This bill creates grants to help colleges adopt free digital textbooks (open educational resources) in science, technology, engineering, and math courses. It directly affects institutions of higher education, requiring them to collaborate with librarians and STEM faculty to implement these courses. Key provisions include prioritizing schools with many low-income or minority students, mandating plans for faculty collaboration, and requiring annual reports on cost savings for students compared to traditional textbooks. The law defines "open educational reading materials" as free, downloadable digital texts and tracks how many STEM courses transition to using them.
This bill creates two pathways to help high school students earn college credit while in high school and graduate early. The "early college fast track pathway" allows students to take college-level courses (like AP, IB, or dual enrollment) that count toward a degree, while the "early high school graduation pathway" lets students graduate in 3 years without needing remedial college courses and provides a scholarship for college. States would receive federal grants to implement these pathways, requiring them to align high school curriculum with college requirements, create statewide credit transfer agreements, and ensure credit transfer between institutions. The bill also changes Pell Grant rules to allow eligible high school students in these pathways to receive Pell Grants without counting toward the usual 12-semester limit. It requires states to track participation and outcomes, particularly for historically underrepresented students.
HRES 1064 is a symbolic resolution designating February 16, 2026, as "International Black Aviation Professionals Day" to honor historical contributions by Black aviation pioneers. It does not create new laws or allocate funds but requests the President issue a proclamation encouraging nationwide recognition of these contributions, including through educational curriculum updates in schools and libraries. The resolution specifically highlights figures like Bessie Coleman, the Tuskegee Airmen, and Katherine Johnson, and urges support for greater diversity in aviation careers. This designation directly celebrates past achievements and aims to inspire future opportunities for Black professionals in aviation, without mandating any specific actions.
This bill requires the Secretary of Defense to restore access to all curricula, books, and learning materials previously available at Department of Defense Education Activity (DODEA) schools by 30 days after enactment, and prohibits new restrictions until the 2026-2027 school year. It adds new procedural requirements for future directives affecting DODEA schools, mandating advisory committee reviews and congressional notice before changes to curricula or materials. The bill also nullifies specific executive orders (including those restricting "radical indoctrination" or "gender ideology") that impacted DODEA schools and directs a study on creating an independent body to oversee DODEA curricula. It directly affects military-connected students and schools operated by the Department of Defense Education Activity.
The Expanding Medical Education Act provides federal grants to establish or expand medical and osteopathic medicine schools in underserved areas, directly benefiting institutions in medically underserved communities or health professional shortage areas. It prioritizes new schools in regions without existing medical schools, especially minority-serving institutions, and requires grantees to recruit students from underrepresented racial/ethnic groups, rural/underserved areas, low-income backgrounds, and first-generation college students. Funds can also support curriculum development for underserved care, infrastructure improvements, faculty hiring, and accreditation efforts. The bill mandates annual reports from grantees and detailed five-year evaluations to Congress on student demographics, workforce impacts, and healthcare access outcomes.
HR 844, the "Black History is American History Act," amends the Elementary and Secondary Education Act to require that Black history be included in all American history and civics education programs for K-12 students. The bill specifically adds "which shall include Black history" to multiple provisions, ensuring it becomes a standard part of curriculum standards, teacher training, and national assessments like the National Assessment of Educational Progress. This policy change directly affects public school curricula, educators, and students across the U.S. by mandating historically accurate instruction on African American contributions as integral to American history. The bill references the National Museum of African American History and Culture as a resource provider for educators implementing these changes.
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 817, the Educational Choice for Children Act of 2025, creates a new tax credit allowing individuals to claim up to 10% of their adjusted gross income (capped at $5,000) for charitable contributions to scholarship granting organizations. These organizations provide education scholarships to eligible students from households with income not exceeding 300% of the area median gross income, covering qualified expenses like tuition, curriculum materials, and educational therapies. The bill establishes strict requirements for scholarship organizations, including verifying household income, conducting annual audits, and distributing scholarships to multiple students without government control. It also prohibits government entities from mandating or controlling scholarship organizations or excluding private or religious schools from receiving scholarship funds, while exempting scholarship amounts from taxable income for recipients. The tax credit is limited to $5 billion annually for 2025-2028, allocated on a first-come, first-serve basis.
The Mining Schools Act of 2025 creates a Department of Energy grant program to fund mining education at eligible colleges and universities. It directly affects accredited mining engineering programs and specific public university departments in states with significant mining economies, aiming to recruit students and strengthen training in critical mineral extraction, environmental reclamation, and domestic supply chains. Grants - limited to 10 annually - must support curriculum focused on rare earth elements, recycling technologies, reducing environmental impacts, and meeting U.S. energy mineral needs. The program authorizes $10 million yearly for fiscal years 2026-2033, with oversight by a Mining Professional Development Advisory Board.
