The All in For Attendance Act aims to reduce chronic student absenteeism by requiring schools to implement specific support strategies for students missing 10 percent or more of school days. It mandates the creation of data systems to track attendance reasons, establishes advisory programs to engage families, and requires schools to partner with community organizations to remove barriers like transportation or health issues. The legislation also prohibits schools from using suspensions, fines, or academic penalties as punishment for student absences. Additionally, it directs funds toward evidence-based interventions such as social and emotional learning programs, restorative justice, and high-impact tutoring to improve student engagement and attendance.
Marcus's Law requires high school students in grades 9 through 12 to undergo an electrocardiogram and echocardiogram before participating in their first athletic contest starting in the 2026-2027 school year. This mandate applies to schools receiving federal education funds and includes provisions for partnerships to keep the cost of these screenings at $20 or less per student. The bill allows for waivers if schools cannot secure these partnerships despite making sufficient attempts and provides exemptions for students with religious objections or valid medical reasons.
This bill creates a new funding program to hire more school counselors, psychologists, and social workers at schools with high numbers of low-income students. It provides federal grants to states, which then distribute money to local school districts to help them meet recommended staffing ratios of 250 students per counselor and 500 students per psychologist. To receive these funds, states must contribute matching money and submit detailed plans showing how they will improve student-to-provider ratios in their highest-need schools. The program is designed to address rising mental health issues among youth by increasing access to professional support directly within the school environment.
The Elementary and Secondary School Counseling Act creates a new funding program to hire more counselors, psychologists, and social workers for schools with high numbers of low-income students. These funds are distributed to states, which then award subgrants to local school districts to help them reach recommended staffing ratios of 250 students per counselor, 500 per psychologist, and 250 per social worker. To qualify for the money, states must match the federal grant with their own funds and submit detailed plans showing how they will prioritize high-need schools. The bill also requires regular reporting on how many mental health staff are hired and the current student-to-staff ratios in participating schools.
The K-12 AI Literacy and Readiness Act of 2026 amends the Elementary and Secondary Education Act to allow federal funding for artificial intelligence education in schools. This legislation directly affects states, local school districts, and educational staff by permitting the use of funds to teach students how to use AI safely and responsibly. Additionally, the bill authorizes money for professional development programs that equip teachers, librarians, and administrators with the skills to teach and utilize AI effectively. By adding these specific allowable uses to existing federal education grants, the act provides a clear pathway for integrating AI literacy into the K-12 curriculum.
The LIFT AI Act authorizes the National Science Foundation to provide competitive grants to universities and nonprofits for developing AI literacy programs in K-12 schools. These funds are intended to create educational curricula, train teachers on the responsible use of artificial intelligence, and build tools to assess student proficiency in AI concepts. The legislation defines AI literacy as the ability to use, interpret, and mitigate risks associated with AI technology in an age-appropriate manner. By supporting research and professional development, the bill aims to prepare the next generation of students to effectively navigate and innovate within an AI-driven world.
The Full-Service Community School Expansion Act of 2026 authorizes billions of dollars in federal funding to expand a program that helps public schools in high-poverty areas provide integrated student supports, extended learning time, and active community engagement. The bill establishes specific roles for coordinators and directors to manage these efforts and requires schools to form leadership teams that include students, parents, educators, and community members. Funding is distributed through competitive grants to local educational agencies, states, and tribal organizations, with priority given to schools serving low-income students and those in rural or tribal areas. The legislation also mandates regular reporting on student outcomes and school climate to ensure accountability and continuous improvement.
The Strength in Diversity Act of 2026 creates a competitive grant program for school districts and state agencies to develop and implement plans that increase racial and socioeconomic diversity in public schools. To receive funding, eligible entities must submit detailed applications outlining how they will reduce isolation in schools, engage with communities, and improve academic outcomes for all students. The bill authorizes the use of funds for activities such as redrawing school boundaries, revising student assignment methods, recruiting diverse staff, and creating transportation plans to encourage attendance across different neighborhoods. Grants are awarded based on the quality of the proposed plan and its potential to meaningfully decrease segregation while maintaining high academic standards.
The Creating Early Childhood Leaders Act amends the Higher Education Act to require that school leaders receive specific training on early childhood education. This new requirement ensures that principals and other school administrators understand child development and can effectively support pre-kindergarten programs. By adding these educational standards, the bill aims to help school leaders better manage and guide developmentally appropriate instruction for young students.
This House Resolution formally recognizes the contributions of elementary and secondary school teachers in the United States. It thanks educators for their dedication to students and communities during National Teacher Appreciation Week. The measure encourages parents, administrators, and officials to acknowledge the profession during the designated week in May.