Referred to the Committee on Financial Services, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each ca…
The bill creates a competitive grant program at the Consumer Financial Protection Bureau to fund "centers of excellence" that develop, implement, and evaluate research-based financial literacy education for youth ages 8–24 and their families. Grants (minimum $27.5M, maximum $55M annually) fund curriculum, teacher professional development, outreach, student loan management programs, research, and evaluation through FY2029.
Liberals emphasize equity, evaluation, and asset-building benefits
Relative to its intended legislative type, this bill is a well‑scoped substantive authorization establishing a competitive grant program for youth financial literacy centers of excellence with concrete funding bands, defined activities, priority criteria, eligibility definitions, and reporting requirements.
The bill creates a competitive grant program at the Consumer Financial Protection Bureau to fund "centers of excellence" that develop, implement, and evaluate research-based financial literacy education for youth ages 8–24 and their families.
Grants (minimum $27.5M, maximum $55M annually) fund curriculum, teacher professional development, outreach, student loan management programs, research, and evaluation through FY2029.
Eligible applicants are partnerships of higher-education institutions, government agencies, nonprofits, financial institutions, or small organizations; the Director must set standards and report recipients annually to Congress.
Modest, popular policy area and built-in sunset help prospects, but requires appropriations and must clear Senate floor procedures; CFPB and federal-education questions add friction.
Relative to its intended legislative type, this bill is a well‑scoped substantive authorization establishing a competitive grant program for youth financial literacy centers of excellence with concrete funding bands, defined activities, priority criteria, eligibility definitions, and reporting requirements. It integrates cleanly into existing statutes and assigns clear implementing authority.
Liberals emphasize equity, evaluation, and asset-building benefits
These are examples from the analysis, not a ranked list of the most-affected groups.
Liberals emphasize equity, evaluation, and asset-building benefits
Likely strongly supportive: the bill funds evidence-based financial education aimed at disadvantaged youth and includes evaluation, cultural sensitivity, and asset-building priorities.
Supporters will view it as a targeted federal investment to reduce inequality, lower student loan default risk, and expand access to financial capability resources.
Generally favorable but cautious: supports improving financial literacy and evidence/testing, while wanting clear safeguards on cost, duplication, and industry influence.
Would push for measurable outcomes, coordination with states, and cost-effectiveness assessments.
Skeptical overall: supports financial literacy goals in principle but objects to expanding federal programmatic authority and bureaucracy.
Prefers state/local control or private-sector solutions and worries about long-term federal spending and potential industry capture of content.
Reached or meaningfully advanced
Reached or meaningfully advanced
Still ahead
Still ahead
Still ahead
Modest, popular policy area and built-in sunset help prospects, but requires appropriations and must clear Senate floor procedures; CFPB and federal-education questions add friction.
The bill has not accumulated any surfaced votes yet.
Liberals emphasize equity, evaluation, and asset-building benefits
Modest, popular policy area and built-in sunset help prospects, but requires appropriations and must clear Senate floor procedures; CFPB an…
Relative to its intended legislative type, this bill is a well‑scoped substantive authorization establishing a competitive grant program for youth financial literacy centers of excellence with concrete funding bands, de…
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