Freedom in School Cafeterias and Lunches Act or the FISCAL Act This bill revises requirements for milk provided by the National School Lunch Program of the Department of Agriculture (USDA) to require that schools offer plant-based milk. Under current law, schools must provide a substitute for fluid milk for students whose disability restricts their diet (on receipt of a written statement from a licensed physician). Schools may also substitute a nondairy beverage for fluid milk for students who have an identified medical or other special dietary need (on receipt of a written statement from a medical authority or a student's parent or legal guardian). The bill eliminates the exceptions and documentation requirements. Instead, schools participating in the school lunch program must offer all students a plant-based milk option that is consistent with (1) the most recent U.S. Dietary Guidelines, or (2) USDA-established nutritional standards if the milk is not included under those guidelines.
S 758 establishes a voluntary "Registered Apprenticeship College Consortium" to connect apprenticeship programs with colleges. It requires the Labor and Education Secretaries to create an interagency agreement promoting data sharing between apprenticeship records and college transcripts, aligning funding from education laws, and enabling credit transfer for apprentices. The bill mandates that participating colleges and apprenticeship sponsors enter into agreements for articulation (credit recognition), electronic transcripts, and sharing program details via a public website. It directly affects students in apprenticeships, postsecondary institutions, and apprenticeship sponsors by creating structured pathways to earn college credit while completing on-the-job training. Participation is optional for all involved parties, as specified in the bill's limitations.
This bill allocates $10 million annually (2026-2030) to fund National Science Foundation programs developing K-12 mathematical and statistical modeling education. It requires research and partnerships to integrate real-world data analysis, computational tools, and problem-based learning into classrooms, with specific focus on students from groups historically underrepresented in STEM. The bill also mandates a National Academies study on implementation barriers and best practices for teaching modeling skills. Funding expires September 30, 2029.
HR 6634 would establish a refundable tax credit providing $667 per month for each child aged 2-4 who receives early childhood education and lives with the taxpayer. The credit would be reduced for households earning above 300% of the poverty line, with monthly advance payments made directly to eligible families rather than as a yearly tax refund. To qualify, children must be enrolled in an early childhood education program (including licensed private prekindergarten), receive care from the taxpayer, and meet specific residency requirements. The bill includes provisions to prevent fraud, coordinate with other government programs, and adjust payments for inflation starting in 2026, with the credit applying to taxable years beginning after December 31, 2025.
The 21st Century Dyslexia Act amends the Individuals with Disabilities Education Act (IDEA) to explicitly include dyslexia in the definition of specific learning disabilities and provide a clear definition of dyslexia as an unexpected difficulty in reading due to challenges in phonological processing. It requires schools to provide equal access to accommodations and services for all eligible students, including those from low-income families, low socioeconomic backgrounds, and limited English proficient students. This change ensures students with dyslexia are formally recognized under IDEA and that schools must consider these equity factors when determining eligibility and service provision. The bill does not alter existing eligibility criteria but clarifies definitions and mandates equitable access to support services.
HR 5173, the "No Social Media at School Act," requires social media companies to block access to their platforms on K-12 school campuses during regular school hours using geofencing technology. This applies to companies operating platforms that collect personal data for advertising or data sales, excluding educational tools, email services, and emergency alerts. The bill prohibits social media companies from needing to collect age data or implement age verification to comply. Enforcement is handled by the Federal Trade Commission and state attorneys general, who can sue to block violations or seek damages.
HR 5968, the Promoting Classical Learning Act of 2025, requires military service academies to accept scores from the Classic Learning Test (CLT) alongside the SAT or ACT for applicant admissions. It also mandates that Department of Defense Education Activity (DODEA) schools administer the CLT to all 11th graders. Additionally, the bill requires tribally controlled schools and Bureau of Indian Education (BIE)-operated schools to give the CLT to 11th graders. The bill directly affects applicants to military service academies and 11th-grade students in these specific federal school systems.
The Adjunct Faculty Loan Fairness Act of 2025 expands federal student loan forgiveness eligibility to include more adjunct faculty members. It amends the Higher Education Act to allow loan forgiveness for adjunct, contingent, or part-time faculty who teach at least 9 credit hours per semester (or equivalent weekly hours) at colleges, vocational schools, or Tribal Colleges, provided they are not full-time employees elsewhere. The bill directly affects non-tenured faculty in temporary teaching roles who meet these specific teaching hour requirements. This change modifies existing loan forgiveness criteria to explicitly include these faculty members under the Higher Education Act.
HR 5531, the Career and Technical Education Access Act, creates a voluntary federal grant program for states to establish, expand, or improve career and technical education (CTE) programs in public secondary schools. It directly affects students in underserved communities, rural areas, and opportunity youth by requiring states to align CTE programs with local job markets through workforce assessments and mandating industry partnerships, work-based learning, and automatic college credit transfer. Key mechanisms include competitive grants for building CTE facilities, developing online/hybrid programs, and creating CTE Pell Grants to cover costs for certifications, apprenticeships, and dual-enrollment courses. States must report annually on student outcomes like graduation rates, job placements, and credential attainment to ensure accountability.
SRES 107 is a non-binding Senate resolution supporting the designation of March 3-7, 2025, as "National Social and Emotional Learning Week." It recognizes social and emotional learning (SEL) - which helps students develop skills like self-awareness and relationship management - as critical for academic success, mental wellness, and long-term well-being for students, educators, and families. The resolution encourages expanding access to SEL programs and urges federal agencies to advance these initiatives. As a symbolic gesture, it does not create new laws or allocate funding but highlights research showing SEL improves student outcomes and reduces societal costs.
