Bill Overview
Title: Ending Common Core and Expanding School Choice Act
Description: This bill modifies requirements related to federal education funding for disadvantaged children. Specifically, the bill (1) eliminates the standards, assessments, and academic accountability requirements for state and local educational agencies that receive federal funds for the education of disadvantaged children; (2) requires such funds to be allocated based on the number of children residing in each state who are living in poverty; and (3) allows educational agencies to distribute per-pupil amounts from such funds to parents for qualified elementary and secondary education expenses. The bill prohibits federal officers or employees from mandating academic standards, assessments, curricula, or accountability systems.
Sponsors: Rep. Biggs, Andy [R-AZ-5]
Target Audience
Population: Children and families who benefit from federal education funding for disadvantaged communities
Estimated Size: 10000000
- The bill modifies federal education funding related to disadvantaged children, indicating that children and families who are considered disadvantaged would be directly impacted.
- By eliminating common standards and assessments, the focus shifts, impacting how educational performance and achievement are measured.
- Federal funds will be allocated based on the number of children living in poverty, impacting states with varying poverty levels differently.
- Allowing educational agencies to give per-pupil funding to parents for education expenses expands school choice, impacting families who may seek alternative education options such as private schools or homeschooling.
- The bill prohibits federal mandates on academic standards, affecting state and local control over education.
Reasoning
- The policy targets disadvantaged children by reallocating federal funds based on poverty levels, affecting states with higher concentrations of poverty more substantially.
- The potential shift from public to private education could be heightened by the ability to distribute per-pupil funding to parents.
- States with previously mandated federal academic standards may experience changes in educational approaches and accountability.
- The short-term impact may not be significant for every family, but long-term effects could influence educational choices and quality.
- Not all people will be affected directly as the policy primarily targets poverty-stricken regions and may exclude middle and upper-class families and areas.
Simulated Interviews
Public School Teacher (Chicago, IL)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- I worry that removing standards might diminish the quality of education.
- Parental control over funds may lead to inequalities in educational access.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
State Department of Education Official (Atlanta, GA)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- This could lead to better resource allocation in high-need districts.
- Concerns about accountability without federal standards.
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 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 9 | 5 |
Single Mother (Phoenix, AZ)
Age: 35 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- Having control over funds could allow for better educational choices for my children.
- Worried about the quality of public education without standards.
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 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Private School Administrator (Seattle, WA)
Age: 28 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- This may increase enrollment from families seeking alternatives to public school.
- Concern that disadvantaged students may face larger class sizes in remaining public schools.
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 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Farmer (Rural Kentucky)
Age: 50 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 0.0 years
Commonness: 20/20
Statement of Opinion:
- Policy won't affect me much directly, but my friends with school-age kids might benefit financially.
- Hope this brings more equal resources to poorer schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 4 | 4 |
| Year 3 | 4 | 4 |
| Year 5 | 4 | 4 |
| Year 10 | 4 | 4 |
| Year 20 | 4 | 4 |
Education Policy Analyst (New York, NY)
Age: 40 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- Removing standards could set back progress in equitable education.
- Vouchers might increase opportunities for some but not all.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Tech Industry Worker (Miami, FL)
Age: 37 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- Glad for more choice in education through vouchers.
- Not worried about lack of federal standards as our school is high-performing.
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 |
College Student (Boston, MA)
Age: 25 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- Worried this could reduce teaching quality in public schools and affect future job prospects.
- Interested in seeing if more school choice leads to better outcomes.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Retired (Rural Alabama)
Age: 55 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- Hopes this policy gives grandchildren better opportunities to learn.
- Wonders if local schools can manage without federal accountability.
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 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
Homeschooling Mom (Los Angeles, CA)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- Excited about using funds for more tailored educational resources.
- Believes control over education should belong to parents.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Cost Estimates
Year 1: $2500000000 (Low: $2000000000, High: $3000000000)
Year 2: $2550000000 (Low: $2050000000, High: $3050000000)
Year 3: $2600000000 (Low: $2100000000, High: $3100000000)
Year 5: $2700000000 (Low: $2200000000, High: $3200000000)
Year 10: $3000000000 (Low: $2500000000, High: $3500000000)
Year 100: $4000000000 (Low: $3500000000, High: $4500000000)
Key Considerations
- The reallocation of federal funds based on poverty levels will impact states differently, potentially leading some states to experience reduced funding while others see an increase.
- The emphasis on school choice may change market dynamics in education, potentially impacting public school funding and enrollment.
- The U.S. constitution grants states the primary responsibility for public education, so significant federal policy changes will have diverse impacts across states.