HR 2457, the Mining Schools Act of 2025, establishes a competitive grant program to fund education and training programs for the U.S. mining industry. It directs the Secretary of Energy to award up to 10 annual grants to eligible "mining schools" - defined as accredited engineering programs (including Tribal Colleges) or specific geology/engineering departments at public universities in states with significant mining GDP - to recruit students and enhance curriculum. Grants must support education in critical areas like critical mineral extraction, environmental reclamation, rare earth element processing, and reducing reliance on foreign mineral supplies. The program requires geographic diversity in grant selection and mandates an advisory board (with industry and academic members) to review applications and ensure funds are used for specified educational purposes, with no new federal funds authorized.
HR 4020 authorizes the Department of Defense Education Activity (DODEA) to partner with colleges and universities, allowing students in DODEA schools (which serve military-connected children, including those overseas) to take college courses while still in high school. The bill enables dual enrollment programs where students earn both high school and college credits, with the government covering associated costs through financial assistance. Key provisions require formal agreements between DODEA and higher education institutions, ensuring courses align with both high school graduation requirements and college degree pathways. This directly affects DODEA students in 150+ schools globally, providing early college access without requiring prior high school graduation.
This bill requires the Secretary of Defense to create a program partnering with eligible colleges and universities (including those conducting DoD research or senior military colleges) to develop standardized cybersecurity education programs. It mandates collaboration with agencies like NSA, CISA, and NIST to establish curriculum standards, workforce competencies, and community outreach, while designating qualifying institutions based on specific criteria like adherence to national cyber workforce frameworks and regional accreditation. The program must report annually to Congress on its cost-effectiveness and benefits to participants and the Department of Defense, without authorizing new funding. It directly affects academic institutions meeting the defined criteria and aims to strengthen the national cyber workforce through coordinated educational standards.
HR 3511, the Preparing for the Future Act, establishes a federal grant program to support students pursuing school psychology degrees. It provides up to $8,000 annually (capped at $16,000 total) for tuition and fees at approved institutions, contingent on maintaining academic standards (e.g., GPA equivalent to 3.25 or high test scores) and agreeing to serve as a full-time school psychologist in a "covered school" for four academic years within eight years of graduation. Covered schools are defined as public or nonprofit elementary/secondary schools with fewer than one psychologist per 500 students and in Title I-eligible districts. Failure to complete the service obligation converts the grant into a repayable federal loan with interest.
HR 7183, the Youth Financial Learning Act, provides federal grants to state education agencies to integrate financial literacy education into public elementary and secondary schools. It directly affects schools by funding programs teaching consumer finance, credit, student loans, and financial aid through school-based curriculum, after-school partnerships with community organizations, and teacher training. Key provisions require states to provide 25% matching funds, prioritize high-need schools, ensure geographic diversity in program access, and use funds to supplement - not replace - existing education resources. The grants, available for up to four years, aim to enhance students' practical financial knowledge as part of a well-rounded education.
The Student Empowerment Act (HR 939) expands the use of 529 college savings plans to cover more K-12 education costs. It allows families to use these tax-advantaged savings for tuition, curriculum materials, books, online learning, approved tutoring (by licensed instructors), standardized test fees, dual enrollment, and educational therapies for students with disabilities. Homeschooling expenses are included if they meet state requirements. This change applies to distributions made after the bill's enactment, enabling tax-free savings for a broader range of elementary and secondary education expenses.
HR 7740, the African American History Act of 2026, authorizes $4 million annually for the National Museum of African American History and Culture to develop educational resources and support teaching about African American history. The bill directs the museum to create digital and print materials, provide teacher training, and expand access to curriculum resources for K-12 and college classrooms. It requires annual reports to Congress on fund usage and expires in 2030. This program directly affects educators and students by enhancing classroom materials and professional development on African American history.
The Affordable College Textbook Act (S 740) establishes a federal grant program to help colleges and universities adopt open educational resources (OER), primarily open textbooks, to reduce student costs. It authorizes the Secretary of Education to award competitive grants to institutions or consortia for creating, adapting, or promoting OER, requiring projects to include faculty input, accessibility standards, and plans for tracking savings and educational impact. The bill also amends the Higher Education Act to mandate that colleges disclose textbook prices and OER availability on course schedules, and requires publishers to share data collection practices for digital materials. These provisions directly affect students (by lowering textbook costs), faculty (through OER adoption requirements), and institutions (via reporting obligations). The law focuses on creating sustainable, accessible alternatives to traditional textbooks rather than direct price controls.
HR 5714, the October 7 Remembrance Education Act, directs the U.S. Holocaust Memorial Museum to create a curriculum for secondary schools within 180 days of enactment. The curriculum will cover Hamas’ October 7, 2023 attacks on Israel, the history of antisemitism, the spread of anti-Israel rhetoric on campuses and social media following the attacks, and how denial or distortion of antisemitism occurs. It specifically requires schools to address the attacks' brutality, historical context of antisemitism, and contemporary manifestations of hate speech. The Museum must submit a report on the curriculum to Congress within 180 days of completion or by 3 years after the bill’s enactment. This bill affects secondary schools using the curriculum and focuses on educational content about the attacks and related antisemitism.
The Science of Reading Act of 2026 amends the Elementary and Secondary Education Act to require states receiving federal literacy development grants to align their reading instruction with "science of reading" principles. It explicitly prohibits the use of the "three-cueing model" (a method teaching word recognition through pictures, context, or guessing) and defines science of reading as evidence-based instruction in phonics, phonemic awareness, vocabulary, and comprehension. States must describe this alignment in grant applications, and federal funds for literacy programs will only support initiatives meeting these standards. This directly affects states and school districts administering ESEA-funded literacy programs starting in 2026.
