With the accounting profession facing a sustained shortage of new entrants, a bipartisan group of lawmakers is pushing to treat accounting as a STEM subject in K-12 schools. The Accounting STEM Pursuit Act, introduced in both chambers, would expand the allowable uses of existing federal education grants to cover accounting instruction, internships, and mentorship programs. The goal is to expose students earlier to a field that has become increasingly data-driven and technology-dependent.
The scale of the problem is well documented. The Bureau of Labor Statistics projects roughly 124,200 openings for accountants and auditors each year from 2024 to 2034, with employment growing 5% over that decade. But most of those openings aren't new jobs—they're replacements for retirees and workers shifting to other careers. Meanwhile, the number of students sitting for the CPA exam has declined for years, and firms of all sizes report that unfilled positions are straining workloads and client service.
States have already begun responding. On August 1, Texas became the latest to offer an alternative to the traditional 150-credit-hour CPA requirement, joining a wave of states that have loosened licensure rules. More are considering similar moves. But these reforms, while helpful, only address the end of the pipeline. They do nothing to encourage more students to consider accounting in the first place.
That's where the federal bill comes in. The House version, introduced in April 2025 by Reps. Young Kim (R-Calif.) and Haley Stevens (D-Mich.), was referred to the Committee on Education and Workforce. A Senate companion, sponsored by Sens. Susan Collins (R-Maine) and Jacky Rosen (D-Nev.), followed in February 2026 and went to the Health, Education, Labor, and Pensions Committee. As of July 2026, neither has advanced beyond committee referral—a delay that critics say shows a lack of urgency on a pressing workforce issue.
The legislation would amend the Every Student Succeeds Act to allow Student Support and Academic Enrichment grants to fund accounting education, with a focus on students from groups underrepresented in the profession. That includes career awareness programs, curricula, internships, and mentoring. The bill doesn't create a new program or authorize new spending; it simply gives school districts the explicit option to use existing STEM funds for accounting.
Supporters argue that modern accounting is inseparable from technology. Data analytics, automated audits, information systems, and artificial intelligence are now core tools of the trade. Early exposure to these concepts—and to accounting as a career—could make a real difference. A Harris Poll survey for the American Institute of CPAs found that 74% of Americans believe accounting should be classified as STEM education, a level of public backing rarely seen on education policy.
There are, of course, trade-offs. Because the grants are capped, adding accounting would mean competing with other STEM priorities. But the bill is permissive, not mandatory, giving districts flexibility. It's a modest step, but one that could help address a shortage that threatens the financial reporting system and the broader economy.
As the educational divide becomes a defining political fault line, linking accounting to STEM could also have broader appeal. And with bipartisan momentum on other issues, the bill's sponsors are hoping to build similar support. The profession's future depends on a wider pipeline, and this legislation is a practical way to start building it.
