Bill Overview
Title: Global Learning Loss Assessment Act of 2022
Description: This bill requires the U.S. Agency for International Development to report on the impact of the COVID-19 pandemic on the agency's basic education programs.
Sponsors: Sen. Cardin, Benjamin L. [D-MD]
Target Audience
Population: People (students, teachers, educational staff) involved in or impacted by USAID's basic education programs globally
Estimated Size: 5000
- The COVID-19 pandemic has significantly disrupted education systems worldwide, affecting millions of students' learning experiences.
- USAID runs basic education programs in many developing countries, aiming to improve fundamental educational outcomes.
- The bill seeks to assess the impact of COVID-19 on these education programs, indicating a focus on students involved with USAID's international education initiatives.
- The pandemic has affected children, teachers, and education systems globally, particularly in countries with existing educational challenges.
- The target population primarily includes students (mostly children and adolescents) who are beneficiaries of USAID's education programs.
Reasoning
- The direct impact on U.S. citizens is limited since the policy focuses on assessing international education initiatives, primarily affecting USAID staff and stakeholders in the U.S.
- The Cantril wellbeing score could potentially be influenced based on how closely connected individuals feel towards international development and education. For example, those working in this field may feel a sense of fulfillment knowing their work is being effectively monitored and evaluated.
- The policy involves budget constraints, meaning not all initiatives can be assessed equally; choices will have to be made about which programs to prioritize.
- The policy's main beneficiary group is not in the U.S., but there may be indirect effects such as job stability for people working on these projects in the U.S.
- Other Americans, such as educators and those in international relations fields, may see limited impact due to their indirect engagement with global education issues.
Simulated Interviews
USAID Program Manager (Washington D.C.)
Age: 34 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- I believe this bill is necessary to understand and optimize our efforts in global education.
- It's crucial to ensure our resources are truly benefiting students internationally, especially post-pandemic.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
NGO Education Specialist (New York City, NY)
Age: 29 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- The bill should help uncover systemic issues exacerbated by the pandemic.
- With proper evaluation, adjustments can be made to improve project outcomes significantly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 4 |
| Year 10 | 7 | 3 |
| Year 20 | 6 | 2 |
University Professor (International Relations) (Los Angeles, CA)
Age: 45 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 2/20
Statement of Opinion:
- The policy is a vital step in assessing the long-term educational impacts of the pandemic.
- Understanding these effects globally can inform better policy-making at international levels.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Retired Teacher (Chicago, IL)
Age: 56 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 1.0 years
Commonness: 5/20
Statement of Opinion:
- Such evaluations are overdue given the scale of the pandemic's impact.
- While I'm removed from day-to-day operations, I believe this report could guide better resource allocation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 4 |
| Year 3 | 6 | 4 |
| Year 5 | 6 | 4 |
| Year 10 | 6 | 3 |
| Year 20 | 5 | 3 |
International Development Consultant (Miami, FL)
Age: 40 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 3/20
Statement of Opinion:
- This bill could highlight gaps and strengths in current educational strategies.
- It should provide a roadmap for more resilient education systems globally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 4 |
| Year 20 | 7 | 4 |
Policy Analyst (Boston, MA)
Age: 31 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 7/20
Statement of Opinion:
- Evaluating the effects of the pandemic can help strengthen global education, but direct impact on U.S. policies is limited.
- The findings could be critical for policy development across multiple countries though.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 3 |
Education Program Director (Seattle, WA)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 6.0 years
Commonness: 4/20
Statement of Opinion:
- This assessment is pivotal in adjusting educational strategies to better serve students internationally.
- Recognizing and addressing pandemic impacts is key to future planning.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Graduate Student in International Development (Houston, TX)
Age: 27 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- This type of assessment can provide critical insights into systemic educational challenges exacerbated by the pandemic.
- Understanding these will be crucial for my future work in the field.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 6 | 4 |
Elementary School Teacher (San Diego, CA)
Age: 60 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 0.0 years
Commonness: 9/20
Statement of Opinion:
- I hope this initiative provides actionable insights to aid recovery and improvement of education worldwide.
- It's encouraging to see efforts to measure and respond to global educational needs.
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 |
Education Policy Advocate (Atlanta, GA)
Age: 38 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- The assessment is crucial to put numbers and facts on what we already feel is a significant issue—education disruption due to COVID.
- This could lead to more equitable education systems internationally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Cost Estimates
Year 1: $2000000 (Low: $1500000, High: $3000000)
Year 2: $0 (Low: $0, High: $0)
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 primary costs are administrative and related to report generation and analysis.
- No significant programmatic changes or expansions are included in this bill.
- Focuses on assessing impact rather than direct intervention or new program development.