Bill Overview
Title: New Essential Education Discoveries Act of 2022
Description: This bill establishes the National Center for Advanced Development in Education within the Institute of Education Sciences. The center must, among other duties, collect and disseminate data related to transforming education in the United States, identify interventions for learning loss that promote equity, and convene and engage an advisory panel. Additionally, the bill directs the Department of Education to award grants to state educational agencies and other data governance bodies to improve state longitudinal data systems.
Sponsors: Rep. Bonamici, Suzanne [D-OR-1]
Target Audience
Population: Students and Educators in the US Education System
Estimated Size: 60000000
- The bill aims to establish a national center focused on education development, indicating that its actions will impact educators and education systems in the US.
- The main focus is on improving state longitudinal data systems and identifying effective interventions for learning losses, which implies an impact on students and educational staff throughout the US.
- By promoting equity and transforming education, this bill is likely to affect minority and underserved student populations.
- The bill involves the Department of Education and grants to state educational agencies, implying broad implementation affecting all public schooling institutions.
Reasoning
- The policy's main impact is through better education outcomes from improved data systems and targeted interventions for learning loss.
- The budgetary constraints mean it might initially not dramatically affect every individual but can lead to systemic improvements.
- Close attention to students, especially in underserved areas, and educators in public schools is needed as they are directly targeted.
- National scope means all students and educators might see indirect benefits.
- Not everyone will perceive or report an immediate impact, as educational strategies take time to manifest.
- Budget over ten years indicates a gradual, long-term change intention.
Simulated Interviews
Middle School Teacher (San Francisco, CA)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 15/20
Statement of Opinion:
- I see a lot of potential in this act to help my students reconnect with learning, especially post-pandemic.
- Access to better data can help tailor strategies for my school's unique challenges.
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 | 8 | 6 |
| Year 10 | 9 | 5 |
| Year 20 | 9 | 5 |
High School Student (Detroit, MI)
Age: 16 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 18/20
Statement of Opinion:
- I've had a hard time with learning loss since the pandemic, and extra support would be awesome.
- I think having more data could help teachers understand where students like me need help most.
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 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
School Principal (Dallas, TX)
Age: 42 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- Having better longitudinal data systems is a game-changer for setting and achieving school goals.
- This can help us refine curriculum and interventions across the board.
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 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 5 |
Data Analyst for Education Department (Miami, FL)
Age: 29 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- This policy is timely—equipping states with robust data systems will be transformative.
- It aligns well with my interests, especially in using technology to drive educational outcomes.
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 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 10 | 8 |
Recently graduated student (Chicago, IL)
Age: 24 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- The focus on equity and addressing learning loss is personally inspiring.
- This could have influenced my educational experience had it been in place earlier.
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 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
University Professor (New York, NY)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 5/20
Statement of Opinion:
- This policy could revolutionize educational data systems, a much-needed transformation.
- Impacts might not be immediately evident but crucial for future development.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Middle School Student (Atlanta, GA)
Age: 12 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- I like learning, and if my teachers get better tools, we can do more fun activities.
- Hope they focus on school creativity and more learning applications.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
High School Counselor (Albuquerque, NM)
Age: 45 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- We desperately need better data to advocate for resources here.
- This act can bridge many gaps in our system if it delivers on its promises.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Parent of two elementary school children (Portland, OR)
Age: 37 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 12.0 years
Commonness: 9/20
Statement of Opinion:
- Excited to see public schools leverage data better, potential for significant advantages for students.
- Hopeful it will also address some bottlenecks in special education identification and support.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Retired Educator (Houston, TX)
Age: 63 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- If this policy was around during my time teaching, it might have drastically changed outcomes for my students.
- Good to see progress, though my direct interaction now is limited.
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 | 7 | 7 |
Cost Estimates
Year 1: $60000000 (Low: $50000000, High: $70000000)
Year 2: $60000000 (Low: $50000000, High: $70000000)
Year 3: $60000000 (Low: $50000000, High: $70000000)
Year 5: $60000000 (Low: $50000000, High: $70000000)
Year 10: $60000000 (Low: $50000000, High: $70000000)
Year 100: $60000000 (Low: $50000000, High: $70000000)
Key Considerations
- Successful implementation depends on effective coordination between federal, state, and local agencies in terms of data management and policy adjustments.
- The scale and scope of the educational impacts depend on reliability in data handling and the appropriateness of educational interventions chosen.
- The bill's focus on transforming education to promote equity suggests attention must be given to inclusivity and access to technologies and interventions across diverse school settings.