Something remarkable happened on November 8th, 2025. Congresswoman Luz Rivas (D-CA)—the only Latina in Congress with a STEM background—and Congressman Neal Dunn (R-FL), co-chairs of the bipartisan STEM Education Caucus, introduced H.Res.867 formally recognizing National STEM Day. (Read the press release here.) It was the result of months of strategic advocacy by the Afterschool STEM Hub coalition of partners.
Here’s the story behind the victory: The Afterschool STEM Hub coalition made this happen, with the Society of Hispanic Professional Engineers (SHPE) leading the charge—crafting an inclusive and expanded version of the resolution and spending months building relationships with staffers of the newly reinvigorated House STEM Education Caucus. The Center for Excellence in Education (CEE) played a crucial role in getting the Caucus restarted and added their support to push this over the finish line. The Afterschool Alliance and STEM Education Coalition championed STEM education in all its forms throughout the process. Together, these partners showed us exactly how advocacy gets done.
Here’s what makes their work so impressive: These organizations didn’t wait for someone else to make this happen. They saw that STEM education—and particularly the critical role of afterschool programs, community partnerships, and the full STEM ecosystem—deserved federal recognition, and they went after it. They built strategic relationships with congressional staff. They made a compelling case backed by evidence. They secured bipartisan support in one of the most divided political environments we’ve seen. And they delivered.
This is advocacy at its best. Not theoretical, not performative—actual results. A congressional resolution that validates the work of millions of educators, students, and community partners across the country. The Afterschool STEM Hub proved that when you combine clear vision, persistent effort, and strategic cross-sector partnerships, you can move the needle at the federal level.
Their success tells us something important: STEM has the power to unite people across political divides. When we focus on what matters—giving every young person access to quality learning experiences and pathways to opportunity—we can find common ground.
What H.Res.867 Actually Gives Us
This resolution does something quietly powerful: it legitimizes the ecosystem approach. When Congress acknowledges “the STEM education ecosystem (of people, entities, and technical areas) serves as an education continuum” (H.Res.867, Section 2), they’re validating what we’ve been saying for years—that meaningful STEM learning doesn’t happen in isolation. It requires schools AND afterschool programs AND businesses AND community organizations working together intentionally.
The resolution also elevates out-of-school time from “nice to have” to “essential complement to the school day” (H.Res.867, Whereas clause). For those of us who’ve been fighting to get informal STEM education taken seriously, that language matters. It shifts the conversation from supplemental programming to essential infrastructure.
And it explicitly recognizes multiple pathways—not just four-year degrees, but apprenticeships, career-tech programs, dual enrollment, and work-based learning. This validates the full spectrum of work happening in ecosystems across the country.
So now what? How do we translate congressional recognition into actual change in communities?
Six Examples of State Advocacy That’s Actually Working
Let take a look at what effective state-level advocacy looks like in practice…
Iowa: Governor’s STEM Advisory Council & Executive Order
Iowa’s Governor STEM Advisory Council was recently expanded through Executive Order 14, convening leaders from education, workforce, and economic development with real authority to drive STEM strategy. This isn’t a token advisory board; it’s a coordinating body with budgetary power, designed to eliminate duplication and set cohesive statewide priorities. Recent $300,000 investment in public awareness campaigns ensured STEM is recognized both publicly and politically.
Why It Works:
Executive authority grants real power to coordinate strategy and funding, while public engagement campaigns foster broad support and sustainability.
Action Steps:
- Build relationships with gubernatorial staff
- Advocate for executive orders that move beyond ceremonial mandates
- Engage cross-sector partners for coalition support
Massachusetts: Dedicated STEM Funding Lines
Massachusetts created dedicated STEM funding lines in the state budget—$4.75M for STEM Starter Academies at community colleges targeting underperforming students, alongside $1.7M for computer science expansion. By embedding these investments as line items, STEM initiatives avoid annual budget threats and support measurable student outcomes and workforce pipelines.
Why It Works:
Separate funding lines shield STEM priorities from volatile budget changes, ensuring multi-year program stability and strategic growth.
Action Steps:
- Mobilize business and education coalitions for unified budget requests
- Present ROI and workforce impact data to legislators
- Advocate for line-item budget protection for key STEM initiatives
Utah: STEM Action Center—Economic Development First
The Utah STEM Action Center operates out of the Governor’s Office of Economic Development, treating STEM as economic infrastructure. With control over educator endorsements, professional development providers, and state-wide programming, the Center integrates funding and activities from K-12 through postsecondary, unifying student experiences and program accountability.
Why It Works:
Elevating STEM to an economic priority gains broader political support, consolidates funding, and aligns programs across education and workforce silos.
Action Steps:
- Position STEM within state economic development agendas
- Advocate for cross-agency coordination and centralized authority
- Showcase models that link educational outcomes with talent pipelines
New Jersey: NJ STEM Month & State House Showcase
Every March, the New Jersey STEM Pathways Network leads NJ STEM Month, culminating in the State House Showcase, where policymakers interact directly with students, educators, and ecosystem leaders. In 2025, $25,849 in mini-grants funded 49 organizations, impacting 15,000 learners statewide. Social campaigns like #NJSTEMMonth increase visibility to legislators and the public.
Why It Works:
Strategically timed events and broad partnerships build legislative and community support, while targeted mini-grants foster grassroots engagement and innovation.
Action Steps:
- Organize high-visibility showcases during legislative sessions
- Involve policymakers in hands-on STEM events
- Create unified messaging to activate networks and social media
South Carolina: STEM Education Day at the Capitol
South Carolina’s Annual STEM Education Day convenes educators, business leaders, and policy-makers at the State House, featuring project exhibits, networking, grant recognition, and direct legislative engagement. Its tradition of recognizing “Growing in STEM” grant recipients and honoring educators builds robust stakeholder relationships.
Why It Works:
Direct interaction between students, teachers, and decision-makers yields visible impact and accelerates policy support for STEM programming.
Action Steps:
- Host innovative exhibits and award ceremonies in legislative spaces
- Recognize educators and program impact with high-profile events
- Use partnership recognition to foster business and political buy-in
Pennsylvania: Advocacy Conference of Technology & Afterschool Advocacy Day
The Pennsylvania Advocacy Conference of Technology and Afterschool Advocacy Day coordinated by SASA and partners train students and educators in legislative advocacy. Participants meet lawmakers at Harrisburg’s Capitol, advocating for expanded funding and equitable access to STEM afterschool programs. These youth-driven efforts have secured increased appropriations statewide.
Why It Works:
Centering student voices in advocacy campaigns builds empathy and urgency among policymakers, leading to tangible funding outcomes and policy advances.
Action Steps:
- Provide advocacy training for students and educators
- Schedule annual advocacy trips to the Capitol
- Document outcomes for sustained state and local impact
Why Ecosystems Are Uniquely Positioned to Lead This Work
Here’s what ecosystems have that individual organizations don’t: credibility across sectors.
When a school district goes to the state capitol asking for STEM funding, legislators hear “education wants more money.” When a business group asks for workforce development funding, legislators hear “industry wants cheaper training.” But when an ecosystem shows up—with superintendents AND CEOs AND college presidents AND workforce development directors all saying the same thing—that’s a different conversation.
Ecosystems can demonstrate collective impact in ways that single organizations can’t. You can show how a business partnership created internships that led to dual enrollment courses that connected to apprenticeship programs that resulted in job placements. That’s a pathway. That’s a story. That’s evidence that coordinated systems work better than fragmented programs.
And ecosystems have something else: real-world crisis response examples. When COVID hit, the North Country STEM Learning Network in Watertown, New York didn’t wait for FEMA to figure out PPE shortages. They activated their existing partnerships—schools, manufacturers, grant-funded equipment—and produced 4,500 face shields in weeks. When Micron was searching for a location for their $100 billion semiconductor plant, they chose East Syracuse in part because the STEM ecosystem had already built the culture of collaboration and workforce readiness they needed. These aren’t hypotheticals. They’re proof points.
State legislators need to hear these stories. They need to see that ecosystems aren’t just “nice collaborations”—they’re infrastructure that responds to workforce crises, attracts billion-dollar investments, and keeps students engaged when traditional approaches fail.
The Opening in Front of Us Right Now
Governors are setting 2026 education priorities. State legislatures are drafting budgets for fiscal year 2026. Education agencies are updating strategic plans. These decisions are being made in the next 6-12 months, and they will determine whether H.Res.867’s vision becomes reality or just remains inspirational language.
So what can you actually do?
If your state doesn’t have a STEM advisory council, find out who’s setting STEM priorities—and make the case for formal coordination. Point to Iowa and Massachusetts as models. Use H.Res.867’s language about “transdisciplinary collaboration across Federal agencies” to argue for state-level coordination.
If your state has a STEM plan that’s gathering dust, reconvene the stakeholders who created it and assess whether it’s still driving decisions. If not, push for an update with clear accountability mechanisms. Reference Utah’s STEM Action Center as proof that coordination structures work.
If you’re managing ecosystem partnerships with businesses, document the outcomes. Not just “students participated in an internship” but “students completed internships, earned industry credentials, and were hired.” Bring those business leaders with you to legislative meetings. Nothing convinces a lawmaker faster than a CEO saying “We can’t find enough qualified workers in this state.”
And if your state legislature is about to craft next year’s budget, work with your partners NOW—before the session opens—to propose dedicated STEM funding lines. Build the coalition. Do the cost-benefit analysis. Identify champions in both parties. Show up with a unified ask, not competing requests.
Your Next Step: Join the Conversation
We’re hosting our next STEM Talk focused specifically on STEM advocacy, policy, and funding strategies at the federal and state level. If you’re ready to translate National STEM Day recognition into actual change in your community, this is where to start.
Sign up for the STEM Talk here
Because here’s the thing: the Afterschool STEM Hub didn’t get H.Res.867 passed by hoping someone else would do it. They built relationships, made the case, and got it done.
Now it’s our turn to do the same at the state level.
Let’s not waste this moment.
