Bill Overview
Title: Earning Experience Act of 2022
Description: This bill requires the Department of Education to establish a pilot program that awards grants to institutions of higher education for establishing or expanding programs to provide students with work-based learning opportunities.
Sponsors: Rep. Kilmer, Derek [D-WA-6]
Target Audience
Population: Students in higher education institutions around the world
Estimated Size: 20000000
- The bill targets institutions of higher education, which include universities, colleges, and other post-secondary education providers.
- Students attending these institutions stand to benefit directly from expanded work-based learning opportunities.
- These work-based learning programs are likely aimed at enhancing career readiness and employability of students upon graduation.
- Faculty and administrative staff involved in implementing or running these programs would indirectly be impacted.
- Employers and industries partnering with educational institutions could also be impacted by gaining access to students with practical skills.
Reasoning
- The Earning Experience Act of 2022 primarily targets higher education students, institutions, and related stakeholders.
- Students will likely experience varying degrees of benefit from enhanced work-based learning opportunities, affecting their career readiness and wellbeing.
- Not all students will be impacted uniformly, depending on their course, institution, and involvement in work-based learning programs.
- Certain groups, such as faculty and administration, will be involved in implementing the programs but will not experience the direct personal benefits intended for students.
- Students already participating in robust work-based learning opportunities may see limited additional benefit.
Simulated Interviews
Undergraduate student (Austin, TX)
Age: 20 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- I think this policy could help me gain more experience relevant to my field.
- Internships and practical opportunities are crucial for a career in tech.
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 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Graduate student (Seattle, WA)
Age: 23 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 1.0 years
Commonness: 6/20
Statement of Opinion:
- Probably won't have a huge effect on me since I am already interning with a startup.
- Could be useful for my peers who are still looking for opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Undergraduate student (Kansas City, MO)
Age: 19 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- I hope this policy will help me figure out what career path to pursue.
- Work-based learning seems like a really practical approach to education.
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 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Adjunct professor (New York, NY)
Age: 29 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- I think it will add significantly to our workload without much personal benefit.
- However, it could improve student outcomes which is positive.
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 |
Recent graduate (Miami, FL)
Age: 24 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 0.0 years
Commonness: 8/20
Statement of Opinion:
- This policy would have been really helpful during my senior year.
- More work-based opportunities could have better prepared me for the job market.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 4 |
| Year 2 | 4 | 4 |
| Year 3 | 4 | 4 |
| Year 5 | 4 | 4 |
| Year 10 | 4 | 4 |
| Year 20 | 4 | 4 |
Undergraduate student (Boston, MA)
Age: 22 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 1.0 years
Commonness: 9/20
Statement of Opinion:
- It's good to have these programs, but my focus is more on further studies rather than immediate work experience.
- Could still be beneficial for others in my class.
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 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
High school senior (Chicago, IL)
Age: 18 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 10/20
Statement of Opinion:
- This sounds like a great initiative for when I start college.
- I'm excited about the practical experience this might offer.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 7 | 7 |
Human resources manager (Phoenix, AZ)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 12/20
Statement of Opinion:
- We see this bringing more partnerships with universities and prepping students better.
- My day-to-day might not change much, but a better-prepared workforce benefits everyone.
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 | 6 | 6 |
Ph.D. student (San Francisco, CA)
Age: 26 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- Industry tie-ups because of this policy could be exciting.
- Any hands-on experience is beneficial, even at this stage.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
University administrator (Los Angeles, CA)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 11/20
Statement of Opinion:
- The implementation will be demanding, but outcomes could be worthwhile.
- Students will definitely gain if we can roll this out effectively.
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 | 6 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Cost Estimates
Year 1: $40000000 (Low: $35000000, High: $50000000)
Year 2: $42000000 (Low: $36000000, High: $53000000)
Year 3: $44000000 (Low: $38000000, High: $56000000)
Year 5: $48000000 (Low: $40000000, High: $60000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The scale of grant distribution and number of participating institutions directly impact total costs.
- Administrative costs could be significant, affecting the net grant amounts available for direct use by students.
- The effective partnership between educational institutions and employers is crucial for the success of the work-based programs.
- Uncertain uptake and program success rates at different institutions make precise forecasting challenging.