Bill Overview
Title: PLACE Act
Description: This bill establishes or modifies various programs that support opportunities for education or job training in a creative industry or occupation.
Sponsors: Rep. Pingree, Chellie [D-ME-1]
Target Audience
Population: People working in creative industries
Estimated Size: 5100000
- The bill focuses on supporting education and job training opportunities in creative industries.
- Creative industries are fields where artistic and creative skills are used, such as music, arts, design, entertainment, and media.
- Global estimates of employment in creative industries can vary, but millions work in these fields worldwide.
- These sectors have been identified as integral parts of national and international economies due to their economic and cultural value.
Reasoning
- The PLACE Act targets individuals in creative industries which have a wide range of socioeconomic backgrounds. This includes individuals who are directly in the arts sector as well as those in supporting roles like arts administration.
- The policy budget constraints mean that while a substantial number of people could be impacted, not everyone in the sector will be directly affected due to limited resources, especially in the initial years.
- Individuals who already have substantial education or job opportunities in creative fields might see less impact, while those in underserved areas or with less access to current resources might see a larger impact.
- In simulating the interviews, it's important to include both direct beneficiaries, indirect beneficiaries (e.g., businesses indirectly benefitted by trained workers), and those who might not see much change (e.g., individuals preferring informal education or already established in high-paying creative roles).
- Economic factors, location, and existing infrastructure for creative industries in different U.S. regions also play a significant role in determining the policy's impact.
- The Act's long-term goal is likely to amplify economic and cultural contributions of the creative industries; individuals' perspectives on this and expected benefits will vary.
Simulated Interviews
Aspiring Fashion Designer (New York, NY)
Age: 24 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I think additional funding for creative education is great. It can help students like me get the internships and support we need to really thrive.
- I hope there will be more workshops and professional lecturers coming in as part of the program.
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 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 8 |
Visual Effects Artist (Los Angeles, CA)
Age: 35 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- This policy might help solidify creative careers as viable long-term choices by offering more formal training paths.
- I'd love to see more collaboration between studios and educational institutions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 9 |
| Year 20 | 10 | 9 |
Freelance Graphic Designer (Miami, FL)
Age: 28 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 10/20
Statement of Opinion:
- More creative job training sounds like a huge boost, especially if it includes newer technologies and trends.
- My concern is whether it will be accessible to freelancers like me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 7 |
Music Producer (Austin, TX)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 8/20
Statement of Opinion:
- I'm optimistic that more training can bring in fresh talent and innovative ideas.
- The reality is that funding usually skips smaller markets, but if it trickles down, it could be game-changing.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 8 |
| Year 20 | 9 | 8 |
Art Teacher (Chicago, IL)
Age: 41 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 7.0 years
Commonness: 15/20
Statement of Opinion:
- The policy could offer more resources to schools and directly impact curriculum development.
- The success will depend on how funds are distributed, especially to public schools and underserved communities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 9 | 8 |
Film Student (Portland, OR)
Age: 19 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 13/20
Statement of Opinion:
- This act could potentially reduce the debt burden by providing more grants and scholarships.
- I'm concerned about whether small programs will benefit equally as those in bigger cities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 8 |
Cultural Events Coordinator (New Orleans, LA)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- Increased funding could enhance community arts and engagement, which is crucial for our city.
- I hope the policy includes support for cultural diversity and heritage arts.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 10 | 9 |
Digital Media Specialist (Denver, CO)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 11/20
Statement of Opinion:
- Job training programs can help bridge the gap between tech and creative fields.
- I'm curious to see how existing professionals can benefit in terms of career pivots.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Marketing Specialist (Atlanta, GA)
Age: 29 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 16/20
Statement of Opinion:
- The policy could help interlink marketing with creative fields, which is crucial for today’s market.
- Flexibility in training can push more creative innovation into business strategies.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 9 | 8 |
Art Gallery Owner (Santa Fe, NM)
Age: 60 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- I'm hopeful that funding could boost the local arts scene and indirectly benefit gallery artists.
- The long-term cultural impact could enrich and expand the diversity of art showcased.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 10 | 9 |
Cost Estimates
Year 1: $700000000 (Low: $500000000, High: $900000000)
Year 2: $720000000 (Low: $520000000, High: $920000000)
Year 3: $740000000 (Low: $540000000, High: $940000000)
Year 5: $780000000 (Low: $580000000, High: $980000000)
Year 10: $850000000 (Low: $650000000, High: $1050000000)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The effectiveness of job training programs can vary, potentially influencing the success of the PLACE Act's goals.
- Changes in the global economy, such as shifts in technological demands, could impact the relevance of skills taught under this Act.
- The PLACE Act requires coordination with state and local governments and educational institutions to maximize effectiveness.