This bill creates a federal grant program to help schools recruit and retain paraprofessionals - school support staff like teaching assistants - who work directly with students but lack full teaching credentials. It allocates funds to states based on prior Title I education funding, requiring states to prioritize schools serving high numbers of low-income students or designated "high-need" schools. Funds can be used for mentoring programs, professional development, credentialing (like special education or English learner certificates), and wage increases or bonuses for paraprofessionals. The program mandates annual reporting on wage baselines, paraprofessional numbers, and how funds were used to address shortages.
HR 1409, the College Thriving Act, authorizes $50 million in grants to fund "skills-for-success" courses for first-year college students at eligible institutions. The bill requires participating colleges to develop non-graded, low-student-to-teacher courses covering mental wellbeing, time management, conflict resolution, and campus resource connections - available to all first-year students at the start of their enrollment. Grants are awarded competitively, with priority to schools where at least half of students qualify for Pell Grants, and must be used over a 5-year period across four phases: course development (year 1), pilot testing (year 2), and full implementation with ongoing evaluation (years 3-5). The program mandates annual reporting on course implementation and outcomes to the Department of Education.
American Teacher Act This bill establishes grants to increase the minimum salary of public elementary and secondary school teachers. It also authorizes a national campaign regarding the value of the teaching profession. First, the bill directs the Department of Education (ED) to award four-year grants to state educational agencies (SEAs) and, through them, subgrants to local educational agencies to establish a minimum annual salary of $60,000 (to be adjusted annually for inflation) for these teachers. Second, the bill directs ED to award grants to eligible SEAs to provide cost-of-living adjustments to the annual base salary of teachers. Finally, the bill authorizes ED to carry out a national campaign to (1) increase awareness about the importance of teachers and the value of the teaching profession, (2) encourage secondary school and college students to consider teaching as a professional career, and (3) diversify the pool of individuals who enter the teaching profession.
This bill amends the Higher Education Act to include Fulbright Teacher Exchange Program and Fulbright English Teaching Assistant Program participation as qualifying public service employment for student loan forgiveness. It directly affects teachers who serve in these Fulbright programs, allowing them to count their service toward existing loan cancellation benefits under the public service repayment plan. The key provision adds a specific definition to the law, treating Fulbright teaching roles as equivalent to other public service jobs for loan forgiveness eligibility. This change expands access to an existing program without altering the core loan forgiveness mechanism. The bill does not create new benefits but makes Fulbright teaching service eligible under current rules.
HRES 297 is a non-binding resolution expressing the House of Representatives' support for fair compensation, benefits, and working conditions for paraprofessionals (like instructional assistants) and education support staff (including bus drivers, cafeteria workers, and clerical staff) in schools. It specifically calls for livable wages, job security, access to affordable health care, paid leave, and meaningful input in school policies for these workers. As a resolution, it does not create new laws or mandate changes but serves as a symbolic statement highlighting these workers' needs. The resolution directly addresses the concerns of over 3 million school support staff facing issues like underpayment, lack of benefits, and job instability.
The HEADWAY Act (S 2323) updates requirements for teachers in Early Head Start programs serving children under age 3. It mandates that each classroom must have at least one teacher certified with a child development associate credential (or working toward it), and requires programs to assign a mentor to support teachers during this credentialing process. The bill directly affects Early Head Start centers and their teaching staff by establishing new standards for educator qualifications and professional development. Key changes replace previous deadlines with ongoing requirements for credential attainment and mentorship, aiming to improve workforce quality in early childhood education.
The PROSPECT Act creates grants to improve childcare access for student parents attending community colleges and minority-serving institutions. It provides access grants for free, high-quality childcare for up to 500,000 children under age 3, requiring centers to offer non-traditional hours, disability accommodations, and culturally responsive care. Impact grants will expand childcare supply through training, mentorship, and funding for providers in underserved areas, while pipeline grants support early childhood educator preparation programs to grow the childcare workforce. The bill mandates that childcare centers prioritize low-income student parents, maintain staff wages comparable to elementary educators, and provide accessible care for children with disabilities. These grants aim to reduce barriers to college completion for student parents while strengthening the infant and toddler childcare workforce.
This bill codifies Executive Order 14190, titled "Ending Radical Indoctrination in K-12 Schooling," making it legally binding law. It directly affects K-12 public schools and educators by requiring compliance with the order's provisions as a permanent legal standard. The key mechanism is converting the executive order - which targets specific curriculum content and teaching methods - into federal law, removing it from executive discretion. This procedural bill does not create new policies but enshrines the existing order's requirements into statute.
The TUTOR Act creates a federal tax credit for certified K-12 teachers who provide academic tutoring outside school hours. Teachers qualify if they work at a preschool, elementary, or secondary school (meeting state certification), provide at least 150 hours of tutoring in math, reading, writing, or science during non-school time, and meet other defined criteria. The credit starts at $500, with a supplemental amount (capped at $500) based on hours exceeding 150, calculated as a ratio of excess hours to 50. The credit expires after 2032, and the Treasury must annually report on credit claims and tutoring hours to Congress.
The Pay Teachers Act requires states to ensure public school teachers earn a minimum starting salary of $60,000 that increases with experience, and paraprofessionals and education support staff earn at least $45,000 annually or $30 per hour. The bill provides mandatory federal funding to support these salary increases and requires states to develop implementation plans within 4 years (with possible extensions for states facing financial challenges). It also establishes career ladder programs that allow teachers to earn additional compensation for taking on leadership roles and responsibilities. This legislation directly affects all public school teachers, paraprofessionals, and education support staff nationwide, as well as state and local education agencies responsible for implementing the changes.
