camilodeso

CS

CS

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: Close the achievement gap in schools located in underfunded and marginalized communities. Provide grants to improve access to technology, innovative curriculum development, and professional development for teachers. Expand access to STEM education, digital literacy, and mental health resources. 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: 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. STEM Education: Education in the fields of Science, Technology, Engineering, and Mathematics. Digital Literacy: The ability to access, understand, and critically engage with digital technologies, including the Internet, computer systems, and software applications. 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: 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. 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. 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. 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: 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. 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: 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. 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: The use of funds provided under this Act. The number of students served and the progress made in closing the achievement gap. 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: The number of grants awarded. The progress in closing the achievement gap in underfunded schools. 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.

TBA

About Rafael | The Coleman-Fiamalu Family | Press Inquiries | Constituent Services | Contact Recent News: Coming Soon

CS

CS

Name: Rafael Isaiah Coleman Seat: Colorado (Class II) Party: Democrat Avatar: Mandela Barnes Major Caucus: New Democrats Special Talent: Regular Joe Gender: Male (0, 0) DOB: August 1, 1985 - 38 at start of game (20, 20) Sexuality: Openly Homosexual (15, 35) Family: Kaione "Kane" Tiu Fiamalu (b. 1983, m. 2014) Kenneth Jackson Coleman-Fiamalu (b. 2009, fostered in 2017, adopted in 2018) Kaione "KJ" Tiu Coleman-Fiamalu Jr. (b. 2016, via surrogacy) Karlos Gamaliel Coleman-Fiamalu (b. 2019, via surrogacy) Kaydence Angel Coleman-Fiamalu (b. 2021, via surrogacy) Race: Black (10, 45) Religion: United Church of Christ (0, 45) Educational History: BA in Education, Howard University (5, 50) Socioeconomic History: Working Class (15, 65) Career History: Middle/High School Teacher, 2007-13 (15, 80) Political Experience History: US House of Representatives, CO-1, 2013-21 (12, 92) US Senate, Colorado Class II, 2021-Present (0, 92) Early Life Rafael Isaiah Coleman was born on August 1, 1985, in Denver, Colorado, into a tight-knit, working-class family. His mother, Angela, was a nurse who worked long shifts at a local hospital, and his father, Samuel, a construction worker, often took extra jobs to make ends meet. Growing up as the youngest of three children, Rafael experienced firsthand the challenges of economic insecurity, but his home was filled with love, resilience, and a sense of community. The Coleman household was one where no door was ever closed, whether it was neighbors in need or family from out of town staying for extended periods. In the early mornings, Rafael would accompany his father to job sites, where he learned the importance of hard work. His father, a man of few words but endless wisdom, often told him, "The best work you'll ever do, Rafa, is the work no one sees." This ethic of quiet, diligent labor became a core principle in Rafael’s life. He attended Denver’s public schools, where he stood out academically and was known for his natural leadership abilities. His middle school teachers remember him as a young boy who would gather his classmates to organize homework study groups and discussions about community issues. His innate ability to bring people together was on full display when, at just 14, he led a community petition to improve local park conditions, which caught the attention of city officials. During high school, Rafael found his calling in education. His love for learning and his passion for helping others succeed led him to volunteer as a tutor for younger students. It was around this time that he realized his experiences growing up in a working-class neighborhood shaped his belief that education was the most powerful tool to uplift communities. This belief stayed with him throughout his life. After graduating high school with honors, Rafael attended Howard University in Washington, D.C., on a scholarship. Howard, a historically Black university, gave him a broader view of the world and introduced him to peers from different backgrounds and experiences. It was here that Rafael developed his commitment to public service and activism, organizing student-led initiatives for racial justice and educational reform. He majored in education, believing that the classroom was the first place societal change could begin. While on a date with someone that took him to a college wrestling match, Rafael caught the eye of then-graduate assistant, Kaione Fiamalu. "Kane" would go on to find Rafael on Facebook and engaged in conversations that would lead to Kane visiting the campus, beginning a relationship between the two that would eventually blossom into marriage. Career History Upon graduating from Howard University, Rafael returned to Denver to begin his career as a teacher. His time in the classroom was transformative, both for his students and for him. He taught middle and high school students in underfunded schools, many of whom came from backgrounds similar to his own. He became known for his innovative teaching style, using music, current events, and technology to make learning relevant and exciting. His lessons often went beyond textbooks, focusing on critical thinking, social justice, and how students could use their voices to effect change. Rafael’s dedication to his students didn’t stop at the classroom door. He organized after-school programs, mentored struggling students, and worked closely with parents to foster a community around the school. His advocacy for equitable education led him to become a prominent voice in Denver’s education reform movements. He fought tirelessly for better funding for schools in low-income areas and pushed for policy changes that would benefit students of color. These efforts caught the attention of local leaders, and it wasn’t long before talk of Rafael moving into politics began. Political History Rafael made his first foray into public office, running for and winning a seat in the U.S. House of Representatives for Colorado’s 1st Congressional District. At 28, he was one of the youngest members of Congress at the time. During his four terms, Rafael focused on progressive education reforms, pushing for policies that addressed systemic inequalities in public schools. He also championed healthcare access, environmental sustainability, and workers’ rights. His "Common Ground" initiative sought to bring together Democrats and Republicans on key issues, making him a respected figure across the aisle. Coleman’s time in the House was marked by a series of legislative victories. He co-authored bills aimed at increasing federal funding for community colleges and vocational training, and he led efforts to expand the Affordable Care Act to cover more working-class families. His work on climate change policy earned him a reputation as an environmental advocate, particularly in Colorado, where he fought to balance energy interests with conservation. In 2020, Rafael Coleman took his political career to the next level, winning a Senate seat for Colorado. His first term as a senator has been defined by his bold stances on climate action, criminal justice reform, and healthcare. He introduced the "Climate Justice Act," aimed at reducing emissions and investing in green energy infrastructure in underserved communities. Coleman has also been a vocal proponent of police reform, working on legislation that addresses systemic racism in law enforcement. Despite the deeply polarized political climate, Coleman’s ability to remain grounded, relatable, and solutions-oriented has earned him praise from both progressives and moderates. As a member of the New Democrats caucus, he advocates for pragmatic, forward-thinking policies that balance innovation with social responsibility. Rafael Coleman’s political journey is deeply rooted in his experiences growing up in a working-class family and his commitment to public education. His political philosophy is centered on uplifting marginalized communities through systemic change, whether it’s reforming public schools, expanding healthcare access, or addressing climate change. His track record reflects a dedication to listening to his constituents and creating policy that directly impacts their lives. Personal Life In 2014, Rafael married Kaione Tui Fiamalu, a sports and entertainment writer. Their relationship, built on mutual support and shared values, has been a source of strength throughout Rafael’s political career. Together, they have four children: Kaione Jr., born in 2016; Kenneth, born in 2010 and fostered by the family in 2017 before being officially adopted in 2018; Karlos, born in 2019; and Kaydence, born in 2021. Rafael and Kane are known for their strong family bond, and despite the pressures of public life, they prioritize spending time with their children. The Coleman-Fiamalu family is often seen attending community events, school activities, and local Denver initiatives. Rafael, a devoted father, makes it a point to stay involved in his children’s education and upbringing, ensuring that they are grounded in the same values of community, service, and humility that shaped him.