The GRADUATE Act (HR 7536) amends tax law to expand the deduction for qualified education loan payments. It allows individuals to deduct up to $10,000 annually (plus $500 per dependent) for interest paid on such loans, increasing the previous limit. The deduction phases out for taxpayers with modified adjusted gross income above $125,000 ($250,000 for joint filers), with the new thresholds applying to taxable years after 2025. This directly affects individual taxpayers with education debt who itemize deductions, reducing their taxable income but not forgiving loan balances. The bill modifies existing tax code sections without creating new government programs or altering loan repayment terms.
This bill enforces a federal law prohibiting states from offering in-state tuition rates to undocumented immigrants at public colleges. It requires colleges to verify students' immigration status using the DHS SAVE system annually and charge undocumented students the higher out-of-state rate instead. States that continue providing in-state tuition to undocumented students could lose federal education funding. The bill directly affects undocumented immigrant students in public colleges across 22 states and D.C., as well as the states and institutions currently offering these subsidies.
This resolution designates February 3-7, 2025, as "National School Counseling Week" to recognize the role of school counselors. It encourages nationwide observance through ceremonies and activities highlighting counselors' work in supporting students' academic, social, emotional, and career development. The bill does not create new policies or funding but aims to increase public awareness of counselors' contributions to school communities. It directly affects school counselors, students, and schools by promoting recognition of their vital support services.
HRES 474 is a symbolic House resolution expressing support for doubling federal funding for career and technical education programs. It specifically urges Congress to authorize $13 billion over 10 years for programs under the Carl D. Perkins Act (currently funded at $1.44 billion annually), aiming to address workforce training needs in the post-pandemic economy. The resolution highlights the need to help workers gain skills for higher wages and job security as the economy evolves. It does not change funding levels but formally requests increased investment in these programs. This resolution directly affects career and technical education programs in schools and community colleges nationwide, which serve students seeking vocational training.
The LIFE with AI Act establishes a "Golden Seal of Excellence in Student Data Privacy" for schools that implement robust parental notification systems for educational technology. It requires schools to use real-time consent systems ("instant verification technology") for parental approval of student data use, simplifies opt-out processes for directory information, and prohibits using student photos for facial recognition without consent. The bill also creates new requirements for schools to review third-party educational technology contracts for privacy compliance and establishes a Privacy Technical Assistance Center to help schools navigate data privacy rules. These changes primarily affect elementary and secondary schools, local educational agencies, and educational technology providers, with the goal of strengthening student data privacy protections while enabling responsible AI use in education.
HR 4539, the Texture Positive Act of 2025, provides federal grants to states to fund subgrants for eligible entities (like minority- or women-owned businesses with 5+ years of experience) to integrate textured hair care training into cosmetology school curricula. The bill requires these entities to teach students specific techniques for shampooing, deep conditioning, braiding, twisting, and styling naturally coiled, curly, or wavy hair. It directly affects cosmetology schools, their students, and approved training providers by mandating this specialized education as part of their curriculum. The law includes reporting requirements to track how funds are used and the number of students and instructors trained.
This bill amends federal education law to require K-12 schools to include Asian American, Native Hawaiian, and Pacific Islander (AANHPI) history in American history and civics education. It directs the Department of Education to update curriculum standards, teacher training programs, and national assessments to ensure AANHPI contributions and experiences are integrated into existing history lessons. The policy affects all public schools receiving federal education funding by mandating specific inclusion of AANHPI history alongside traditional American history content. This change aims to address historical gaps in curricula that have excluded these communities' diverse roles and experiences.
HR 305, the One School, One Nurse Act of 2025, authorizes federal grants to help schools recruit, hire, and retain full-time registered nurses. It targets public elementary and secondary schools - especially those in high-need districts with current shortages - to ensure every school has at least one full-time nurse and maintains recommended nurse-to-student ratios. Grant funds can be used for recruitment, converting part-time to full-time roles, increasing salaries for retention, and meeting ratio standards. Schools receiving grants must report annually on nurse staffing, diversity, and progress in addressing student health needs.
The FEED Act of 2025 amends the Food and Nutrition Act to exclude certain income earned by students under 21 participating in career and technical education (CTE) programs from household income calculations for food assistance programs like SNAP. It specifically exempts income from apprenticeships, internships, or work-based learning programs directly tied to their CTE enrollment, provided the student lives with a parent or under parental control. Households must verify the student’s enrollment in a qualifying CTE program and their age/relationship through documentation. This change directly affects low-income students in CTE programs who earn work-based income, making it easier for them to qualify for food assistance without losing benefits due to that income.
HR 3273, the Child Care Workforce Development Act, provides financial support to early childhood educators and students. It establishes a loan repayment program where educators serving 5 years with qualified childcare providers (like centers receiving Child Care Block Grant funds) can have up to $6,000 annually of their student loans repaid. Additionally, it creates grants of up to $4,000 per academic year for students enrolled in early childhood education programs, requiring them to work in licensed childcare settings for at least one year after graduation (with renewal options). The bill authorizes $25 million annually for loan repayment (2026-2031) and $10 million annually for grants (2026-2030), targeting workforce development in childcare.