Bill Overview
Title: Students Helping Young Students Act of 2022
Description: This bill expands the federal work-study programs at institutions of higher education to include work-study programs that compensate students employed in the educational after-school, before-school, or out-of-school community service activities of public elementary or secondary schools.
Sponsors: Rep. Carson, Andre [D-IN-7]
Target Audience
Population: Individuals involved in educational work-study and elementary/secondary education
Estimated Size: 500000
- The bill expands federal work-study programs to allow students at higher education institutions to engage in educational community service activities.
- These activities are specifically designed to support public elementary or secondary schools.
- The population primarily impacted includes college students who are eligible for work-study, as they will have new opportunities for employment and community engagement.
- Secondly, young students in elementary and secondary schools receiving the community service benefits from college students will be impacted.
- The educational institutions that participate in these work-study programs will see changes in program operations and possibly increased student participation.
- Parents and guardians of young students may also benefit indirectly from enhanced educational support for their children.
Reasoning
- The policy targets college students eligible for work-study, which is a group that can benefit from paid opportunities for work experience and skills development.
- Young students in public schools will receive educational support, impacting their academic performance and after-school activity engagement.
- Not all college students or elementary/secondary school pupils will be directly affected. Engaged students will be those in communities with participating schools and institutions.
- Budget limitations mean the program is scaled, impacting specific districts initially.
- UEconomic, geographic, and institutional factors will influence the policy's reach.
Simulated Interviews
College Student (Chicago, IL)
Age: 20 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- This policy might give me the chance to gain work experience relevant to my future career.
- Finding a better-paying job than my current one very much appeals to 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 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Graduate Student (Austin, TX)
Age: 23 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 15/20
Statement of Opinion:
- I think this can be a constructive way to apply what I am learning.
- Earning through community service sounds much more fulfilling than a generic campus job.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
High School Student (Seattle, WA)
Age: 17 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 18/20
Statement of Opinion:
- If there are more people helping out with our after-school program, that would be great.
- I think having college students involved would be inspiring and fun.
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 | 7 | 7 |
| Year 20 | 7 | 7 |
Elementary School Teacher (Dallas, TX)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- Having more aides would help manage my classroom better.
- I hope the program runs smoothly if it's implemented here, additional hands are always helpful.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
School Principal (New York, NY)
Age: 52 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- These programs can enhance our after-school care.
- Coordination and funding constraints will be key challenges.
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 | 5 |
| Year 20 | 6 | 5 |
Parent (Miami, FL)
Age: 42 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- More support from college students could improve my kids' after-school learning experiences.
- I'm concerned about the continuity and stability of such programs.
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 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
College Administrator (San Francisco, CA)
Age: 30 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 10/20
Statement of Opinion:
- This initiative may increase student interest in work-study opportunities.
- My main concern would be the administrative burden this might add.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Recent Graduate (Atlanta, GA)
Age: 28 | Gender: other
Wellbeing Before Policy: 4
Duration of Impact: 0.0 years
Commonness: 11/20
Statement of Opinion:
- I missed out by graduating before this got implemented.
- It's a great chance for new educators to gain experience which I didn't have.
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 |
Parent (Phoenix, AZ)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- If this helps improve my child's daily school experience, I'd be supportive.
- A bit skeptical about actual impact given limited exposure.
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 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
College Student (Los Angeles, CA)
Age: 22 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- I'd love to work in community service projects as part of my studies.
- This could be an advantage for my career, making a real impact while earning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Cost Estimates
Year 1: $6500000 (Low: $5000000, High: $7500000)
Year 2: $6600000 (Low: $5100000, High: $7600000)
Year 3: $6700000 (Low: $5200000, High: $7700000)
Year 5: $6900000 (Low: $5400000, High: $7900000)
Year 10: $7200000 (Low: $6000000, High: $8500000)
Year 100: $12000000 (Low: $10000000, High: $15000000)
Key Considerations
- Expected increase in operational costs at educational institutions.
- Need for effective program management and oversight to ensure efficient use of funds.
- Potential long-term educational benefits that may provide indirect savings in the education system.
- The engagement of college students in real-world educational settings could enhance their learning and career preparation.