The ACE Act (HR 750) expands 529 education savings plans to cover K-12 expenses, allowing families to use these accounts for tuition, curriculum materials, books, online learning, approved tutoring, standardized tests, and educational therapies for students with disabilities. It doubles the annual distribution limit from $10,000 to $20,000 for elementary and secondary expenses and increases gift tax exclusions for 529 contributions by up to $20,000 per year. The bill also requires states to implement school choice programs (like vouchers or education savings accounts) to qualify for tax-exempt school bonds, with specific eligibility thresholds for states. This directly affects families using 529 plans for K-12 education, homeschoolers, and states seeking tax-exempt bond funding for schools.
HRES 692 is a non-binding resolution urging all 50 U.S. states to incorporate the events of the September 11, 2001, terrorist attacks into K-12 school curricula. It directly addresses state education systems, calling for mandatory inclusion of this history in public school lessons to ensure future generations remember the attacks. The resolution does not create new laws or funding but expresses the House's view that this education is essential for honoring victims and first responders. It cites that only 14 states currently require such instruction and emphasizes preserving this historical context for national security awareness.
This bill amends the Elementary and Secondary Education Act to explicitly include accounting education as part of a well-rounded K-12 curriculum. It requires schools to develop and strengthen programs teaching accounting, including increasing access to high-quality accounting courses for students from groups historically underrepresented in accounting careers. The key provision inserts specific language into existing law, directing schools to promote accounting career awareness and expand course availability through grade 12. This directly affects K-12 students, particularly those from underrepresented backgrounds, by making accounting education a recognized component of career-focused learning.
This bill changes how federal education funds are distributed by directing funds to follow eligible low-income students (ages 5-17 from families below poverty level) to their families or schools. It allows states to use these funds for qualified expenses like public school tuition, private school tuition at approved schools, or supplemental programs. The bill explicitly prohibits federal officials from mandating specific curricula, assessments, or standards - such as Common Core - requiring states to maintain control over education content. It also repeals existing federal assessment grants, shifting focus to student-centered funding.
HR 4945, the GO Ag Act, creates a $5 million grant program to fund new agricultural education programs in secondary schools. It provides competitive grants (max $100,000 per school) for schools to develop new programs focused on agriculture, including curriculum, equipment, and work-based learning. To qualify, schools must show programs are new, align with regional employer needs, and include sustainable funding beyond the grant. Grantees must track student progress (including special populations) and submit annual reports on program effectiveness through 2028.
The RAISE Act of 2025 amends the Elementary and Secondary Education Act of 1965 to require states to establish academic standards for artificial intelligence and emerging technologies in K-12 education. It directly affects public K-12 schools and state education agencies by mandating the inclusion of AI-related learning standards within state curriculum frameworks. The key provision inserts the requirement for these standards into existing law, specifically modifying Section 1111(b)(1)(C) to include "standards for artificial intelligence and other emerging technologies." This policy change focuses on integrating AI education into foundational curriculum requirements without specifying funding or implementation details.
This bill requires U.S. public schools (K-12) to integrate Asian American, Native Hawaiian, and Pacific Islander history into existing American history and civics curricula. It amends the Elementary and Secondary Education Act to mandate that state standards, teacher training programs, and national assessments explicitly include this history. Key provisions include adding specific language to curriculum guidelines, teacher certification requirements, and the National Assessment of Educational Progress. The law directly affects school districts, educators, and students by requiring comprehensive coverage of these histories within current educational frameworks.
HR 7262, the READ Act, provides $200 million annually (2026-2030) to help schools recover after disasters. It directs funds to state education agencies, which then distribute them to local public schools and non-public schools serving areas hit by declared disasters (like hurricanes or wildfires). Funds cover immediate recovery needs such as replacing lost student data, repairing minor facility damage, renting temporary classrooms, and replacing basic instructional materials - while prohibiting major construction or ideological content. Non-public schools must receive funding proportional to their student enrollment, ensuring equitable support compared to public schools. The bill requires funds to supplement, not replace, existing disaster aid.
HR 5056, the Teachers Are Leaders Act of 2025, creates a federal grant program to support teachers in high-need schools who maintain classroom roles while taking on leadership responsibilities. The bill provides funding for eligible school district-university partnerships to offer teachers one year of professional development leading to a teacher leadership credential, plus up to two additional years of support. This includes training in areas like curriculum development, peer coaching, and cultural competencies, with selection criteria requiring at least three years of teaching experience and certification. Grants cover 50% of stipends in the first two years and 33% in the third year, and teachers may repay credential costs if they leave the program early. The program directly affects classroom teachers in high-need schools and aims to improve student achievement through data-driven instructional practices.
This bill directs the Secretary of Education to reduce federal regulations and promote parental choice in education. It authorizes the Secretary to rescind rules limiting local control, expand access to school choice programs (like vouchers and charter schools), and reduce administrative burdens on schools. The bill affects parents, states, and local school districts by shifting decision-making authority away from federal mandates toward local communities, using existing education funding without new spending. It requires quarterly reports on unused funds and explicitly prohibits federal control over curriculum or homeschooling.
