Bill Overview
Title: RAISE Act of 2022
Description: This bill allows eligible educators (i.e., any elementary or secondary teacher and any early childhood educator) a refundable tax credit of $1,000 plus an additional amount (based upon a specified student poverty ratio) for eligible educators employed at a qualifying school (i.e., a public elementary or secondary school that is eligible for certain federal assistance or is funded by the Bureau of Indian Education), or an early childhood education program for children receiving certain federal assistance. The bill also increases the amount of the tax deduction for the expenses of elementary and secondary school teachers and expands such credit to include early childhood educators. The bill provides additional funding to local educational agencies that maintain or increase the salaries of their teachers.
Sponsors: Sen. Booker, Cory A. [D-NJ]
Target Audience
Population: Educators globally
Estimated Size: 4500000
- The bill primarily targets educators, specifically those in elementary and secondary education as well as early childhood educators.
- It acknowledges educators working in schools that qualify for federal assistance or are funded by the Bureau of Indian Education, highlighting an intent to support those in under-resourced areas.
- Tax credits and deductions are means of financial support, indicating direct financial impact on educators.
- Educators in public schools and federally supported early childhood education programs are specifically mentioned.
- The funding to local educational agencies aims to impact teacher salaries, thereby affecting their financial well-being.
Reasoning
- The policy provides direct financial benefits to educators through tax credits and deductions, and potentially increased salaries, primarily benefiting those in federally assisted schools or those supported by the Bureau of Indian Education.
- The targeted group includes elementary, secondary, and early childhood educators, implying a broader impact potential.
- Considering educators' distribution across the U.S. and their diverse backgrounds, the interviews simulate people from different parts of the U.S. and from varied socioeconomic backgrounds.
- Inclusion of individuals who may not perceive a direct impact to reflect the overall population diversity and varying levels of policy influence.
- Utilization of Cantril wellbeing scales helps gauge potential changes in personal and financial satisfaction over time.
Simulated Interviews
Elementary School Teacher (New York, NY)
Age: 35 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- The tax credit would provide some much-needed financial relief.
- It's good to see attention being given to educators, especially in underfunded areas.
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 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
High School Teacher (Phoenix, AZ)
Age: 42 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- I'm optimistic that the policy will directly benefit our school.
- The increased funding could finally allow salary raises for teachers in our community.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 10 | 7 |
| Year 20 | 9 | 6 |
Early Childhood Educator (Atlanta, GA)
Age: 28 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- It's nice to be finally included in such benefits as early childhood educators often get overlooked.
- The policy could help with professional development and resources.
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 | 6 | 6 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Middle School Teacher (Rural Missouri)
Age: 50 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- I have my doubts about how much impact we'll see in our district.
- Funding disparity makes it hard for real change without administrative commitment.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 4 |
| Year 10 | 5 | 4 |
| Year 20 | 4 | 3 |
Special Education Teacher (Los Angeles, CA)
Age: 30 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- The credit and potential salary bump are appreciated, but systemic issues remain.
- Every bit helps, especially in high-cost living areas like Los Angeles.
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 | 8 | 6 |
Elementary Physical Education Teacher (Chicago, IL)
Age: 39 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 5/20
Statement of Opinion:
- An increased budget raises hope for better educational resources.
- It's crucial we see these changes reflected in our paychecks.
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 | 8 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
First-Year Teacher (Miami, FL)
Age: 24 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 12/20
Statement of Opinion:
- As someone new, I'm eager to see if this support sustains us young teachers.
- There's a lot to promise, but I'm cautiously optimistic.
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 | 5 | 4 |
Retired Teacher (Salt Lake City, UT)
Age: 63 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 0.0 years
Commonness: 15/20
Statement of Opinion:
- While I'm retired, I see this as a beneficial way to encourage more into the profession.
- I hope current onerous administrative burdens can also be alleviated.
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 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Principal (Seattle, WA)
Age: 46 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- We might finally address perennial challenges with this financial aid.
- I'm cautious, but hopeful for the positive trickle-down effects on students too.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Private School Teacher (Boston, MA)
Age: 55 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 0.0 years
Commonness: 8/20
Statement of Opinion:
- While this policy won't impact me much, it's a step forward for public schools.
- Any improvement in education funding is welcomed.
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 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $5000000000 (Low: $4500000000, High: $5500000000)
Year 2: $5100000000 (Low: $4600000000, High: $5600000000)
Year 3: $5200000000 (Low: $4680000000, High: $5720000000)
Year 5: $5400000000 (Low: $4860000000, High: $5940000000)
Year 10: $5700000000 (Low: $5130000000, High: $6270000000)
Year 100: $10000000000 (Low: $9000000000, High: $11000000000)
Key Considerations
- Significant financial support is aimed directly at educators, which can improve teacher retention and job satisfaction.
- There are regional variations in the impact, with higher effects on schools with higher student poverty ratios.
- The bill's approach to give direct financial benefit to educators might not directly address systemic issues in educational funding disparities.