[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6621 Introduced in House (IH)]
<DOC>
119th CONGRESS
1st Session
H. R. 6621
To promote a 21st-century workforce, to authorize grants to support
emerging and advanced technology education, and to support training and
quality employment for workers in industries most impacted by
artificial intelligence.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
December 11, 2025
Mr. Cleaver (for himself, Mrs. McIver, Mr. Larson of Connecticut, Mr.
Goldman of New York, and Ms. Norton) introduced the following bill;
which was referred to the Committee on Education and Workforce, and in
addition to the Committee on Science, Space, and Technology, for a
period to be subsequently determined by the Speaker, in each case for
consideration of such provisions as fall within the jurisdiction of the
committee concerned
_______________________________________________________________________
A BILL
To promote a 21st-century workforce, to authorize grants to support
emerging and advanced technology education, and to support training and
quality employment for workers in industries most impacted by
artificial intelligence.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Workforce of the Future Act of
2025''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS
Sec. 101. Sense of Congress.
Sec. 102. Definitions.
Sec. 103. Report on artificial intelligence.
TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE
DEVELOPMENT
Sec. 201. Findings.
Sec. 202. Definitions.
Sec. 203. Department of Education grants.
Sec. 204. Department of Labor grants.
Sec. 205. Reporting requirements.
Sec. 206. Amendments to the Education Sciences Reform Act.
TITLE I--IMPACT OF ARTIFICIAL INTELLIGENCE ON JOBS
SEC. 101. SENSE OF CONGRESS.
It is the sense of Congress that--
(1) while the field of artificial intelligence is evolving
quickly and has potential to disrupt jobs, there are
opportunities to prepare the American workforce to develop and
work alongside this new technology and mitigate the potential
negative consequences of job displacement; and
(2) to ensure these opportunities, it is imperative to
identify the following:
(A) Data and data access necessary to properly
analyze the impact of artificial intelligence on the
United States workforce.
(B) Industries projected to be most impacted by
artificial intelligence.
(C) Opportunities for workers and other
stakeholders to influence the impact of artificial
intelligence across industries.
(D) Characteristics of workers and communities
whose career opportunities are most likely to be
affected by the growth of artificial intelligence.
(E) The skills, expertise, and education needed to
develop, operate, or work alongside artificial
intelligence.
(F) Methods to ensure necessary skills, expertise,
and education are accessible to all segments of the
current and future workforce.
SEC. 102. DEFINITIONS.
In this title:
(1) Artificial intelligence.--The term ``artificial
intelligence'' has the meaning given the term in section 5002
of the National Artificial Intelligence Initiative Act of 2020
(15 U.S.C. 9401).
(2) Community college.--The term ``community college'' has
the meaning given the term ``junior or community college'' in
section 312(f) of the Higher Education Act of 1965 (20 U.S.C.
1058(f)).
(3) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
(4) Labor organization.--The term ``labor organization''
includes a labor organization as defined in section 2(5) of the
National Labor Relations Act (29 U.S.C. 152(5)) and an
organization representing public sector employees.
(5) Local educational agency.--The term ``local educational
agency'' has the meaning given the term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(6) Minority-serving institution.--The term ``minority-
serving institution'' means an eligible institution as
described in section 371 of the Higher Education Act of 1965
(20 U.S.C. 1067q).
(7) State educational agency.--The term ``State educational
agency'' has the meaning given the term in section 8101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(8) Technical college.--The term ``technical college''
means a postsecondary vocational institution, as that term is
defined in section 102(c) of the Higher Education Act of 1965
(20 U.S.C. 1002(c)).
(9) Tribal college or university.--The term ``Tribal
College or University'' has the meaning given the term in
section 316 of the Higher Education Act of 1965 (20 U.S.C.
1059c).
SEC. 103. REPORT ON ARTIFICIAL INTELLIGENCE.
(a) In General.--
(1) Interim and final reports.--The Secretary of Labor, the
Secretary of Commerce, and the Secretary of Education shall,
jointly and in collaboration with the individuals and entities
described in subsection (c), prepare and submit to the
Committee on Education and Workforce, the Committee on Energy
and Commerce, and the Committee on Science, Space, and
Technology of the House of Representatives, and the Committee
on Health, Education, Labor, and Pensions and the Committee on
Commerce, Science, and Transportation of the Senate--
(A) not later than 6 months after the date of
enactment of this Act, an interim report on artificial
intelligence and its impact on the workforce of the
United States, which shall include the information and
recommendations listed in subsection (b);
(B) not later than 1 year after the date of
enactment of this Act, a final report on artificial
intelligence and its impact on the workforce of the
United States, which shall include the information and
recommendations listed in subsection (b); and
(C) not later than 3 years after the final report
described in subparagraph (B) is submitted, an updated
report reassessing the information and recommendations
listed in subsection (b).
(2) Memorandum of understanding.--The Secretary of Labor
may enter into a memorandum of understanding with the Secretary
of Commerce and the Secretary of Education to establish
procedures for the preparation and submission of the interim
and final reports described in paragraph (1).
(b) Required Information.--Each report submitted under subsection
(a) shall include the following:
(1) An identification of the specific data relating to the
workforce, and the availability of such data, necessary to
properly analyze the impact and growth of artificial
intelligence on the workforce of the United States and outline
how much of this data is privately owned, and the effectiveness
of Federal, State, or industry efforts (including public-
private partnerships) to make privately owned data on the
workforce of the United States available for Federal research
purposes.
(2) Identification of industries and occupations projected
to have the most growth in artificial intelligence use, the
extent to which the technology is likely to result in the
enhancement of workers' capabilities or their displacement, and
level of education currently consistent with industries and
occupations identified.
(3) Analysis of how growth in artificial intelligence use
will impact job quality in the industries and occupations
identified in paragraph (2).
(4) Identification of opportunities for workers, educators,
institutions of higher education, Congress, labor
organizations, or other relevant stakeholders to influence the
impact of artificial intelligence on workers across various
industries.
(5) Analysis of how educational entities, workforce
development organizations, and labor organizations can
collaborate to advance new opportunities for education and
workforce development to support an artificial intelligence-
enabled economy and workforce.
(6) Analysis of which demographics (including ethnic, race,
gender, economic, age, disability status, and regional)
currently stand to experience expanded career opportunities,
and which demographics currently appear most vulnerable to
career displacement, due to artificial intelligence.
(7) Analysis of the skills, expertise, and education in
emerging and advanced technology needed to develop, operate, or
work alongside artificial intelligence over the next decades,
as compared to the levels of such comparable expertise and
education among the workforce as of the date of enactment of
this Act, with a differentiation between core competencies
required across the entire workforce and competencies required
within the industries and occupations identified in paragraph
(2).
(8) Identification of methods by which necessary skills,
expertise, and education can be effectively delivered to
various segments of the United States workforce, including
promising efforts underway as of the time of the report that
can be expanded.
(9) Identification of industry leaders, institutions of
higher education, and labor organizations at the forefront of
research and application of artificial intelligence in the
industries and occupations identified in paragraph (2).
(10) Identification of the resources and opportunities
required for labor organizations and institutions of higher
education, including community colleges, technical colleges,
minority-serving institutions (including Tribal Colleges and
Universities), and institutions of higher education serving
rural areas, to deliver skills, expertise, and education
identified in paragraph (7).
(11) Identification of the demographic characteristics and
educational background (including level of education) of the
individuals who deliver skills, expertise, and education to
students at the institutions described in paragraph (10).
(12) Recommendations to support enhanced workforce
development and prepare future workforce members for the
artificial intelligence economy, and any other relevant
observations or recommendations within the field of emerging
and advanced technology, which shall include recommendations
on--
(A) methods to expand public access to privately
owned workforce data and government-owned workforce
data, for the purpose of researching the effect of
emerging technologies on the United States workforce;
(B) policy, regulatory, or programmatic options for
stakeholders (workers, educators, institutions of
higher education, Congress, labor organizations, or
other relevant stakeholders) to effectively enhance
educational and workforce development opportunities,
including mitigating perceived negative impacts of
artificial intelligence on segments of the United
States workforce;
(C) recommendations to employers on best practices
to engage workers and representatives of workers,
including labor organizations, in decision-making on
the integration of artificial intelligence into the
workplace;
(D) methods to upskill or mitigate earnings or
income losses to demographic groups identified in
paragraph (6) as most vulnerable to career
displacement, due to artificial intelligence;
(E) methods to encourage low cost, open source
sharing of industry valued credentials certifying the
types of skills, expertise, and education identified in
paragraph (7);
(F) methods to ensure core skills and competencies
identified in paragraph (7) can be evaluated, updated,
and made public by relevant stakeholders as needed,
given rapid developments in the field of artificial
intelligence;
(G) methods to ensure community colleges, technical
colleges, minority-serving institutions (including
Tribal Colleges and Universities), and institutions of
higher education serving rural areas receive resources
and opportunities identified in paragraph (10);
(H) methods to promote knowledge sharing and
capacity building between industry leaders, labor
organizations, and institutions identified in paragraph
(9) and community colleges, technical colleges,
minority-serving institutions (including Tribal
Colleges and Universities), and rural institutions of
higher education; and
(I) other methods to ensure that the skills,
expertise, and education needed to develop, operate, or
work alongside artificial intelligence are delivered to
vulnerable demographic groups identified in paragraph
(6), rural workers, and other historically underserved
segments of the United States workforce (including
workers with disabilities).
(c) Collaboration.--In preparing the report under subsection (a),
the Secretary of Labor, the Secretary of Commerce, and the Secretary of
Education shall collaborate, through a series of public meetings,
roundtables or other methods, with--
(1) local educational agencies, State educational agencies,
State agencies with responsibility for the administration of a
core program (as defined in section 3 of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3102)), institutions
of higher education (including community colleges, technical
colleges, minority-serving institutions (including Tribal
Colleges and Universities), and institutions of higher
education serving rural areas), labor organizations, workforce-
training organizations, National Laboratories, and teacher and
educator preparation programs;
(2) a broad range of industrial stakeholders in the
technology, manufacturing, employment, human resources, and
service sectors, including companies (large and small), think
tanks, organized labor, and industry organizations;
(3) the National Academies of Sciences, Engineering, and
Medicine, including by sharing relevant information obtained as
a result of the study conducted under section 5105 of the
National Artificial Intelligence Initiative Act of 2020 (Public
Law 116-283; 134 Stat. 4530); and
(4) the Director of the National Science Foundation, the
Director of the White House Office of Science and Technology
Policy, the Director of the National Artificial Intelligence
Initiative Office, the National Cyber Director, and the heads
of any other Federal agency the Secretary of Labor, the
Secretary of Commerce, and the Secretary of Education determine
appropriate.
TITLE II--EMERGING AND ADVANCED TECHNOLOGY EDUCATION AND WORKFORCE
DEVELOPMENT
SEC. 201. FINDINGS.
Congress finds the following:
(1) Emerging and advanced technologies are transforming
industry, creating new fields of commerce, driving innovation,
and bolstering productivity. Emerging and advanced technology
and information occupations are projected to grow by 377,500
jobs per year on average between 2022 and 2032, much faster
than the average for all other occupations.
(2) As of 2024, more than 400,000 computing and technology
jobs remain unfilled in the United States. These unfilled jobs
present a significant opportunity for individuals to advance in
the 21st-century economy. It is projected that there will be
660,000 new jobs in the technology and computing sector by
2032. However, the availability of emerging and advanced
technology education at the time of enactment of this Act does
not equitably provide all students in the United States with
the tools to fill these technology sector jobs.
(3) Given the rapidly increasing interest and deployment of
artificial intelligence and other new technologies in the
workplace, knowledge of, and the skills to use, emerging and
advanced technology is increasingly essential for all
individuals, not just those working or planning to work in the
technology sector.
(4) Providing students with emerging and advanced
technology education in elementary school and secondary school
is critical for student success, and strengthening the
workforce of a 21st-century economy.
(5) While an estimated 90 percent of parents want
technology, such as computer science, taught in their
children's schools, just 44 percent of all middle schools and
57.5 percent of secondary schools offer high-quality technology
instruction that includes programming and coding.
(6) Lack of universal emerging and advanced technology
education is evident in the lack of a widespread tech industry,
which is overwhelmingly concentrated in a few cities
nationwide. Emerging and advanced technology education is
limited to affluent schools and students, placing low-incom