Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Adds a new Transition-to-Success Mentoring Program to the Elementary and Secondary Education Act. The Secretary of Education awards up to 5-year grants to LEAs or LEA–nonprofit partnerships to establish or expand school-based mentoring for at-risk middle school students transitioning to high school.
Left emphasizes equity, trauma-informed care, and inclusion benefits
Relative to its intended legislative type, this bill creates a well-specified statutory grant program within the Elementary and Secondary Education Act, with detailed programmatic definitions, required activities, and reporting metrics, but it omits appropriation/authorization language and several procedural and enforcement details necessary to fully operationalize the program without significant delegated rulemaking.
Adds a new Transition-to-Success Mentoring Program to the Elementary and Secondary Education Act.
The Secretary of Education awards up to 5-year grants to LEAs or LEA–nonprofit partnerships to establish or expand school-based mentoring for at-risk middle school students transitioning to high school.
Grants fund success coaches who develop individualized success plans, meet monthly with students, engage parents and school staff, provide college and career exploration, and require annual reporting and program evaluation.
Strong bipartisan appeal and clear administrative design increase prospects, but unspecified funding and need for appropriations reduce immediate enactment chances.
Relative to its intended legislative type, this bill creates a well-specified statutory grant program within the Elementary and Secondary Education Act, with detailed programmatic definitions, required activities, and reporting metrics, but it omits appropriation/authorization language and several procedural and enforcement details necessary to fully operationalize the program without significant delegated rulemaking.
Left emphasizes equity, trauma-informed care, and inclusion benefits
These are examples from the analysis, not a ranked list of the most-affected groups.
Left emphasizes equity, trauma-informed care, and inclusion benefits
Likely strongly supportive: the bill targets high-poverty, high-crime, rural, and high-need schools and funds supports for at-risk youth.
It emphasizes equity, trauma-informed training, inclusion for students with disabilities, and postsecondary and career pathways.
Generally supportive but pragmatic: the bill focuses on targeted interventions and evaluation, which appeals to incremental improvement.
Concerns will center on cost-effectiveness, measurable outcomes, and administrative burden on districts.
Mixed to somewhat skeptical: values mentoring and local partnerships but wary of a new federal grant program, ongoing reporting mandates, and potential federal oversight of local schools.
May prefer state or local solutions and private-sector-led initiatives.
Reached or meaningfully advanced
Reached or meaningfully advanced
Still ahead
Still ahead
Still ahead
Strong bipartisan appeal and clear administrative design increase prospects, but unspecified funding and need for appropriations reduce immediate enactment chances.
The bill has not accumulated any surfaced votes yet.
Left emphasizes equity, trauma-informed care, and inclusion benefits
Strong bipartisan appeal and clear administrative design increase prospects, but unspecified funding and need for appropriations reduce imm…
Relative to its intended legislative type, this bill creates a well-specified statutory grant program within the Elementary and Secondary Education Act, with detailed programmatic definitions, required activities, and r…
Go beyond the headline summary with full stakeholder mapping, legislative design analysis, passage barriers, and lens-by-lens tradeoff breakdowns.