Bill Overview
Title: TASK Act
Description: This bill excludes from the definition of an employee under the Fair Labor Standards Act of 1938 an individual who performs services required by a postsecondary vocational institution.
Sponsors: Rep. Moolenaar, John R. [R-MI-4]
Target Audience
Population: Individuals performing services required by a postsecondary vocational institution
Estimated Size: 1000000
- The bill pertains to the Fair Labor Standards Act of 1938 and modifies the definition of 'employee'.
- The specific population affected includes individuals performing services as part of a vocational program from a postsecondary institution.
- Vocational institutions globally are popular among students who want specific career-oriented education without attending traditional college.
- The global population of vocational students is substantial, given the prevalence of vocational training programs across various countries.
Reasoning
- The population directly affected by the TASK Act consists of individuals in vocational training programs at postsecondary institutions who provide services as part of their educational requirements.
- These individuals are not considered employees under this policy, which means they may not receive benefits typically accorded to employees such as minimum wage or overtime pay.
- Our simulated population represents a range of ages, occupations, and backgrounds to reflect diverse impacts, including students currently in vocational programs, recent graduates, and those considering such programs.
- Consideration is given to those who may feel positive about gaining work experience, as well as those who are concerned about exploitation or lack of fair compensation.
- The estimated number of affected individuals is approximately 1 million in the US, emphasizing how widespread vocational education is within postsecondary systems.
Simulated Interviews
Culinary Student (San Francisco, CA)
Age: 22 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 15/20
Statement of Opinion:
- Gaining real-world experience is invaluable and can be more informative than classroom learning.
- I'm worried that without being officially recognized as an employee, my time isn't valued monetarily, which affects my livelihood.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 6 | 7 |
| Year 3 | 6 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 8 |
| Year 20 | 7 | 8 |
Apprentice Electrician (New York, NY)
Age: 30 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- Practical training should ideally include some form of compensation for work done.
- The policy might lead to fewer opportunities or resources available to support us during the training.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 7 |
| Year 2 | 6 | 8 |
| Year 3 | 6 | 8 |
| Year 5 | 7 | 9 |
| Year 10 | 7 | 9 |
| Year 20 | 8 | 9 |
Graphic Design Student (Austin, TX)
Age: 24 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 10/20
Statement of Opinion:
- While this might give more flexible learning experiences, it puts financial strain on students.
- I would feel more secure if acknowledged as an employee with employment rights.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 6 | 7 |
| Year 3 | 6 | 7 |
| Year 5 | 7 | 8 |
| Year 10 | 7 | 8 |
| Year 20 | 7 | 8 |
Automotive Technician Trainee (Chicago, IL)
Age: 19 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 10/20
Statement of Opinion:
- Hands-on work is essential but should be accompanied by compensation to ensure living costs are met.
- It's disheartening that efforts aren't recognized as work under the law, which could demotivate my peers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 7 |
| Year 2 | 5 | 8 |
| Year 3 | 6 | 8 |
| Year 5 | 6 | 9 |
| Year 10 | 6 | 9 |
| Year 20 | 7 | 9 |
Nursing Student (Seattle, WA)
Age: 28 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- The experience gained is critical for my career, and I understand some unpaid elements are necessary.
- However, it's easy for institutions to overuse this and classroom learning shouldn't always turn into free labor.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 9 |
| Year 5 | 8 | 9 |
| Year 10 | 9 | 10 |
| Year 20 | 9 | 10 |
Fashion Design Student (Miami, FL)
Age: 21 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- Even though I love what I do, being treated differently from employees feels unfair.
- We need safeguards so students don't lose out financially while aiming for better opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 5 |
| Year 2 | 5 | 6 |
| Year 3 | 5 | 6 |
| Year 5 | 6 | 7 |
| Year 10 | 6 | 8 |
| Year 20 | 6 | 8 |
Welding Apprenticeship (Phoenix, AZ)
Age: 25 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- The skills are the main focus which is good, but being told I'm not an employee lessens my contributions.
- Financially challenging during training without employee benefits, potentially impacting motivation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 6 |
| Year 2 | 5 | 7 |
| Year 3 | 6 | 7 |
| Year 5 | 7 | 8 |
| Year 10 | 7 | 8 |
| Year 20 | 8 | 9 |
Audio Engineering Student (Dallas, TX)
Age: 20 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- Learning in a real environment is fantastic but lack of pay for substantial hours is tough.
- If neither status nor pay changes, students like me could struggle with easy dropout decisions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 6 |
| Year 2 | 5 | 7 |
| Year 3 | 5 | 7 |
| Year 5 | 6 | 8 |
| Year 10 | 7 | 9 |
| Year 20 | 7 | 9 |
Healthcare Administration Intern (Boston, MA)
Age: 27 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 10/20
Statement of Opinion:
- I'm able to apply what I learn but not being considered an employee means crucial financial struggles.
- The policy risks making students value their work less if there's no compensation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 7 |
| Year 2 | 6 | 8 |
| Year 3 | 6 | 8 |
| Year 5 | 7 | 9 |
| Year 10 | 7 | 9 |
| Year 20 | 8 | 10 |
Film Production Major (Los Angeles, CA)
Age: 22 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- The exposure to live sets is unrivaled, but there should be fair recognition as it involves demanding work.
- Policies not recognizing students as employees may lead to systemic undervaluing of our efforts.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 6 |
| Year 2 | 5 | 7 |
| Year 3 | 6 | 8 |
| Year 5 | 6 | 8 |
| Year 10 | 7 | 9 |
| Year 20 | 7 | 9 |
Cost Estimates
Year 1: $0 (Low: $0, High: $5000000)
Year 2: $0 (Low: $0, High: $5000000)
Year 3: $0 (Low: $0, High: $5000000)
Year 5: $0 (Low: $0, High: $5000000)
Year 10: $0 (Low: $0, High: $5000000)
Year 100: $0 (Low: $0, High: $5000000)
Key Considerations
- The policy primarily influences a niche demographic within the education sector.
- It could spark debates regarding the definitions and classifications of employment in specialized academic environments.