To amend the Elementary and Secondary Education Act of 1965 to decrease the frequency of standardized tests administered to students in grades 3 through 12, and for other purposes.
Summary
What This Bill Does
The bill provides findings Congress finds the following: An overwhelming body of research evidence demonstrates that— standardized testing scores are highly correlated with the socioeconomic status of a student, provides sense of Congress relating to appropriate uses of summative assessments It is the sense of Congress that— to support a love of learning that fosters joy, curiosity, creativity, rigor, collaborative problem, and provides decreasing standardized testing frequency for students in grades 3 through 12 Section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. It relies on appropriations, reporting requirements, compliance mandates, and definition changes. The main policy areas are Education, Environment, Science & Space, and Housing.
Who Benefits and How
Educational institutions and students affected by the bill could gain revenue opportunities, Public beneficiaries or protected communities affected by the clause could face reduced risk, and Researchers and scientific institutions affected by the bill could gain revenue opportunities.
Who Bears the Burden and How
Federal, state, or local agencies responsible for implementing the clause would take on compliance duties, Educational institutions and students affected by the bill could lose revenue opportunities, and Researchers and scientific institutions affected by the bill could lose revenue opportunities.
Key Provisions
- Provides findings Congress finds the following: An overwhelming body of research evidence demonstrates that— standardized testing scores are highly correlated with the socioeconomic status of a student.
- Provides sense of Congress relating to appropriate uses of summative assessments It is the sense of Congress that— to support a love of learning that fosters joy, curiosity, creativity, rigor, collaborative problem...
- Provides decreasing standardized testing frequency for students in grades 3 through 12 Section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
- Provides establishing a taskforce to evaluate testing practices and to promote quality teaching There is established a taskforce within the National Center for Education Research to be known as the Taskforce to Evaluate...
- Provides expansion of innovative assessment demonstration authority Section 1204 of the Elementary and Secondary Education Act of 1965 is amended— in subsection (a)(1), by striking an annual and inserting a.
Evidence Chain:
This summary is generated from the full bill text using AI analysis. Expand "Detailed Analysis" below for identified beneficiaries/burden bearers with clause-level evidence links.
At a Glance
What This Bill Does
The bill provides findings Congress finds the following: An overwhelming body of research evidence demonstrates that— standardized testing scores are highly correlated with the socioeconomic status of a student, provides sense of Congress relating to appropriate uses of summative assessments It is the sense of Congress that— to support a love of learning that fosters joy, curiosity, creativity, rigor, collaborative problem, and provides decreasing standardized testing frequency for students in grades 3 through 12 Section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
Key Policy Areas
Education, Environment, Science & Space, Housing
Primary Purpose
The bill provides findings Congress finds the following: An overwhelming body of research evidence demonstrates that— standardized testing scores are highly correlated with the socioeconomic status of a student, provides sense of Congress relating to appropriate uses of summative assessments It is the sense of Congress that— to support a love of learning that fosters joy, curiosity, creativity, rigor, collaborative problem, and provides decreasing standardized testing frequency for students in grades 3 through 12 Section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
Policy Domains
Whole bill
Identified Gains
- Educational institutions and students affected by the bill
- Public beneficiaries or protected communities affected by the clause
- Researchers and scientific institutions affected by the bill
- Homeowners, tenants, or housing market participants affected by the bill
- Environmental and public health interests affected by the bill
Identified Costs
- Federal, state, or local agencies responsible for implementing the clause
- Educational institutions and students affected by the bill
- Researchers and scientific institutions affected by the bill
- Environmental and public health interests affected by the bill
Sponsors
Legislative Progress
IntroducedMr. Bowman (for himself, Ms. Wilson of Florida, Ms. Ocasio-Cortez, …
Impact analysis is available but no clear stakeholder effects identified. View clause-level analysis →
Bill Structure & Actor Mappings
Who is "The Secretary" in each section?
We use a combination of our own taxonomy and classification in addition to large language models to assess meaning and potential beneficiaries. High confidence means strong textual evidence. Always verify with the original bill text.
Learn more about our methodology