Bill Text: NJ S4147 | 2026-2027 | Regular Session | Introduced
Bill Title: Designates accounting as STEM subject for various educational and other programs.
Sponsorship: Moderate Partisan Bill (Democrat 4-1)
Status: (Introduced) 2026-05-11 - Introduced in the Senate, Referred to Senate Education Committee [S4147 Detail]
Download: New_Jersey-2026-S4147-Introduced.html
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.
