Bill Overview
Title: Harvesting Knowledge Act of 2022
Description: This bill allows local educational agencies to use Student Support and Academic Enrichment grants to provide students with hands-on learning experience related to hydroponic or aquaponic agricultural systems (i.e., indoor agricultural technology).
Sponsors: Rep. Espaillat, Adriano [D-NY-13]
Target Audience
Population: Students who benefit from enriched agricultural technology education through the Harvesting Knowledge Act
Estimated Size: 8000000
- The bill focuses on educational agencies using grants for hydroponic or aquaponic agricultural learning.
- This program will benefit students by providing hands-on learning experiences.
- Agricultural technology education will likely influence students with interests in agriculture, technology, and sustainable practices.
- As the bill involves local educational agencies, it is likely targeted at primary and secondary school students.
Reasoning
- The budget limitations suggest the program can only be implemented in select educational agencies and not all across the nation immediately.
- Given the focus is on primary and secondary education, individuals impacted directly will predominantly be under 18, but family opinions might also count.
- People from urban areas with higher access to new educational tech might show more impact than those in rural or less tech-focused areas.
- The policy will directly affect students and might indirectly affect teachers, parents, and community members.
- The impact will vary greatly depending on the level of interest in agricultural technology and availability of programs in local schools.
Simulated Interviews
Student (New York City, NY)
Age: 16 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I am really excited about the opportunity to learn hydroponics through hands-on experience.
- This could really help me decide if I want to pursue a career in environmental technology.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Student (Los Angeles, CA)
Age: 15 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 12/20
Statement of Opinion:
- I think this will make science classes more interesting and practical.
- Getting to work on real projects is much better than just reading about them.
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 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
Teacher (Dallas, TX)
Age: 35 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- This gives me more resources to engage my students in practical learning.
- It's great to see funding and attention on integrating technology with farming in education.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Farmer (Cedar Rapids, IA)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 2.0 years
Commonness: 15/20
Statement of Opinion:
- I think it's important for kids to learn about modern farming techniques, even if they're not interested in farming as a career.
- I'm hopeful some of the skills will be useful when they help out on the farm.
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 | 5 | 5 |
| Year 10 | 5 | 4 |
| Year 20 | 4 | 3 |
Urban Planner (Portland, OR)
Age: 28 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 1.0 years
Commonness: 6/20
Statement of Opinion:
- Introducing kids to hydroponics is a step toward community sustainability.
- I hope it stirs more interest in urban agriculture among the youth.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 4 |
School Administrator (Chicago, IL)
Age: 50 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- The policy allows us to be at the forefront of educational innovation.
- These programs can set a precedent for other subjects incorporating hands-on technology.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
College Freshman (Miami, FL)
Age: 18 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 9/20
Statement of Opinion:
- This kind of program would have been beneficial if introduced during my high school studies.
- I'm glad the newer students will get this exposure.
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 | 6 | 6 |
| Year 20 | 6 | 6 |
Student (Phoenix, AZ)
Age: 8 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 14/20
Statement of Opinion:
- I like learning with plants, it's fun and different from other classes.
- My parents think it's cool that I talk about gardens and stuff.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 4 |
Retired Teacher (Rural Alabama)
Age: 60 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 11/20
Statement of Opinion:
- I think it's exciting to see new agricultural methods being introduced to students.
- Agriculture is evolving and it's good to arm the young generation with this knowledge.
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 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Parent (Seattle, WA)
Age: 40 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 12.0 years
Commonness: 7/20
Statement of Opinion:
- Supporting education in sustainable practices is crucial for the future.
- I'm thrilled my kids will have this exposure early on.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $1500000 (Low: $1000000, High: $2000000)
Year 2: $1600000 (Low: $1000000, High: $2100000)
Year 3: $1700000 (Low: $1100000, High: $2200000)
Year 5: $1900000 (Low: $1300000, High: $2400000)
Year 10: $2000000 (Low: $1500000, High: $2500000)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The actual cost depends on the extent of adoption of hydroponic or aquaponic systems by educational agencies.
- The ultimate impact on GDP and tax revenue will depend on the long-term success of the education provided to students.