Bill Overview
Title: Scholarship for Service: The Building Better Americans Act
Description: This bill establishes a scholarship-for-service program for students who served at least two years in the military, an emergency medical service, or a police force, or as a teacher's assistant or firefighter, and who submit a certification of such service prior to enrolling as an undergraduate in an institution of higher education (IHE). An eligible undergraduate student may receive a grant in the amount equal to the cost of attendance at the IHE in which the student enrolls for two academic years.
Sponsors: Rep. Johnson, Bill [R-OH-6]
Target Audience
Population: People who served in certain public service roles and wish to enroll in an undergraduate degree program
Estimated Size: 3000000
- The global population includes individuals who have served at least two years in the specified service roles: military, emergency medical services, police force, teacher's assistants, and firefighters.
- The target population includes those who are seeking to pursue an undergraduate education.
- The target population is constrained to new undergraduate students who have served in one of these roles prior to enrollment.
- The opportunity is bound by the institution's requirement to submit certification of service plus the eligibility that follows certain public service roles.
Reasoning
- The Scholarship for Service program is a targeted initiative aimed at reducing financial barriers for individuals who have served in specific public service roles and wish to pursue higher education. The budget constraints necessitate a focus on a relatively small but impactful target population within the broader U.S. demographics.
- The program identifies individuals transitioning from military service, emergency medical services, police work, firefighting, or teaching assistant roles to undergraduate studies. These roles often include individuals seeking professional advancement or career transitions which higher education facilitates.
- A major consideration is the impact on overall wellbeing. For many in this population, access to education affects future economic stability and personal growth, reflecting in improved Cantril wellbeing scores over time.
- Budgeting for the initiative assumes considerable institutional participation with a requirement for verification and service certification, ensuring funds go to eligible recipients.
- Service roles such as military deployments, EMTs, police forces, and teacher's aides tend to have high community presence but vary in dispersion and density across the U.S.
- The program does not impact those not pursuing higher education or who do not fit certification requirements, illustrating the focused approach but also limitations inherent in eligibility criteria.
Simulated Interviews
Former Military Personnel (Texas, USA)
Age: 22 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 14/20
Statement of Opinion:
- This scholarship would greatly reduce my worries about education costs.
- I can focus on my studies instead of working part-time jobs to pay for college.
- The policy shows appreciation and support for veterans like me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 10 | 6 |
Emergency Medical Technician (California, USA)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 18/20
Statement of Opinion:
- Paying for school was a big concern, this policy would ease that.
- It's motivating to have my service recognized and rewarded.
- My career potential could really benefit from this educational opportunity.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 10 | 7 |
Police Officer (New York, USA)
Age: 32 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 15/20
Statement of Opinion:
- This policy provides a much-needed financial lifeline.
- It's a meaningful support for people in service roles who want to further professional education.
- It would be easier to manage work and studies without financial stress.
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 | 8 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Firefighter (Florida, USA)
Age: 24 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 16/20
Statement of Opinion:
- This opportunity would relieve the stress of education costs.
- It's an acknowledgment of the service commitments I've made.
- This support will help ensure a better future for me and my family.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 4 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 10 | 7 |
Teacher's Assistant (Ohio, USA)
Age: 28 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 19/20
Statement of Opinion:
- The scholarship would allow me to focus fully on my degree.
- I can finally afford to continue my education.
- This encourages more people in educational fields to enhance their skills.
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 | 7 |
Military Reservist (Illinois, USA)
Age: 27 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 13/20
Statement of Opinion:
- This could make pursuing my dream degree feasible.
- I feel like my service is truly valued by the broader community.
- Provides a clearer path for my future educational and career goals.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 4 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Police Officer (Arizona, USA)
Age: 35 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- I'm skeptical about how funds will be distributed.
- While it sounds good, implementation details matter a lot.
- Many in-service members could benefit if executed well.
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 | 7 |
| Year 20 | 8 | 7 |
Volunteer Firefighter (Massachusetts, USA)
Age: 21 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 17/20
Statement of Opinion:
- This scholarship can open doors I thought were closed.
- It's a relief to have service compensated in this meaningful way.
- I can see this motivating many to consider public service roles.
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 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 7 |
Emergency Dispatch Operator (Georgia, USA)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I hope this plan covers part-time educational pursuits.
- My operational experience should align with the policy's intent.
- Aims to reduce barriers for further education are valuable.
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 |
Teacher Assistant (Pennsylvania, USA)
Age: 25 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 15.0 years
Commonness: 14/20
Statement of Opinion:
- I'm excited to see public service roles getting educational benefits.
- This policy would help fulfill my career plan.
- It’s reassuring to know this support is available in uncertain economic times.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 6 |
| Year 5 | 10 | 7 |
| Year 10 | 10 | 8 |
| Year 20 | 10 | 8 |
Cost Estimates
Year 1: $10500000000 (Low: $9450000000, High: $11550000000)
Year 2: $10710000000 (Low: $9645000000, High: $11781000000)
Year 3: $10924200000 (Low: $9837900000, High: $12012090000)
Year 5: $11364300000 (Low: $10227870000, High: $12500730000)
Year 10: $12321471000 (Low: $11100753000, High: $13542189000)
Year 100: $27846385169796 (Low: $25061746652817, High: $30631023686775)
Key Considerations
- Future economic growth may benefit from a more educated workforce, though upfront costs are significant.
- Potential GDP impacts depend heavily on job market absorption and skill specificity post-graduation.
- Sustained funding and escalation of costs over time should be anticipated during budget consideration.
- Inflationary pressures could slightly adjust actual cost encumbrances over the policy's duration.