Bill Overview
Title: Protection and Advocacy in Education Act
Description: This bill directs the Department of Education to award grants for protection and advocacy systems to protect and advocate the rights of students with disabilities.
Sponsors: Rep. DeSaulnier, Mark [D-CA-11]
Target Audience
Population: Students with disabilities in the education system
Estimated Size: 7800000
- The bill focuses on students with disabilities, who require protection and advocacy in educational settings.
- Students with disabilities often face barriers in accessing education and ensuring their rights are protected is critical.
- The target group includes students across all educational levels, such as elementary, middle, high school, and potentially higher education.
- Globally, the prevalence of disabilities among school-aged children is estimated to be between 10-15%, depending on the region and the definitions used.
- The bill impacts not only the students with disabilities but also indirectly their families, educators, and support staff.
Reasoning
- The majority of the target population includes students with disabilities who may have been underserved. Providing advocacy and protection will be directly beneficial to these students.
- The policy appears to target a specific subset of the population (students with disabilities), but the influence extends out to families and educators alike, which may create a ripple effect across wider communities.
- There is a significant need for awareness and advocacy in educational setups to ensure proper actions and interventions for disabled students, which this policy can help to address.
- Some individuals without direct connection to students with disabilities won't be impacted by the policy, highlighting budget considerations as funding should focus on aid and development resources.
- All grades and levels of education are impacted. The long-term planning aspect can address sustainable improvements and establishment of advocacy within the educational framework.
Simulated Interviews
Student (Austin, Texas)
Age: 10 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 14/20
Statement of Opinion:
- I like school sometimes, but other times it's hard because I don't understand things and get upset.
- My teacher is nice, but says sometimes they can't help me the way I need.
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 | 9 | 5 |
| Year 20 | 10 | 5 |
High school student (San Francisco, California)
Age: 17 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- I sometimes worry about accommodations in colleges and how they will treat my application.
- This policy could be useful if it really helps improve understanding and services for people like me.
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 |
School special education teacher (Columbus, Ohio)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- Any additional resources and advocacy are welcomed; it could make a significant difference in how effectively we meet our students' needs.
- I believe policy implementation forms a framework for better outcomes educationally and developmentally in our environment.
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 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Parent (Seattle, Washington)
Age: 38 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- I've often felt alone in trying to get the support my son needs from the school.
- If there are more resources available, and the schools are made accountable, it would relieve much stress.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Student (Miami, Florida)
Age: 11 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 13/20
Statement of Opinion:
- I don't always hear the teacher in noisy classrooms and miss some instructions.
- I hope that this policy can help by providing better hearing tools in school.
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 | 9 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 10 | 5 |
Administrator (New York, New York)
Age: 50 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- I am hopeful about the potential of having streamlined services and advocacy through this policy.
- We'll need detailed guidance and budgets carefully planned to make it effective at multiple levels.
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 |
College student (Chicago, Illinois)
Age: 24 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I have benefitted from support at the university level, but advocacy at earlier education levels could be greatly improved.
- Such a policy could impact future access, making higher education more inclusive.
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 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
High school student (Houston, Texas)
Age: 15 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- Struggling with keeping up sometimes, any assistance that can improve this is welcome.
- Knowing there's extra advocacy means I feel more supported.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Independent advocate (Phoenix, Arizona)
Age: 30 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 7/20
Statement of Opinion:
- This policy could enhance the platforms needed to effect change locally and nationally.
- Advocacy is key to ensuring fair treatment and opportunity; this is just the beginning.
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 | 9 | 7 |
| Year 10 | 10 | 7 |
| Year 20 | 10 | 7 |
Retired teacher (Birmingham, Alabama)
Age: 60 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- My experience has shown advocacy can be crucial at all learning levels to provide equal opportunities.
- This act will require time to reach maximum effect, but initial efforts are very significant.
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 |
Cost Estimates
Year 1: $150000000 (Low: $100000000, High: $200000000)
Year 2: $150000000 (Low: $100000000, High: $200000000)
Year 3: $150000000 (Low: $100000000, High: $200000000)
Year 5: $150000000 (Low: $100000000, High: $200000000)
Year 10: $150000000 (Low: $100000000, High: $200000000)
Year 100: $150000000 (Low: $100000000, High: $200000000)
Key Considerations
- Effectiveness of advocacy systems in performing their tasks will heavily influence the success and efficiency of the program.
- Administrative overheads must be managed effectively to ensure maximal direct benefit to targeted students.
- Long-term benefits to students might not become apparent immediately but could manifest significantly over decades.