Education Innovation and Equity Act

[camilodeso]

S. xxx

IN THE SENATE OF THE UNITED STATES

Mr. Coleman of Colorado (for himself, Mr. Jones of New Jersey, Ms. Reyes of Nevada, and others) introduced the following bill;

A BILL

To close the achievement gap in underfunded schools by providing grants for technology, training, and curriculum development, with a focus on STEM education, digital literacy, teacher training, and mental health resources.

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 “Education Innovation and Equity Act.”

SECTION 2. PURPOSE.
The purpose of this Act is to:

1. Close the achievement gap in schools located in underfunded and marginalized communities.
2. Provide grants to improve access to technology, innovative curriculum development, and professional development for teachers.
3. Expand access to STEM education, digital literacy, and mental health resources.
4. Incentivize states to integrate computer science and programming courses at the elementary and secondary school levels, with a particular emphasis on underserved populations.

SECTION 3. DEFINITIONS.
For the purposes of this Act:

1. Marginalized Communities: School districts that serve populations with a high percentage of students who are eligible for free or reduced-price lunch under the National School Lunch Program, students who are economically disadvantaged, students with disabilities, English Language Learners, or students from racial or ethnic minority groups.
2. STEM Education: Education in the fields of Science, Technology, Engineering, and Mathematics.
3. Digital Literacy: The ability to access, understand, and critically engage with digital technologies, including the Internet, computer systems, and software applications.
4. Title I Schools: Schools that receive financial assistance under Title I of the Elementary and Secondary Education Act (ESEA) due to their high percentage of students from low-income families.

SECTION 4. GRANT PROGRAM ESTABLISHMENT.

(a) Authorization of Grants.
The Secretary of Education is authorized to establish a grant program to provide financial assistance to local educational agencies (LEAs) serving marginalized communities. An initial allocation of $3.5 billion is hereby appropriated for fiscal year 2025, with subsequent annual appropriations of $3 billion for fiscal years 2026–2030.

(b) Use of Funds.
Grants under this Act may be used to:

1. Expand funding for technology infrastructure, including broadband access, classroom devices, and digital learning platforms. A minimum of $1 billion per fiscal year shall be allocated specifically for technology enhancements in underfunded schools.
2. Develop and implement curriculum focusing on STEM education, including but not limited to coding, programming, robotics, and data literacy. A minimum of $500 million per fiscal year shall be allocated for curriculum development.
3. Enhance teacher training and professional development in innovative teaching methods, with a focus on STEM fields, digital literacy, and effective remote instruction techniques. A minimum of $700 million per fiscal year shall be allocated for teacher professional development programs.
4. Incorporate mental health resources and services, including access to school counselors, psychologists, and mental health education, into schools to support student well-being. A minimum of $300 million per fiscal year shall be allocated for mental health resources.

(c) Eligibility for Grants.
LEAs serving schools in marginalized communities, as defined in Section 3, shall be eligible to apply for grants under this Act.

SECTION 5. INCENTIVES FOR COMPUTER SCIENCE AND PROGRAMMING COURSES.

(a) State Incentives.
The Secretary of Education shall award additional funding to states that:

1. Implement computer science and programming courses as part of the elementary and middle school curricula, with an emphasis on ensuring access for students in marginalized communities.
2. Require a computer science course, including basic programming skills, as a graduation requirement for high school students.

(b) Additional Funding per Student.
States shall receive $500 per student enrolled in computer science and programming courses. An additional $200 per student enrolled in these courses shall be provided for each student attending a Title I school.

(c) Title I School Allocation.
States with high concentrations of Title I schools offering computer science and programming courses shall receive an additional $100 million annually to support these programs.

SECTION 6. PROFESSIONAL DEVELOPMENT AND TRAINING.

(a) Teacher Professional Development.
Local educational agencies receiving grants under this Act must allocate a portion of the funding to:

1. Provide ongoing professional development opportunities to teachers in STEM subjects, digital literacy, and innovative teaching methodologies, including the integration of technology into classroom instruction. A minimum of $200 million annually shall be dedicated to this purpose.
2. Equip teachers with skills to identify and address the mental health needs of students, including providing access to mental health education and resources.

(b) In-Service Training Programs.
LEAs must ensure that in-service training programs funded under this Act are accessible to all educators, with specific outreach to teachers in marginalized communities and Title I schools.

SECTION 7. REPORTING AND ACCOUNTABILITY.

(a) Annual Reports by Grantees.
Each local educational agency receiving a grant under this Act shall submit an annual report to the Secretary of Education detailing:

1. The use of funds provided under this Act.
2. The number of students served and the progress made in closing the achievement gap.
3. The impact of professional development programs on teacher performance and student outcomes.

(b) Evaluation and Accountability.
The Secretary of Education shall annually evaluate the effectiveness of the grant program established under this Act and shall submit a report to Congress detailing:

1. The number of grants awarded.
2. The progress in closing the achievement gap in underfunded schools.
3. The increase in the availability of computer science and programming courses in elementary, middle, and high schools.

SECTION 8. AUTHORIZATION OF APPROPRIATIONS.

There are authorized to be appropriated $3.5 billion for fiscal year 2025 and $3 billion for each of the fiscal years 2026 through 2030 to carry out the provisions of this Act.

SECTION 9. EFFECTIVE DATE.

This Act shall take effect 90 days after the date of enactment.

SECTION 10. SEVERABILITY.

If any provision of this Act, or the application of any provision to any person or circumstance, is held to be invalid, the remainder of this Act, or the application of such provision to persons or circumstances other than those as to which it is held invalid, shall not be affected.

 

 

 

PES: 

This bill aims to close the achievement gap in underfunded schools by providing financial support for technology, innovative teaching methods, and mental health resources, with a focus on improving access to STEM (Science, Technology, Engineering, and Math) education and digital literacy. Here's a breakdown of the key provisions:

• Grants for Underfunded Schools: Schools in marginalized communities will receive funding for things like internet access, classroom technology, and creating modern, STEM-focused curriculums. A total of $18.5 billion will be provided over the next six years, starting with $3.5 billion in the first year and $3 billion annually for the following five years.
• Support for Teachers: The bill sets aside $700 million per year to help teachers improve their skills, especially in STEM subjects and digital literacy. This will give teachers more training and tools to bring technology into the classroom and improve student learning.
• Mental Health Resources: Schools will also get $300 million per year to provide mental health support, including hiring more counselors and psychologists to help students manage emotional and psychological challenges.
• Encouraging Computer Science and Programming Classes: States that offer computer science and programming classes starting in elementary and middle schools will get extra funding. States will also get bonuses if they make a computer science course a requirement for high school graduation. For every student enrolled in a computer science class, states will receive $500 per student, and for Title I (low-income) schools, they will get an additional $200 per student.
• Additional Funding for Title I Schools: Schools with a large number of low-income students (Title I schools) will receive even more funds to ensure that these students benefit from the programs. States with many Title I schools will also receive an extra $100 million annually to support the implementation of computer science programs.
• Accountability and Reporting: Schools and states receiving these funds will be required to submit reports each year detailing how the money was used, the number of students helped, and whether the achievement gap is being reduced.

Total Cost of the Bill:
Over five years, this bill is estimated to cost $25.6 billion in total, with annual costs broken down for technology, teacher training, mental health resources, and incentives for computer science classes.

In summary, the bill provides funding to improve underfunded schools by investing in technology, STEM education, and teacher training, while also offering incentives for states to prioritize computer science education and support the mental health of students.

Edited 7 hours ago by camilodeso

[jakeakins]

CS

[Falnor]

 

Edited 7 hours ago by Falnor