21st Century Entrepreneurship Act
- Sponsor
- Sen. Cortez Masto, Catherine [D-NV]
- Committees
- Small Business and Entrepreneurship Committee (primary)
- Last action
- Mar 18, 2026
Bottom line
The bill aims to boost entrepreneurship rates among disadvantaged youth by integrating SBA's SCORE mentorship with existing after-school programs, backed by dedicated funding.
What it actually does
This bill requires the Small Business Administration (SBA) Administrator to develop an entrepreneurship and inventorship curriculum for underrepresented students and a strategy for SCORE program volunteers to teach it in community learning centers. It also amends existing law to explicitly include these programs as an allowable activity for both SCORE and community learning centers, and authorizes $2.5 million annually for five fiscal years to support these efforts.
Proponents argue
Supporters argue that fostering entrepreneurship and inventorship among underrepresented youth is crucial for economic growth, job creation, and improving quality of life, especially in disadvantaged communities where these rates have declined. They contend that early mentorship, as provided by SCORE volunteers, can significantly increase the likelihood of students pursuing these fields in adulthood, thereby addressing a critical gap in current educational offerings.
Opponents contend
Critics might express concerns about the effectiveness of a federally mandated curriculum in diverse local after-school settings or question whether the proposed funding is sufficient to achieve meaningful, widespread impact. Some may argue that existing programs already address similar goals, or that the SBA's primary focus should remain on adult small business development rather than youth education, potentially diverting resources from core functions.
The bill is short and clearly written, making it highly accessible for a reader to understand its provisions and implications within a short timeframe.
Section 4(a)
Curriculum Development and Partnership Strategy
This section mandates the SBA Administrator to create a curriculum focused on entrepreneurship and inventorship. This curriculum is specifically designed for SCORE program volunteers to teach to students who are often underrepresented in these fields, including female, minority, English learners, children with disabilities, rural, and low-income students. Additionally, the Administrator must develop a strategy to facilitate partnerships between the SCORE program and community learning centers to deliver this curriculum.
Supporters argue
Supporters argue this provision directly addresses the decline in entrepreneurship rates by targeting youth from disadvantaged backgrounds, providing them with early exposure and mentorship. They believe that a structured curriculum and strategic partnerships will ensure consistent, high-quality education and maximize the program's reach.
Critics contend
Some might argue that developing a federal curriculum could be overly prescriptive, potentially stifling local innovation or failing to adequately adapt to the diverse needs of various communities and student populations. Concerns could also be raised about the capacity of SCORE volunteers, primarily experienced in adult business mentorship, to effectively teach younger students.
Tradeoffs
The provision balances the need for a standardized educational approach with the flexibility required for local implementation. It also navigates the tension between leveraging existing volunteer resources (SCORE) and ensuring they are adequately equipped and supported for a new demographic (youth).
Section 4(c) and 4(d)
Integration into Existing Programs
These subsections amend the Small Business Act and the Elementary and Secondary Education Act of 1965, respectively. Section 4(c) explicitly adds the new entrepreneurship and inventorship programs as a function of the SCORE program. Section 4(d) modifies the definition of allowable activities for 'community learning centers' (21st Century Community Learning Centers) to include entrepreneurship and inventorship programs, making them eligible for federal support under that existing framework.
Section 4(f)
Authorization of Appropriations
This section authorizes an appropriation of $2,500,000 for the Administrator for each of fiscal years 2026 through 2030. These funds are designated to carry out the provisions of this Act and its amendments. The Administrator is also permitted to transfer any portion of these authorized funds to the SCORE program to assist in implementing the new entrepreneurship and inventorship initiatives.
Defines 'community learning center' by referencing section 4201(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7171(b)). This means the bill leverages the existing 21st Century Community Learning Centers program.
Section 3(2)
Why it matters:This is standard legislative practice to avoid reprinting lengthy definitions and to ensure consistency with existing law. It's not evasive, but it does require familiarity with the referenced statute.
Case for: Referencing existing definitions streamlines the bill and ensures that the new programs align with the established infrastructure and regulations of the 21st Century Community Learning Centers, which are well-known for providing after-school and enrichment programs.
Case against: A casual reader unfamiliar with the ESEA might not grasp the full scope of what a 'community learning center' entails, including its funding mechanisms, eligibility requirements, and existing programmatic focus, potentially underestimating the administrative complexities or opportunities.
Estimated impact: Ensures the program integrates with a nationwide network of over 10,000 centers serving millions of students, leveraging existing federal funding and administrative structures.
Encourages SCORE volunteers to collaborate with other entrepreneurial development programs of the Administration and other agencies, including Small Business Development Centers, Women's Business Centers, Minority Business Development Agency centers, and the Growth Accelerator Fund Competition.
Section 4(b)
Why it matters:This is likely intended to provide flexibility while promoting synergy. It's a common legislative technique to suggest best practices without imposing rigid requirements, which can be seen as less prescriptive but also less enforceable.
Case for: This collaborative approach maximizes the impact of the new program by leveraging existing resources, expertise, and networks across various federal and federally supported entrepreneurial initiatives. It promotes efficiency and avoids duplication of effort.
Case against: Because it is an 'encouragement' rather than a requirement, the actual extent of collaboration may vary significantly across different regions and programs, potentially leading to inconsistent outcomes or missed opportunities for synergy.
Estimated impact: Could significantly amplify the reach and effectiveness of the entrepreneurship training by connecting it to a broader ecosystem of small business support, potentially reaching more students and providing more comprehensive resources.