Sponsors (3)
The bill funds a national learning-science center and state data-system upgrades to drive evidence-based education and better track outcomes, but it increases federal/state costs, concentrates research priorities, and heightens privacy and governance risks around linked student data.
Students, teachers, and schools gain access to a new national center that advances evidence-based learning science and brings research-based practices into classrooms and education policy.
State and local education agencies receive grants to build or modernize State Longitudinal Data Systems (SLDS), improving interoperability, reducing duplicate reporting, and lowering administrative burden over time.
Researchers, policymakers, and practitioners gain better linked education-to-workforce data to evaluate outcomes (e.g., postsecondary completion, labor-market success) and design more effective programs.
Linking extensive individual-level education and workforce data increases the risk of privacy breaches or misuse of sensitive student information.
Public release of disaggregated subgroup data could inadvertently expose small-group or personally identifiable information despite protections, harming vulnerable students.
States may face ongoing costs to operate and sustain upgraded SLDSs and may need to reallocate State/local budgets or make costly system changes to meet federal grant priorities and technical standards.
Based on analysis of 3 sections of legislative text.
Designates a new national center on the science of learning and development and reauthorizes competitive grants to build and improve statewide longitudinal education and workforce data systems.
Introduced December 4, 2025 by Suzanne Bonamici · Last progress December 4, 2025
Adds a new federally designated center focused on the “science of learning and development” and reauthorizes competitive grants to design, build, and improve statewide longitudinal data systems (SLDSs). The bill defines the science of learning and development as peer‑reviewed, cross‑disciplinary knowledge about how students learn, requires grant applications to describe integration of multiple education and workforce data sources, and allows the Department of Education to reserve planning grants and extend award periods for strong progress.