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: Sen. Hassan, Margaret Wood [D-NH]
Target Audience
Population: Students with disabilities
Estimated Size: 7200000
- The bill focuses on students with disabilities, who are part of the educational system worldwide.
- According to the World Health Organization, approximately 15% of the global population lives with some form of disability.
- UNESCO estimates that a significant percentage of students with disabilities do not have access to quality education, indicating a large number of students impacted globally.
Reasoning
- The policy targets students with disabilities, who make up a significant portion of the public school population in the United States.
- The focus of the policy is on enhancing educational rights and protections, which would primarily benefit these students by improving access and conditions.
- The budget explicitly outlines spending over the span of ten years, which suggests that immediate effects might be moderate but potentially more significant over time.
- Given the budget constraints and the target population, not all students with disabilities may experience a direct impact immediately, thus affecting the wellbeing scores accordingly.
- The policy might indirectly affect educators and parents/guardians involved in the students' education, potentially influencing their perspectives and experiences as well.
Simulated Interviews
Student (Raleigh, NC)
Age: 10 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- This policy will help me get the resources I need in school.
- My parents won't have to fight as hard for my IEP adjustments.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 5 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Student (Staten Island, NY)
Age: 16 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 13/20
Statement of Opinion:
- This policy could really help advocacy groups push for better learning tools for kids like me.
- I'm not sure how quickly things would change at my school.
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 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Student (Bozeman, MT)
Age: 8 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 9/20
Statement of Opinion:
- It might become easier for me to go on field trips with the rest of the class.
- The policy seems to help teachers understand me better.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 9 | 6 |
Student (Detroit, MI)
Age: 14 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 12/20
Statement of Opinion:
- This looks promising, schools might offer more programs to help kids pay attention better.
- Hopefully, my mom won't have to keep calling the school about my 504 plan.
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 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Student (Houston, TX)
Age: 17 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 15/20
Statement of Opinion:
- I believe this policy can prevent discrimination against students with disabilities.
- It's still unclear if these changes would be enough for college transitions.
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 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Student (Tucson, AZ)
Age: 9 | Gender: male
Wellbeing Before Policy: 3
Duration of Impact: 6.0 years
Commonness: 8/20
Statement of Opinion:
- With this policy, I might get better tools to help me read in class.
- It could make moving around school safer and easier.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 4 | 3 |
| Year 2 | 5 | 3 |
| Year 3 | 6 | 3 |
| Year 5 | 7 | 4 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Student (Atlanta, GA)
Age: 12 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 11/20
Statement of Opinion:
- I hope this policy increases awareness among teachers and classmates.
- Better resources like interpreters could make school more accessible.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Student (San Diego, CA)
Age: 15 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- I'm excited about the potential this policy has to level the playing field.
- If all schools implement these changes, it would be a huge win for many.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
Student (Chicago, IL)
Age: 18 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 16/20
Statement of Opinion:
- It could spur colleges to enhance their inclusion policies too.
- Immediate effects might not fully reach all high schools.
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 | 8 | 7 |
| Year 20 | 8 | 7 |
Student (Seattle, WA)
Age: 11 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- This bill is like a safety net that could ensure my needs are met.
- It should help reduce the pressure on my family to advocate all the time.
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 | 6 |
| Year 20 | 9 | 6 |
Cost Estimates
Year 1: $1200000000 (Low: $1000000000, High: $1400000000)
Year 2: $1225000000 (Low: $1020000000, High: $1425000000)
Year 3: $1260000000 (Low: $1045000000, High: $1455000000)
Year 5: $1305000000 (Low: $1075000000, High: $1485000000)
Year 10: $1400000000 (Low: $1150000000, High: $1600000000)
Year 100: $2000000000 (Low: $1600000000, High: $2400000000)
Key Considerations
- The bill's impact on students would depend on effective implementation and allocation of resources.
- Coordination with existing special education services and frameworks like IDEA (Individuals with Disabilities Education Act) is crucial.