Bill Overview
Title: HEAL Act
Description: This bill directs the Institute of Education Sciences to study and report on Holocaust education efforts in public elementary and secondary schools. Among other elements, the study must (1) identify the states and local educational agencies that require (and those that do not require) Holocaust education as part of the curriculum taught in public elementary and secondary schools, (2) assess the quality of Holocaust education provided by schools, and (3) assess the types and quality of instructional material used to teach students about the Holocaust.
Sponsors: Rep. Gottheimer, Josh [D-NJ-5]
Target Audience
Population: Students and educators in public elementary and secondary schools
Estimated Size: 58000000
- The HEAL Act aims to impact Holocaust Education in public elementary and secondary schools.
- The primary population affected is students who are recipients of Holocaust education.
- This Act will impact educators, as they will potentially need to adapt their teaching methods and materials to align with new findings or recommendations from the report.
- The general public can be indirectly affected as the level of Holocaust education could influence societal attitudes towards antisemitism.
Reasoning
- The HEAL Act is likely to directly impact students and teachers in public schools where Holocaust education is part of the curriculum, potentially improving educational outcomes and understanding of historical events among students.
- The policy's budget constraints could limit the extent and reach of educational improvements, so effects might vary considerably between states and districts.
- Improvements in Holocaust education could result in longer-term societal benefits, including heightened sensitivity towards antisemitism and potentially reduced prejudicial attitudes.
- The policy may have little to no effect on certain demographics, especially those in regions with already robust Holocaust education programs.
Simulated Interviews
Student (Los Angeles, CA)
Age: 15 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 15/20
Statement of Opinion:
- I think learning about the Holocaust is important.
- Our school does teach it, but it's pretty basic, just dates and numbers.
- I'd like to understand more about the personal stories.
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 | 7 | 6 |
| Year 20 | 6 | 5 |
History Teacher (Atlanta, GA)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- This Act will provide valuable insights for my curriculum improvements.
- I hope it will lead to more resources for educators on these important topics.
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 | 9 | 7 |
| Year 20 | 9 | 6 |
Retired (Chicago, IL)
Age: 63 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 12/20
Statement of Opinion:
- I’m hopeful that better schooling will address ignorance.
- I’ve always believed education can mitigate prejudice.
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 | 7 | 7 |
Curriculum Developer (New York, NY)
Age: 32 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 5/20
Statement of Opinion:
- Integrating more comprehensive Holocaust education is crucial.
- More research and structured curriculums will aid in this.
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 | 9 | 5 |
| Year 20 | 9 | 5 |
Student Teacher (Salt Lake City, UT)
Age: 26 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 10/20
Statement of Opinion:
- I’m still learning how to teach sensitive topics like the Holocaust.
- Having a structured plan from the government would be helpful.
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 | 8 | 6 |
| Year 20 | 7 | 6 |
School Principal (Houston, TX)
Age: 52 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- Having a national standard for Holocaust education could be beneficial.
- Implementation will need to be managed carefully.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
College Freshman (Bloomington, IN)
Age: 19 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 14/20
Statement of Opinion:
- More comprehensive Holocaust education would have helped me in high school.
- It could lead to better awareness among youth about historical truths.
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 | 8 | 6 |
| Year 20 | 7 | 5 |
Museum Curator (San Francisco, CA)
Age: 60 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- Holocaust education in schools supports our exhibit’s educational goals.
- I’d like to see more collaboration between schools and museums.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 8 |
School District Administrator (Boston, MA)
Age: 38 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- The HEAL Act provides valuable data for shaping our programs.
- We’ve needed this direction for years.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 10 | 7 |
| Year 20 | 9 | 6 |
Social Worker (Seattle, WA)
Age: 42 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- Comprehensive education can lead to more empathetic societies.
- I wish this effort could extend to other historical events as well.
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 | 7 |
Cost Estimates
Year 1: $2000000 (Low: $1500000, High: $2500000)
Year 2: $2000000 (Low: $1500000, High: $2500000)
Year 3: $0 (Low: $0, High: $0)
Year 5: $0 (Low: $0, High: $0)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The study is crucial for understanding gaps in Holocaust education, which could lead to future legislative or educational reforms.
- Educational quality insights gained could indirectly impact social cohesion and societal values.
- Implementation considerations include potential pushback from districts with varied education priorities, requiring diplomatic coordination.