Sponsors
The bill reduces statutory duplication and simplifies grant authority for state education agencies, easing administration, but it repeals or restructures assessment-related statutory provisions without clear funding or transition rules—creating uncertainty that could reduce or delay assessment support, especially for low-income students.
State education agencies and local school districts will have a single, consolidated statutory grant authority and fewer duplicative provisions, simplifying administration and reducing compliance burden for state governments, districts, and schools.
Students—particularly low-income students—could face delayed or reduced support for state assessment systems used to identify achievement gaps if the statutory basis for assessment grants is repealed or moved.
State education agencies and local districts may face funding and implementation uncertainty because repealing and consolidating parts of current law removes explicit statutory authority for some assessment grants and the bill does not specify transition rules or funding to preserve existing supports.
Local schools and educators may experience short-term administrative and operational disruption during the transition as existing grant relationships, reporting, or compliance practices are restructured without explicit transition guidance.
Based on analysis of 2 sections of legislative text.
Introduced January 3, 2025 by Andrew S. Biggs · Last progress January 3, 2025
Rewrites large parts of Title I of the Elementary and Secondary Education Act by replacing the current text of Title I Part A with new language establishing "State educational agency grants to eligible children," and repeals Title I Part B (the former State assessment grants). It also makes conforming edits to related statutory language but does not specify funding levels, new program dollar amounts, or an explicit effective date in the text provided. The change alters the statutory structure that governs federal K–12 Title I programs and state assessment grants. Because the text shown here contains structural and definitional changes without appropriation amounts or implementation details, the practical effects would depend on subsequent regulations, guidance, or appropriations actions to put any new program design into operation.