank eligible
applicants for grants based upon:

���� (1)�� each applicant's
potential to:

���� (a)�� reach a broad audience
through its recruitment and outreach efforts;

���� (b)�� significantly increase
enrollment and completion of the apprenticeship program; and

���� (c)�� fill existing needs for
skilled workers in the market; and

���� (2)�� the applicant's
partnership with an industry for which apprenticeship programs targeted at
training and providing skilled workers who have the ability to perform jobs in
that industry have demonstrated positive outcomes.

���� d.��� An eligible applicant is
required to demonstrate that it intends and is prepared to contribute its own
financial resources to the apprenticeship program and has secured an industry
partner or a monetary or in-kind contribution, including conditional job placement
guarantees, from an industry partner.� Moreover, each eligible applicant shall
provide documentation of:

���� (1)�� the apprenticeship
program's curriculum, location, and skills to be taught;

���� (2)�� the recruitment efforts
for the apprenticeship program, and projected enrollment with and without
receipt of grant funds;

���� (3)�� a description of how the
grant funds will be utilized;

���� (4)�� information on specific
industry needs or gaps in the workforce that will be addressed by the
apprenticeship program;

���� (5)�� costs to operate
apprenticeship program; and

���� (6)�� any other information
the department requires.

���� e.���� An eligible applicant
who is selected by the department for receipt of a grant for the purpose of
funding an apprenticeship program in accordance with P.L.2019, c.314
(C.34:15D-32 et al.), shall, on an annual basis for so long as the grant is
provided, make an annual report to the commissioner detailing the enrollment in
the program, the number of participants completing the program, the number of
participants obtaining employment as a result of the program, and any other
information as the commissioner may require.

���� f.���� Beginning January 1,
2020, and each year thereafter for the duration of the pilot grant program, the
Commissioner of Labor and Workforce Development shall submit to the Governor,
and to the Legislature, pursuant to section 2 of P.L.1991, c.164 (C.52:14-19.1),
a report that evaluates the results of the program and its effectiveness in
preparing individuals to meet existing and burgeoning workforce needs and
addressing gaps in skills in the workforce.� The report shall include a
recommendation regarding whether to renew the "High-Growth Industry
Regional Apprenticeship Development Grant Pilot Program," and if renewal
is recommended, if the program should be expanded or otherwise enhanced.� The
report shall include:

���� (1)�� The number of grants
awarded in the prior year, including the amount, recipient, and duration of
each grant;

���� (2)�� The number of
individuals who enrolled in and completed an apprenticeship program offered by
each grant recipient;

���� (3)�� The number of
individuals who obtained employment in a position that uses the skills for
which they were trained by a grant recipient, or in a position for which the
completion of the apprenticeship program was a condition of employment; and

���� (4)�� All relevant information
provided by grant recipients as to measurable outcomes of participants.

���� g.��� Funds from grants
provided in accordance with P.L.2019, c.314 (C.34:15D-32 et al.) shall not be
used:

���� (1)�� for any activities which
replace, supplant, compete with or duplicate in any way existing approved
apprenticeship programs;

���� (2)�� to induce, encourage or
assist: any displacement of currently employed workers by trainees, including
partial displacement by means such as reduced hours of currently employed
workers; any replacement of laid off workers by trainees; or any relocation of
operations resulting in a loss of employment at a previous workplace; or

���� (3)�� to impair existing
contracts for services or collective bargaining agreements, except that
activities which would be inconsistent with the terms of a collective
bargaining agreement may be undertaken with the written concurrence of the
collective bargaining unit and the employer or employers who are parties to the
agreement.

���� h.��� As used in P.L.2019,
c.314 (C.34:15D-32 et al.):

���� "Eligible applicant"
means a business; labor organization; college; workforce training provider;
non-profit organization; or any other entity that offers or plans to offer an
apprenticeship program that is accredited and approved by the United States
Department of Labor and that has partnered with an industry to offer or fund
the apprenticeship program.

���� "High-growth
industry" means an industry identified by the New Jersey Talent Network,
or its successor entity with the department, and includes, but is not limited
to: advanced manufacturing; construction and utilities; financial services;
life sciences; information technology; renewable energy; science, technology,
engineering and mathematics
, including accounting,
(STEM); and
transportation, logistics, and distribution.� The department shall, on at least
a two-year basis, review the classification of high-growth industries to
determine if a particular industry should be added or eliminated from the
classification.

���� "Department" means
Department of Labor and Workforce Development.

(cf: P.L.2019, c.314, s.1)

���� 15.� This act shall take
effect immediately.

STATEMENT

���� This bill amends statutory law
to designate accounting as a STEM subject.� STEM is referenced in law in regard
to various State programs including: a grant program to provide eligible
teachers additional remuneration to teach STEM classes at nonpublic schools;
the Accessing Careers in Engineering and Science (ACES) Program to increase
participation of unrepresented students in STEM fields and develop a more
diverse STEM workforce; a loan redemption program for teachers who teach STEM
classes; a tuition reimbursement program for teachers of STEM subjects; and a
grant program to support funding for adult apprenticeship programs in
high-growth industries including STEM.

���� The common perception of the
accounting profession as a numerical-based profession of financial record
keeping and analysis is outdated.� The modern accounting profession leverages
science, technology, engineering, and mathematics to drive efficiency, enhance
accuracy, provide deeper insights into financial performance, optimize business
processes, manage risks, and ensure compliance in a technologically driven
business environment. Recognizing accounting as a STEM discipline acknowledges
its heavy reliance on technology, its strong foundation in mathematics and
statistics, and its focus on problem-solving and critical thinking.