S.375 - Transition-to-Success Mentoring Act (119th Congress)
Summary
S.375, the Transition-to-Success Mentoring Act, aims to amend the Elementary and Secondary Education Act of 1965 by awarding grants to eligible entities. These grants would be used to establish, expand, or support school-based mentoring programs. The focus is on assisting at-risk middle school students in their transition to high school.
The bill prioritizes entities serving children in high-poverty, high-crime, or rural areas, and those providing postsecondary education preparation and career development opportunities. It also emphasizes the importance of long-term mentoring relationships and student involvement in program design.
The Act outlines specific uses of funds, including training for success coaches, recruitment and compensation of coaches, and youth engagement activities. It also includes reporting requirements for both grant recipients and the Secretary of Education to evaluate program success.
Expected Effects
The Act would likely increase the availability of mentoring programs for at-risk middle school students, potentially improving their academic performance and transition to high school. It could also lead to better preparation for postsecondary education and career opportunities.
Furthermore, the Act could improve social-emotional development and reduce dropout rates among participating students. The reporting requirements will provide data to assess the effectiveness of the mentoring programs and inform future policy decisions.
However, the actual impact will depend on the level of funding allocated and the effectiveness of the implemented programs.
Potential Benefits
- Improved academic performance and reduced dropout rates for at-risk middle school students.
- Enhanced preparation for postsecondary education and career opportunities.
- Increased social-emotional development and positive attitudes toward school.
- Stronger connections between students, mentors, schools, and families.
- Targeted support for students in high-poverty, high-crime, and rural areas.
Potential Disadvantages
- Potential for ineffective programs if implemented poorly or without adequate resources.
- Administrative burden associated with grant applications and reporting requirements.
- Possible inequities if some eligible entities are not able to access grant funding.
- Limited scope, focusing only on the transition from middle school to high school.
- Dependence on volunteer success coaches, which may be difficult to recruit and retain.
Constitutional Alignment
The bill aligns with the General Welfare Clause of the Constitution, as it aims to promote the well-being of at-risk students through educational support. Specifically, the bill amends the Elementary and Secondary Education Act of 1965, which has been historically used as a vehicle for the federal government to support education, an area traditionally handled by the states but now seen as a shared responsibility.
Furthermore, the Tenth Amendment reserves powers not delegated to the federal government to the states, but the spending clause allows Congress to allocate funds for programs that promote the general welfare, even in areas where it doesn't have direct regulatory authority. The bill does not appear to infringe upon any specific individual liberties or rights guaranteed by the Constitution or its amendments.
However, some may argue that the federal government's involvement in education should be limited, citing concerns about federal overreach into state and local affairs. The Act does not mandate specific curricula or educational standards, but rather provides funding for mentoring programs, which could be seen as a less intrusive form of federal involvement.
Impact Assessment: Things You Care About ⓘ
This action has been evaluated across 19 key areas that matter to you. Scores range from 1 (highly disadvantageous) to 5 (highly beneficial).