Bill Overview
Title: DIPLOMA Act
Description: This bill authorizes the Department of Education to award grants to states and, through them, subgrants to consortia of local educational agencies and community partners to address school readiness and achievement. Subgrants may be used for activities including early learning, academic support services, parent-education programs, and teacher training.
Sponsors: Sen. Booker, Cory A. [D-NJ]
Target Audience
Population: Individuals involved in education including students, parents, and teachers
Estimated Size: 100000000
- The bill is primarily focused on educational achievement and school readiness, aimed at benefiting students.
- Activities include early learning and academic support, indicating that children in early educational stages will be primary beneficiaries.
- Parent-education programs suggest this bill will also impact parents involved in children's education.
- Teacher training programs would directly target teachers and indirectly benefit students through improved teaching methods.
Reasoning
- The target population for this policy includes students (mainly in early education), parents, and teachers. It directly impacts school readiness and achievement, which means a significant part of the population connected to the educational sector will be affected.
- Considering parents and teachers linked to the over 50 million public school students in the U.S., it's estimated that about one-third of the population could be connected. However, not all will be directly impacted, as the budget limits the reach of the program.
- The policy's budget restriction will influence how broadly it can be implemented initially, focusing efforts where the impact can be maximized.
- The policy involves several components: early learning, academic support, parent programs, and teacher training, potentially affecting different groups in varied ways.
- Given the estimates, I selected individuals with different roles and relationships to reflect this diversity and the levels of impact ranging from none to high.
Simulated Interviews
Elementary School Teacher (San Diego, CA)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- I'm hopeful this policy will provide the necessary resources to improve our teaching methods and better support our students.
- The early learning programs are crucial for students in low-income areas to get a good start.
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 | 9 | 6 |
| Year 20 | 8 | 5 |
Single Parent (Austin, TX)
Age: 42 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- I think the parent-education programs could help me better support my child's learning, especially when I have limited time due to work.
- It's great to see more support for early childhood education.
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 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
High School Principal (Chicago, IL)
Age: 55 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- While it's primarily aimed at younger students, I believe the trickle-up effect of better-equipped teachers will benefit high schools too.
- I am optimistic about its impact but concerned if the funding is sustained.
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 | 7 | 7 |
Early Childhood Education Advocate (Denver, CO)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 5/20
Statement of Opinion:
- This funding is an essential step forward in addressing early childhood education gaps, especially in underserved areas.
- Sustainability of these efforts is key to making a long-term impact.
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 | 9 | 5 |
| Year 20 | 8 | 4 |
Parent (New York, NY)
Age: 38 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- I hope this policy will mean additional support and resources at my child's school.
- Parent programs sound interesting, especially for navigating educational resources.
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 | 7 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 5 | 5 |
Retired (Miami, FL)
Age: 62 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 5/20
Statement of Opinion:
- I believe any investment in education is valuable for future generations.
- Though the policy won't affect me directly, I hope it benefits my grandkids' learning environment.
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 |
Student Teacher (Seattle, WA)
Age: 25 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 3/20
Statement of Opinion:
- I'm excited about more training opportunities which will help me as a new teacher.
- Early learning support could help students like the ones I will teach.
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 | 5 |
| Year 20 | 9 | 5 |
Small Business Owner (Cleveland, OH)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 0.0 years
Commonness: 6/20
Statement of Opinion:
- I see education as a driver for community prosperity, though I'm not personally affected by the policy.
- Hoping it boosts the quality of local education which indirectly affects my business climate.
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 |
High School Teacher (Boston, MA)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- Teacher training programs could help me develop new skills.
- I believe improvements at the elementary level will eventually lead to better-prepared students entering high 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 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Community Organizer (Phoenix, AZ)
Age: 34 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 15.0 years
Commonness: 4/20
Statement of Opinion:
- The funding will be a big help for families I work with who need early education support.
- Concerned that funds might not sufficiently reach the most in need areas.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 7 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 3 |
Cost Estimates
Year 1: $400000000 (Low: $300000000, High: $500000000)
Year 2: $410000000 (Low: $310000000, High: $510000000)
Year 3: $420000000 (Low: $320000000, High: $520000000)
Year 5: $440000000 (Low: $340000000, High: $540000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The effectiveness of the program will largely depend on the efficient allocation and use of grants by states and local educational agencies.
- Collaboration with community partners is crucial for the success of the program, as it aims to integrate broader support systems for educational readiness.
- Careful monitoring and evaluation will be necessary to ensure the goals of improving readiness and achievement are met.