Bill Overview
Title: READ Act Reathorization Act of 2022
Description: This bill reauthorizes a law that requires the implementation of a strategy to promote quality basic education in partner countries by (1) expanding access to basic education for all children, particularly marginalized children and vulnerable groups; and (2) improving the quality of basic education and learning outcomes.
Sponsors: Sen. Durbin, Richard J. [D-IL]
Target Audience
Population: Children lacking access to quality basic education worldwide
Estimated Size: 0
- The bill aims to expand and improve basic education, suggesting it targets children, especially those in marginalized or vulnerable groups.
- By focusing on quality and access, the target population includes children who currently lack adequate educational opportunities.
- This is a global initiative, given the wording 'partner countries,' implying it will impact children in various nations, not just the US.
- Current global estimates suggest there are approximately 258 million children not attending school according to the UNESCO Institute for Statistics.
Reasoning
- The primary impact of the READ Act Reauthorization Act of 2022 is international, focusing on expanding access to education in partner countries primarily outside the US.
- In the US, the direct impact would likely be limited and might relate to jobs in international education organizations or emotional and moral support for global education equity.
- The education sector and organizations involved in international development might see slight budget increases allowing for staff recruitment or program expansion, indirectly affecting US workers.
- Americans with cultural, familial, or emotional ties to regions benefiting from the policy might experience indirect personal satisfaction or stress relief knowing relatives or communities are receiving aid.
- For typical US citizens without direct ties to this sector, the policy would have little to no direct impact on their wellbeing scores.
Simulated Interviews
Education Policy Analyst (Washington D.C.)
Age: 32 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I think it's fantastic that this act could help improve educational access globally, which is a cause close to my heart.
- While the act itself is global, the influence in my work environment will probably be positive due to increased funding and program expansion.
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 | 8 | 6 |
| Year 20 | 7 | 6 |
Tech Company Employee (San Francisco, CA)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 1.0 years
Commonness: 15/20
Statement of Opinion:
- I believe every child should have access to education, but the direct impact of this policy on my life seems negligible.
- It's good to know our corporate social responsibility aligns with global efforts like these.
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 |
Teacher (Houston, TX)
Age: 39 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 12/20
Statement of Opinion:
- The act has the potential to help children in countries where my extended family lives, which makes me happy.
- I don't see a direct benefit to my career, but the emotional satisfaction is significant.
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 |
Investment Banker (New York, NY)
Age: 60 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 0.0 years
Commonness: 10/20
Statement of Opinion:
- While I support educational goals, I don't see how this policy influences my daily life.
- I might see some shifts in market trends due to international development but nothing major personally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Graduate Student in International Relations (Chicago, IL)
Age: 28 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 8/20
Statement of Opinion:
- The policy could impact funding for my research, potentially increasing resources available.
- I am passionate about global education access, so overall the act aligns with my career goals.
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 | 8 | 6 |
| Year 20 | 7 | 6 |
Stay-at-Home Parent (New Orleans, LA)
Age: 40 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 1.0 years
Commonness: 14/20
Statement of Opinion:
- Having an adopted child from a country benefiting from this policy makes me feel connected to the cause.
- It may not personally increase my well-being, but it does give me hope.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Chief Financial Officer (Boston, MA)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 16/20
Statement of Opinion:
- While educational equality is important, the READ Act's reauthorization doesn't directly affect me or my family.
- Our company's charity involvement might see ripple effects, but not significantly.
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 |
Volunteer Coordinator (Seattle, WA)
Age: 24 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 7/20
Statement of Opinion:
- I'm excited about the potential of this policy to improve global education access.
- It might lead to increased funding for our projects, which is motivating.
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 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Retired (Miami, FL)
Age: 70 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 0.0 years
Commonness: 13/20
Statement of Opinion:
- I keep updated with global policies, but I don't expect this act to change my life much.
- It's reassuring to see progress in education, as it affects global stability in the long run.
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 |
Graphic Designer (Denver, CO)
Age: 36 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 0.0 years
Commonness: 18/20
Statement of Opinion:
- While I support education for all, this policy doesn't influence me directly.
- Helping globally is great, but my primary concerns are local priorities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
Cost Estimates
Year 1: $950000000 (Low: $800000000, High: $1200000000)
Year 2: $950000000 (Low: $800000000, High: $1200000000)
Year 3: $950000000 (Low: $800000000, High: $1200000000)
Year 5: $950000000 (Low: $800000000, High: $1200000000)
Year 10: $950000000 (Low: $800000000, High: $1200000000)
Year 100: $950000000 (Low: $800000000, High: $1200000000)
Key Considerations
- The impact of the program relies on the cooperation and governance of partner countries.
- The success depends on the scalability and sustainability of the educational improvements in diverse settings.
- Monitoring and evaluation mechanisms need to be in place to assess the quality of education and learning outcomes.