The IDEA Full Funding Act (S 1277) mandates specific annual funding levels for the Individuals with Disabilities Education Act (IDEA) starting in fiscal year 2026. It sets fixed dollar amounts or percentage-based funding (ranging from 11.6% to 40% of a calculated base) for states providing special education services to children with disabilities aged 3-21. Funding becomes available on July 1 each year and remains accessible through September 30 of the following year, with amounts increasing annually through 2035. This directly affects all states receiving IDEA grants by guaranteeing minimum federal funding tied to the number of eligible students and national per-pupil spending averages.
This bill expands eligibility for family and medical leave under the FMLA for paraprofessionals and education support staff (ESP) in schools. It lowers the required work hours for eligibility from 1,250 hours per year to 60% of the expected monthly hours for their specific role (based on the previous school year’s schedule). Employers must document each employee’s expected monthly hours in a file for the Secretary’s review. The law specifically covers school staff providing services like clerical work, food services, custodial duties, or student health support, aligning with existing definitions from education law.
This bill mandates increased federal funding for two key education programs. It requires annual appropriations for Title I of the Elementary and Secondary Education Act (which supports schools serving disadvantaged students) and the Individuals with Disabilities Education Act (IDEA, which funds special education) starting in 2026. The bill sets specific, rising annual funding levels - based on a 2025 baseline and national per-student spending - to gradually reach 40% of the national average per-pupil expenditure for IDEA by 2035. These funds directly affect school districts receiving Title I support and those providing special education services under IDEA. The funding is made mandatory, not discretionary, ensuring consistent annual support for these programs.
This bill amends the Individuals with Disabilities Education Act (IDEA) to formally define dyslexia as a specific learning disability. It adds a clear definition stating dyslexia involves unexpected reading difficulties due to phonological processing challenges, affecting students diagnosed with dyslexia. The bill also requires schools to provide equal access to accommodations and services for all eligible students, specifically including those from low-income families, low socioeconomic backgrounds, and limited English proficiency. These changes ensure dyslexia is explicitly recognized in federal education law and mandate equitable access to support for affected students.
HR 869, the Keep Our PACT Act, mandates specific annual funding levels for two key education programs: Title I of the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). For Title I, it requires funding in fiscal years 2026-2035 that equals the difference between the 2025 funding level and set annual dollar targets (e.g., $20.5 billion for 2026). For IDEA, it sets mandatory annual funding levels that gradually increase to reach 40% of the national average per-pupil expenditure for students with disabilities by 2035. The bill directly affects public school districts and students, particularly those with disabilities, by guaranteeing these funding levels rather than relying on annual appropriations.
SRES 531 is a non-binding Senate resolution celebrating the 50th anniversary of the Individuals with Disabilities Education Act (IDEA) on November 29, 2025. It recognizes IDEA's historical role in guaranteeing children with disabilities access to free appropriate public education in inclusive settings, transforming educational opportunities for millions. The resolution honors students, families, educators, and advocates who advanced IDEA's principles since its 1975 enactment. It does not create new policy but formally acknowledges the law's enduring impact on educational equity.
The SPELL Act expands existing federal student loan forgiveness programs to include teachers who work with English learners or in bilingual/dual language programs. It amends the Higher Education Act to add "English language education" to the list of eligible fields for loan forgiveness, alongside math, science, and special education. Teachers must be verified by school administrators as actively teaching English learners or bilingual students in roles matching their training. This directly affects educators in public or nonprofit elementary and secondary schools who meet these specific teaching criteria. The policy change modifies current eligibility without creating new programs, applying to those qualifying after the bill's enactment date.
The A PLUS Act (S 309) allows states to consolidate federal education funds for eligible programs into a single, flexible funding stream, reducing administrative complexity and enabling states to manage resources more efficiently to improve student achievement. States must submit a "declaration of intent" detailing which programs they will consolidate (excluding special education funds), commit to public accountability through annual reports on student progress, and ensure federal funds supplement - rather than replace - state education funding. The bill limits administrative costs to 1% of consolidated federal funds (3% if excluding Title I funds) and requires states to report how funds address achievement gaps for disadvantaged students. This directly affects states and local school districts that adopt the declaration, shifting how they administer and report on federal education dollars.
HRES 793 is a non-binding resolution supporting the designation of October 2025 as "National Learning Disabilities Awareness Month." It highlights that specific learning disabilities affect 32% of students receiving special education services, with over 96% of affected 4th and 8th graders lacking reading proficiency and 92% lacking math proficiency in 2023-2024. The resolution calls on schools to continue providing free appropriate public education for these students, emphasizing evidence-based instructional methods. This is a symbolic measure with no new funding or mandates, aimed at raising awareness about learning disabilities and educational gaps.
