What Can the Education Community Expect in the 114th Congress?

By McDonald, Sister Dale | Momentum, Summer 2015 | Go to article overview

What Can the Education Community Expect in the 114th Congress?


McDonald, Sister Dale, Momentum


Ithough the Republicans hold the majority in both houses of Congress, there are few encouraging signs that the partisan gridlock that paralyzed the last Congress will yield to a balanced and bipartisan approach to passage of legislation affecting a range of issues - including education - in the new 114th Congress. Along with "divided government," in which one party holds the White House and the other Congress, there also is division within parties that has prevented legislation from moving to final votes. Some of the key education issues impacted by partisanship and intra-party differences are discussed here.

Elementary and Secondary Education Act (ESEA) reauthorization: After seven years of postponing reauthorization, a bipartisan ESEA reauthorization bill, Every Child Achieves Act of 2015, was passed unanimously by the Senate's Health, Education, Labor, and Pensions (HELP) Committee. It was a truly bipartisan effort on the part of the chair, Senator Lamar Alexander, and the ranking member Senator Patty Murray. They permitted 57 amendments to be proposed and 29 of them were approved, most of which were proposed by Democrats. The bill is headed to the Senate floor for additional debate early this summer.

Unfortunately, a similar bill did not go as well in the House. The Student Success Act (SSA), the proposed House version, is similar to the one passed by only Republican votes in the 113th Congress. It was voted out of committee again on a totally partisan basis. While SSA appeared to have enough Republican votes to pass the vote of the full House, the infighting among the Republicans about the extent of the "federal footprint" that some sought to reduce forced the leadership to pull the bill before it went down to defeat. A new vote has not been scheduled while the leadership continues to bolster support among Republicans. The president has indicated that he would veto the bill if it reaches his desk in its present form.

Most of the contentious issues in the bills refer to the federal role in testing and accountability measures, standards, portability of funds to follow students to other public schools and transferability of funds among titles. These do not directly impact private and religious schools. The provisions in both bills requiring the equitable participation of students and teachers in private schools are robust and will greatly enhance benefits for them. Private school representatives are working diligently to preserve the gains and ensure equity in amendments passed.

Student Privacy: A Student Digital Privacy and Parental Rights Act (H.R. 2092) was recently introduced into the House and referred to both the education and commerce committees for further action. The bill would prohibit third-party online services providers from using information they collect to target advertising to students, creating student profiles for other than school purposes or selling personally identifying information to other party. It would, however, allow the company to utilize the information to market their own products or develop new ones.

Student access to online sites often requires that personal identification, such as name, contact information (email or social media presences) or other familial data. Online sites and apps also make use of "persistent identifiers" that track frequency of usage over time as well as geolocations and audio and video recordings. The bill would require online providers to have "reasonable security procedures" to protect the confidentiality of data collected and would allow school officials, and in some cases parents, to request that student information be deleted.

The significant issues to be addressed in consideration of the bill will need to focus on safe and secure ways to allow student access to advanced learning technologies while protecting them from commercial exploitation and unsafe or unsavory activities. While Congress debates the merits of the bill, it is also essential that educators examine school policies and practices regarding selection, use and access to the websites and apps teachers use and recommend as part of their instruction and homework assignments. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

What Can the Education Community Expect in the 114th Congress?
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.