Bill Overview
Title: Gateway to Careers Act of 2022
Description: 2022 This bill establishes a career pathway grant program through which the Department of Education must award competitive grants to certain public institutions of higher education and postsecondary technical education schools. Grant recipients must use these funds to (1) carry out activities that support the development and implementation of career pathway programs, and (2) provide support services to students engaged in career pathway programs.
Sponsors: Rep. Adams, Alma S. [D-NC-12]
Target Audience
Population: People in career pathway programs in public and technical institutions
Estimated Size: 7000000
- The bill focuses on public institutions of higher education and postsecondary technical education schools, which indicates it targets students attending these institutions.
- Career pathway programs are typically aimed at helping individuals acquire specific skills and certifications to enhance their employment opportunities.
- The support services mentioned will likely impact students who are enrolled or planning to enroll in career pathway programs.
- The document specifies public institutions and technical education schools, suggesting it is not limited to private institutions or other forms of postsecondary education.
- Assuming a substantial number of students in higher education and technical schools participate in career pathway programs across the globe, especially in countries with similar educational structures.
Reasoning
- The Gateway to Careers Act targets students in public and technical education institutions, providing them with career pathway programs and support services. This population predominantly includes young adults pursuing vocational skills for improved job prospects.
- The budget is sizable, indicating a potential for substantial impact on the target population, although it will need to be strategically distributed among various institutions and programs across the US.
- Given the focus on public institutions and technical education, the policy may not directly affect students at private universities or those in non-technical fields, although improvements in vocational education standards could have indirect benefits.
- The Cantril Wellbeing Score, a subjective measure of well-being on a scale of 0 to 10, is used to estimate the potential psychological and life satisfaction impacts of this policy over multiple years.
- The scores before policy implementation represent general student satisfaction, with expected improvements post-implementation due to increased educational support and career opportunities.
- The simulated interviews include a range of people, from directly affected students to individuals not impacted by policy changes, to provide a comprehensive understanding of the policy's effects across different demographics.
Simulated Interviews
Community College Student (Tulsa, OK)
Age: 19 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 16/20
Statement of Opinion:
- The Gateway to Careers Act could really help students like me who need more support in pathways like nursing.
- I think having more guidance and resources could make a big difference in completing my degree and starting my career.
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 | 6 |
| Year 20 | 7 | 5 |
HVAC Technician (Miami, FL)
Age: 28 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- Although I'm already in the workforce, attending technical school and having more resources could really streamline my learning and improve skills.
- I'm excited to see how this policy might help people in technical vocations like HVAC.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
University Student (Seattle, WA)
Age: 22 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- As a computer science student, access to better career guidance and pathway programs would be invaluable.
- Programs supported by the Gateway to Careers Act could open up more opportunities for specific fields like software development.
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 | 7 |
| Year 20 | 8 | 6 |
Unemployed (Detroit, MI)
Age: 35 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- I've been out of work for a while, and re-entering the workforce through technical education could change my life if the programs are supportive.
- The policy might be exactly what people like me, who want to gain new skills, need.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
High School Counselor (New York, NY)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- Increased funding and policy emphasis on career pathways can significantly alter the options available for my students.
- The Gateway to Careers Act could be a game changer for students uncertain about the future.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Graphic Design Student (Austin, TX)
Age: 23 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- Career pathways in design could really benefit from this kind of grant policy, making education more affordable and targeted.
- I look forward to potentially having more tailored programs and resources available for my field.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Farmer (Rural Vermont)
Age: 30 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- With few educational resources available locally, programs like these could be the key to expanding opportunities in areas like mine.
- I hope the policy considers rural-based career pathways and technical education needs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
High School Senior (Los Angeles, CA)
Age: 18 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 15/20
Statement of Opinion:
- Hearing about the Gateway to Careers Act makes me feel more confident about the support I'd receive if I choose community college.
- Career pathways supported by grants could provide more direction for students like myself who are unsure of the future.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
Technical School Instructor (Chicago, IL)
Age: 40 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 11/20
Statement of Opinion:
- The policy could usher in much-needed resources and modernization for our tech programs, affecting how and what we teach.
- Educators like myself stand to benefit from increased training and curriculum development opportunities.
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 | 8 | 7 |
Veteran, Aspiring Cybersecurity Analyst (San Diego, CA)
Age: 29 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- Transitioning from the military to civilian education could be smoother with clear career pathway programs.
- Grants from this policy might provide the support needed for veterans like me trying to establish themselves in tech fields.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $500000000 (Low: $400000000, High: $600000000)
Year 2: $520000000 (Low: $410000000, High: $620000000)
Year 3: $540000000 (Low: $420000000, High: $640000000)
Year 5: $580000000 (Low: $450000000, High: $680000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The program must be effectively managed to ensure funds are used efficiently and reach the intended target audience.
- Support services such as counseling, mentoring, and career guidance will be crucial to the success of career pathway programs.
- Economic conditions, such as demand for skilled labor, could impact the effectiveness and necessity of the program.