Bill Overview
Title: Displaced Afghan Women and Girls Education Act of 2022
Description: This bill provides certain educational resources to certain displaced Afghan women and girls domiciled in the United States. For example, the bill (1) requires such displaced Afghan women and girls to receive in-state tuition rates at public institutions of higher education, and (2) provides funding for and establishes the Displaced Afghan Women and Girls Scholarship Grant.
Sponsors: Rep. Maloney, Carolyn B. [D-NY-12]
Target Audience
Population: Displaced Afghan women and girls
Estimated Size: 50000
- The focus of the bill is on 'displaced Afghan women and girls,' which means it targets female individuals who have been displaced from Afghanistan.
- The educational benefits, such as in-state tuition and scholarship grants, are specifically intended for those domiciled in the United States, meaning their place of residence is in the U.S.
- As of 2021, there were significant evacuations from Afghanistan due to the Taliban's takeover, leading to a large number of displaced individuals, which may include the population targeted by this bill.
Reasoning
- The target population is primarily displaced Afghan women and girls currently residing in the United States. The main focus is on providing educational opportunities, which implies that the population most likely to be impacted consists mainly of young women who can benefit from in-state tuition and scholarships.
- The budget allows for approximately $4,200 per person per year if evenly distributed among the 50,000 target individuals, suggesting moderate to high impact for those who directly benefit from tuition and scholarships.
- Others, like their families, will experience indirect positive impacts due to improved educational and economic prospects of the beneficiaries.
- Due to budget limits, not all eligible persons may receive benefits, and some may experience lower impact levels.
- There is a significant Afghan population in certain areas like California and Virginia, which might have higher concentrations of eligible individuals.
- It is assumed that a portion of the target population may not be able to utilize educational opportunities immediately due to other constraints such as the need to support family or lack of basic education preparation.
Simulated Interviews
Student (California)
Age: 19 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- This policy is a great opportunity for me to pursue higher education, which I might not afford otherwise.
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 |
Part-time job (Virginia)
Age: 23 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- Without the policy, I would have to work full-time to support my family, leaving no room for education.
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 | 8 | 6 |
High School Student (Texas)
Age: 16 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 6/20
Statement of Opinion:
- This policy gives hope for college without substantial debt.
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 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 8 |
Homemaker (New York)
Age: 30 | Gender: female
Wellbeing Before Policy: 3
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- This policy doesn’t affect me directly, but it might help my daughters in the future.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 3 | 3 |
| Year 2 | 3 | 3 |
| Year 3 | 4 | 3 |
| Year 5 | 4 | 3 |
| Year 10 | 5 | 4 |
| Year 20 | 6 | 5 |
Waitress (Georgia)
Age: 20 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- I hope to become a nurse. This policy might let me meet the cost of college.
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 | 7 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
High School Graduate (Illinois)
Age: 18 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 3/20
Statement of Opinion:
- This scholarship makes a college dream feasible. I am motivated to apply for a science degree.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 8 |
Unemployed (Arizona)
Age: 22 | Gender: female
Wellbeing Before Policy: 2
Duration of Impact: 2.0 years
Commonness: 6/20
Statement of Opinion:
- I would like to continue my education but am constrained by language and tuition costs. This policy could provide a pathway.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 3 | 2 |
| Year 2 | 4 | 2 |
| Year 3 | 5 | 3 |
| Year 5 | 6 | 4 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
Office Assistant (Florida)
Age: 28 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- I might finally be able to afford classes after work.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 6 |
| Year 20 | 8 | 7 |
High School Student (New Jersey)
Age: 17 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- This offers hope for being able to plan for a stable future independently.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Retail Worker (Ohio)
Age: 19 | Gender: female
Wellbeing Before Policy: 3
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- I need this support to balance work and school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 3 |
| Year 2 | 5 | 3 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Cost Estimates
Year 1: $210000000 (Low: $180000000, High: $250000000)
Year 2: $215000000 (Low: $185000000, High: $255000000)
Year 3: $220000000 (Low: $190000000, High: $260000000)
Year 5: $230000000 (Low: $200000000, High: $275000000)
Year 10: $245000000 (Low: $210000000, High: $300000000)
Year 100: $300000000 (Low: $250000000, High: $365000000)
Key Considerations
- This policy could set precedents for educational support for other displaced populations, affecting future legislative costs.
- The magnitude of costs is sensitive to the number of eligible participants who opt for higher education.