Bill Overview
Title: RAISE Act of 2022
Description: This bill allows eligible educators (i.e., any elementary or secondary teacher and any early childhood educator) a refundable tax credit of $1,000 plus an additional amount (based upon a specified student poverty ratio) for eligible educators employed at a qualifying school (i.e., a public elementary or secondary school that is eligible for certain federal assistance or is funded by the Bureau of Indian Education), or an early childhood education program for children receiving certain federal assistance. The bill also increases the amount of the tax deduction for the expenses of elementary and secondary school teachers and expands such credit to include early childhood educators. The bill provides additional funding to local educational agencies that maintain or increase the salaries of their teachers.
Sponsors: Rep. Schiff, Adam B. [D-CA-28]
Target Audience
Population: Educators worldwide
Estimated Size: 3400000
- The bill concerns educators, specifically elementary and secondary teachers, as well as early childhood educators.
- It applies to those teaching at qualifying schools that can receive certain federal assistance, reflecting a focus on lower-income areas.
- Tax credits and deductions are financial benefits directly impacting educators in this context.
- The population impacted will include those who are eligible based on their employment at qualifying schools or early childhood programs.
- Educational agencies that adjust teacher salaries in line with the bill's incentives will impact additional educators.
- Parents, students, and the broader school communities may indirectly benefit from improved educator retention and investment.
Reasoning
- The target population for this policy includes approximately 3.4 million American educators, who are eligible for the tax credits and deductions, particularly those in qualifying schools under certain federal assistance programs.
- Since the policy involves tax credits and deductions, the direct financial impact would primarily improve the personal economic situations of educators, potentially influencing their wellbeing scores.
- Educators in high-poverty areas, where schools qualify for additional federal assistance, are more likely to be affected, given the policy's focus on boosting support for these groups.
- The policy's impact on educators working in qualifying schools could vary based on specific school districts' actions in salary maintenance or increases, which is encouraged but not mandated by the policy.
- While the policy's primary focus is on improving financial support for educators, there could be secondary effects on overall job satisfaction and retention rates, indirectly affecting students and school communities.
- The budget constraints suggest that while the policy could have notable effects, the scale will be limited by the available funds over time.
Simulated Interviews
High School Teacher (New York, NY)
Age: 45 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- The tax credit will definitely ease some financial stress.
- Increasing deductions for classroom expenses is a positive change.
- Hoping this leads to better retention and support from administrators.
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 | 6 | 5 |
| Year 20 | 5 | 4 |
Kindergarten Teacher (Austin, TX)
Age: 30 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 16/20
Statement of Opinion:
- The extra thousand dollars from the tax credit is meaningful.
- Expansion of deductions is helpful for the materials I regularly buy myself.
- I expect better morale among teachers because of this act.
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 | 8 | 5 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 4 |
Elementary School Teacher (Seattle, WA)
Age: 36 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- This policy feels like recognition of our efforts.
- The financial benefits are welcome, especially as a single parent.
- I am concerned about how this will play out with the school district's policies on salary.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 4 |
| Year 2 | 7 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 4 |
| Year 10 | 7 | 3 |
| Year 20 | 6 | 3 |
Special Education Teacher (Chicago, IL)
Age: 55 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- Glad to see some concrete steps towards financial support.
- This should partially relieve my out-of-pocket expenses for classroom materials.
- Hope it will also address larger issues like general school funding.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Middle School Teacher (Jackson, MS)
Age: 29 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 15/20
Statement of Opinion:
- As a new teacher, this support might help me stay in the job longer.
- We need more systemic financial changes, but this is a start.
- The tax credit is appreciated but more resources are needed in schools like mine.
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 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Preschool Teacher (Miami, FL)
Age: 42 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 12/20
Statement of Opinion:
- The tax credit will help reduce financial stress.
- I hope it leads to better retention of teachers here.
- Classroom resources often come out of my pocket, so increased deductions are very welcome.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 4 |
High School Math Teacher (Phoenix, AZ)
Age: 34 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 13/20
Statement of Opinion:
- Excited about the potential for financial relief this brings.
- Tax credit might encourage more educators to stick around longer.
- There's still a need for better overall funding for schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 7 | 4 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
Elementary Teacher (Rural Kansas)
Age: 50 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- The credit may help alleviate some financial pressure.
- There won't be much change unless school funding is also increased.
- It's positive, but small in comparison to the challenges faced in rural schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 4 | 5 |
Middle School Science Teacher (San Antonio, TX)
Age: 39 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- Happy to see advocacy efforts paying off.
- The financial benefits are a welcome relief, especially after transitioning schools.
- Looking forward to potential improvements in district-wide policy changes.
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 | 7 | 6 |
| Year 20 | 6 | 5 |
Retired Early Childhood Educator (Boston, MA)
Age: 60 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 10/20
Statement of Opinion:
- While I won't benefit directly, seeing support for educators is heartening.
- Helps me advocate for continued improvements in early childhood education.
- Hope it contributes to shaping better policies for future educators.
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: $4700000000 (Low: $3800000000, High: $5600000000)
Year 2: $4800000000 (Low: $3900000000, High: $5700000000)
Year 3: $4900000000 (Low: $4000000000, High: $5800000000)
Year 5: $5000000000 (Low: $4100000000, High: $5900000000)
Year 10: $5500000000 (Low: $4600000000, High: $6400000000)
Year 100: $11000000000 (Low: $9000000000, High: $13000000000)
Key Considerations
- The bill's success partially depends on the uptake of tax credits and deductions by eligible educators.
- Long-term costs may fluctuate based on changes in the number of educators or shifts in public vs private education sectors.
- Indirect benefits, such as improved educator retention or educational outcomes, might not be readily quantifiable.