Bill Overview
Title: Kids in Classes Act
Description: This bill prohibits a state educational agency from receiving specified federal education funds unless funds are provided directly to a parent or guardian of an eligible child for certain qualified educational expenses (e.g., educational materials, tutoring, or private school tuition). Eligible child refers to a child who attends a public elementary or secondary school and such school (1) receives specified federal education funds; and (2) does not provide, for more than three days during a school year and for reasons related to a public health emergency or collective bargaining action, in-person instruction for all students who wish to attend.
Sponsors: Rep. Jacobs, Chris [R-NY-27]
Target Audience
Population: Children attending public elementary or secondary schools worldwide in areas experiencing prolonged school closures due to public health emergencies or labor disputes.
Estimated Size: 5000000
- The bill affects children attending public elementary or secondary schools.
- Specifically, it targets schools that receive specified federal education funds.
- These schools must have interruptions in in-person instruction due to public health emergencies or collective bargaining actions.
- The bill provides funds directly to parents or guardians for educational expenses if schools do not meet the in-person attendance requirement.
- Publicly funded schools that depend on the federal funds specified by the bill would be directly impacted.
- The families of eligible children will have more control over educational funding, which may shift some educational market dynamics.
Reasoning
- The Kids in Classes Act will directly impact public school students and families in areas where school closures are due to public health or labor issues.
- The policy's budget limits suggest a focus on areas with significant disruption rather than uniformly across states where schools may already be operating normally.
- Simulation should include a variety of demographic and socioeconomic backgrounds, as the impact could vary based on these factors.
- Not all students or families will be eligible or affected. Hence, include perspectives from both impacted and non-impacted families.
Simulated Interviews
Teacher (New York, NY)
Age: 35 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- This policy could give me more options if the schools close again. I'd like to use some funds for tutoring.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Software Developer (Los Angeles, CA)
Age: 42 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 0.0 years
Commonness: 8/20
Statement of Opinion:
- I don't think this policy will affect us because our schools remained open.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Nurse (Chicago, IL)
Age: 30 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- Having funds directly would relieve some stress. I could plan better for alternative education options.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 9 | 6 |
Public School Principal (Houston, TX)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 2/20
Statement of Opinion:
- This policy shifts funds but doesn't address the core issues causing school closures. It could stress school budgets further.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 6 | 7 |
| Year 3 | 6 | 7 |
| Year 5 | 6 | 7 |
| Year 10 | 6 | 7 |
| Year 20 | 6 | 7 |
Freelancer (Seattle, WA)
Age: 25 | Gender: other
Wellbeing Before Policy: 4
Duration of Impact: 7.0 years
Commonness: 4/20
Statement of Opinion:
- This could ease some financial burdens and provide consistent education for my siblings.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Grocery Store Manager (Miami, FL)
Age: 29 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 3/20
Statement of Opinion:
- With this policy, I could afford specialized tutors when schools cannot meet in-person needs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Real Estate Agent (Phoenix, AZ)
Age: 46 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 7/20
Statement of Opinion:
- I believe local governance should handle such issues rather than federal interventions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Retired (Detroit, MI)
Age: 62 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- This policy might enable my children to better support their kids' education during disruptions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Corporate Lawyer (Boston, MA)
Age: 40 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 0.0 years
Commonness: 3/20
Statement of Opinion:
- I don't expect any changes; this may help public school peers, though.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Non-profit Director (San Francisco, CA)
Age: 55 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 4/20
Statement of Opinion:
- Redirecting funds can be beneficial but more comprehensive school support is needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Cost Estimates
Year 1: $25000000000 (Low: $20000000000, High: $30000000000)
Year 2: $25000000000 (Low: $20000000000, High: $30000000000)
Year 3: $25000000000 (Low: $20000000000, High: $30000000000)
Year 5: $25000000000 (Low: $20000000000, High: $30000000000)
Year 10: $25000000000 (Low: $20000000000, High: $30000000000)
Year 100: $25000000000 (Low: $20000000000, High: $30000000000)
Key Considerations
- The availability and quality of alternative educational resources are critical for the bill's successful implementation.
- Administrative capabilities and costs for transferring federal funds directly to families should be carefully assessed.
- Potential legal challenges may arise depending on state and local education laws.