Bill Overview
Title: Military Interstate Children’s Compact Commission Improvement Act
Description: This bill requires the military departments to develop recommendations to improve and fully implement the Military Interstate Children's Compact, which addresses the educational transition issues of children of military families.
Sponsors: Rep. Wilson, Joe [R-SC-2]
Target Audience
Population: Children of military families
Estimated Size: 1000000
- The bill is focused on the Military Interstate Children's Compact, which aims to address educational transition issues affecting military-connected children.
- These children face unique challenges due to frequent relocations and deployment of their parents, who are in the military.
- The primary group impacted by this legislation is the children of military families, which extends to their families as well due to the associated stress of educational transitions.
- The military families include both active duty members and possibly veteran families who still retain connections to military life.
Reasoning
- The primary beneficiaries of the policy will be military families with children since they face unique challenges in educational transitions due to frequent relocations.
- The policy's budget allocation will primarily impact schools and districts with high numbers of military-connected children by implementing improved transition programs.
- We considered a mix of military families across different states, recognizing that relocations affect families in varying circumstances and military branches.
- The estimated number of children of military families in the United States is 1 million, but not all will be equally affected by the policy due to differences in the local educational environment and state policies.
- Families not closely tied to the military community or without school-age children will be less affected.
Simulated Interviews
Active Duty Military (Virginia)
Age: 35 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- Frequent moves make it hard for my kids to adjust and keep up academically.
- I am hopeful that improved transition programs will ease some of the pressures on my family.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 4 |
Military Spouse (Texas)
Age: 40 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- Transitioning schools is especially challenging with a special needs child.
- Improvements to the Compact could significantly reduce stress for us.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 4 |
Veteran (California)
Age: 28 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- I worry about my child's schooling every time we have to move.
- I support any measures that make switching schools easier.
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 | 4 |
| Year 10 | 6 | 4 |
| Year 20 | 6 | 4 |
Teacher (Florida)
Age: 50 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- Military children face difficult transitions that can impact their learning.
- I think the policy is a positive step for smooth transitions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 6 |
Military Spouse (Hawaii)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 7.0 years
Commonness: 9/20
Statement of Opinion:
- It's hugely disruptive for teenagers to adjust to new schools and communities.
- I'm looking forward to more consistent educational standards across states.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Active Duty Military (North Carolina)
Age: 32 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- My child doesn't do well with constant school changes.
- Initiatives that prioritize education consistency are crucial.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 4 |
Retired Military (Georgia)
Age: 60 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- I've seen firsthand how disruptive moves can be for my grandkids.
- I'm glad something is being done to address these transitions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 6 | 4 |
Active Duty Military (Washington)
Age: 25 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- International moves add layers of complexity to my child's education.
- I hope for smoother transitions and support post-move.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
School Administrator (South Carolina)
Age: 38 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 7.0 years
Commonness: 12/20
Statement of Opinion:
- We need better resources to support military families in our schools.
- The bill could provide necessary improvements to these programs.
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 | 9 | 7 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
Teacher (Colorado)
Age: 29 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 15/20
Statement of Opinion:
- New students, especially those from military families, need focused support.
- I see the need for this policy in my daily work.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 5 |
Cost Estimates
Year 1: $10000000 (Low: $8000000, High: $12000000)
Year 2: $9000000 (Low: $7000000, High: $11000000)
Year 3: $9000000 (Low: $7000000, High: $11000000)
Year 5: $9500000 (Low: $7500000, High: $11500000)
Year 10: $10000000 (Low: $8000000, High: $12000000)
Year 100: $1500000 (Low: $1000000, High: $2000000)
Key Considerations
- The variability in cost estimation is due to differences in state-level implementation and the current status of Compact adoption.
- Coordination with existing education programs may reduce increment costs but needs strategic planning.
- Improvement initiatives must consider the diverse needs of localized school systems serving military children.