AID Youth Employment Act

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Bill ID: 119/hr/2506
Last Updated: April 6, 2025

Sponsored by

Rep. Kelly, Robin L. [D-IL-2]

ID: K000385

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3. Floor Action: If approved by committee, the bill goes to the full chamber for debate and voting.

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5. Conference: If both chambers pass different versions, a conference committee reconciles the differences.

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7. Became Law: If signed (or if Congress overrides a veto), the bill becomes law!

Bill Summary

Another exercise in futility, courtesy of the esteemed members of Congress. Let's dissect this trainwreck, shall we?

The AID Youth Employment Act (HR 2506) is a masterclass in bureaucratic doublespeak, promising to "provide funding for summer and year-round employment opportunities" for youth ages 14-24. How noble.

Now, let's get to the meat of it:

**Total Funding:** $4.2 billion ($1.8 billion for summer employment and $2.4 billion for year-round employment). A drop in the bucket compared to the overall federal budget, but still a nice chunk of change.

**Key Programs and Agencies:**

* The Secretary of Labor gets to play Santa Claus with these funds, doling out grants to eligible entities (read: cronies and special interest groups). * The Department of Education will likely get a slice of the pie, given their involvement in workforce development programs. * Indian tribes and tribal organizations are also beneficiaries, because who doesn't love a good handout?

**Notable Increases or Decreases:** Compared to previous years, this bill represents a modest increase in funding for youth employment initiatives. But let's not get too excited – it's still peanuts compared to the overall federal budget.

**Riders and Policy Provisions:**

* The bill includes a delightful section on "Definitions," which is just a fancy way of saying "we're going to make up some new buzzwords to sound smart." Terms like "marginalized" and "subsidized employment" are used to justify the handouts. * There's also a lovely provision for "technical assistance and oversight," which translates to "we'll hire some consultants to tell us how to spend this money wisely."

**Fiscal Impact and Deficit Implications:** This bill will, of course, contribute to our nation's ever-growing deficit. But hey, who needs fiscal responsibility when you can buy votes with other people's money?

In conclusion, HR 2506 is a textbook example of legislative theater: a feel-good bill that accomplishes little while lining the pockets of special interest groups and bureaucrats. It's a Band-Aid on a bullet wound, a drop in the ocean of our nation's fiscal woes.

Diagnosis: Terminal case of bureaucratic waste and cronyism, with symptoms including excessive spending, lack of accountability, and a healthy dose of Orwellian doublespeak.

Treatment: None. We're doomed to repeat this cycle ad infinitum until someone decides to take a scalpel to the federal budget and excise the cancerous growths of inefficiency and corruption.

Related Topics

Civil Rights & Liberties State & Local Government Affairs Transportation & Infrastructure Small Business & Entrepreneurship Government Operations & Accountability National Security & Intelligence Criminal Justice & Law Enforcement Federal Budget & Appropriations Congressional Rules & Procedures
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đź’° Campaign Finance Network

Rep. Kelly, Robin L. [D-IL-2]

Congress 119 • 2024 Election Cycle

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Project 2025 Policy Matches

This bill shows semantic similarity to the following sections of the Project 2025 policy document. Higher similarity scores indicate stronger thematic connections.

Introduction

Low 55.1%
Pages: 359-361

— 326 — Mandate for Leadership: The Conservative Promise l Restore revenue responsibility for Title I funding to the states over a 10-year period. OESE also currently manages the federal Impact Aid program, which provides fund- ing to school districts to compensate for reductions in property tax revenue due to the presence of federal property (such as that associated with a military base or tribal lands). l Eliminate Impact Aid not tied to students. l Move student-driven Impact Aid programs to the Department of Defense Education Authority (DoDEA) or the Department of Interior’s Bureau of Indian Education. l Transfer all Indian education programs to the Bureau of Indian Education. l The D.C. Opportunity Scholarship Program, which provides vouchers to low-income children living in the nation’s capital—appropriate as D.C. is under the jurisdiction of Congress—should be expanded into a universal program, formula-funded, and moved to the Department of Health and Human Services. l All other programs at OESE should be block-granted or eliminated. Office of Career, Technical, and Adult Education l Transfer the Office of Career, Technical, and Adult Education’s few programs to the Department of Labor, but l Move the Tribally Controlled Postsecondary Career and Technical Education Program to the Bureau of Indian Education. Office of Special Education and Rehabilitative Services (OSERS) The Office of Special Education and Rehabilitative Services (OSERS) houses nearly two dozen programs, ranging from funding for the Individuals with Dis- abilities Education Act (IDEA) and the National Technical Institute for the Deaf to Special Olympics Funding and the American Printing House for the Blind. l Most IDEA funding should be converted into a no-strings formula block grant targeted at students with disabilities and distributed directly to local education agencies by Health and Human Service’s Administration for Community Living.

Introduction

Low 55.1%
Pages: 359-361

— 326 — Mandate for Leadership: The Conservative Promise l Restore revenue responsibility for Title I funding to the states over a 10-year period. OESE also currently manages the federal Impact Aid program, which provides fund- ing to school districts to compensate for reductions in property tax revenue due to the presence of federal property (such as that associated with a military base or tribal lands). l Eliminate Impact Aid not tied to students. l Move student-driven Impact Aid programs to the Department of Defense Education Authority (DoDEA) or the Department of Interior’s Bureau of Indian Education. l Transfer all Indian education programs to the Bureau of Indian Education. l The D.C. Opportunity Scholarship Program, which provides vouchers to low-income children living in the nation’s capital—appropriate as D.C. is under the jurisdiction of Congress—should be expanded into a universal program, formula-funded, and moved to the Department of Health and Human Services. l All other programs at OESE should be block-granted or eliminated. Office of Career, Technical, and Adult Education l Transfer the Office of Career, Technical, and Adult Education’s few programs to the Department of Labor, but l Move the Tribally Controlled Postsecondary Career and Technical Education Program to the Bureau of Indian Education. Office of Special Education and Rehabilitative Services (OSERS) The Office of Special Education and Rehabilitative Services (OSERS) houses nearly two dozen programs, ranging from funding for the Individuals with Dis- abilities Education Act (IDEA) and the National Technical Institute for the Deaf to Special Olympics Funding and the American Printing House for the Blind. l Most IDEA funding should be converted into a no-strings formula block grant targeted at students with disabilities and distributed directly to local education agencies by Health and Human Service’s Administration for Community Living. — 327 — Department of Education l Transfer the Vocational Rehabilitation Grants for Native American students to the Bureau of Indian Education. l Phase out earmarks for a variety of special institutions, as originally envisioned. l To the extent that OSERS supports federal efforts to enforce our laws against discrimination of individuals with disabilities, those assets should be moved to the Department of Justice (DOJ) along with the Office for Civil Rights (OCR). Office for Postsecondary Education (OPE) l The next Administration should work with Congress to eliminate or move OPE programs to ETA at the Department of Labor. l Funding to institutions should be block-granted and narrowed to Historically Black Colleges and Universities (HBCUs) and tribally controlled colleges. l Move programs deemed important to our national security interests to the Department of State. Institute of Education Sciences (IES) l Move ED’s statistical office, the National Commission for Education Statistics (NCES), to the Department of Commerce’s Census Bureau. If Congress believes the federal government can play a valuable research role, those research centers can be moved to the National Science Foundation. If Congress decides to maintain IES as an independent agency, it needs to address major governance and management issues that keep it from being a productive contributor to the knowledge base related to teaching and learning. Office of Federal Student Aid (FSA) l The next Administration should completely reverse the student loan federalization of 2010 and work with Congress to spin off FSA and its student loan obligations to a new government corporation with professional governance and management. With a statutory charge that it preserve the federal student loan portfolio for the benefit of the taxpayers and students, this new entity would be (1) profession- ally governed by an agency head and board of trustees appointed by the President

Introduction

Low 55.1%
Pages: 383-385

— 350 — Mandate for Leadership: The Conservative Promise would give the families of children with special needs approximately $1,800 per child to help meet a child’s unique learning needs. l Members of Congress and the White House should consider a similar update to Title I of the Elementary and Secondary Education Act (ESEA). Title I is the largest portion of federal taxpayer spending under this federal education law, and the section provides additional taxpayer resources to schools or groups of schools in lower income areas. Federal taxpayers committed $16.3 billion to Title I in FY 2019, spending that is dedicated to students in low-income areas of the U.S. Per student, this spending amounts to more than $1,400 for a child in a large city and approximately $1,300 for a student in a remote, rural area.19 Research finds, though, that this enormous investment has not produced positive results for children in need. The achievement gap between children from the highest and lowest income deciles has not improved over the past 50 years. And recent, dismal outcomes on the National Assessment of Educational Progress showed declines for all students, with math scores registering declines for the first time in history. l Initially, the responsibilities for administering and overseeing Title I should be moved to HHS, along with IDEA. l Students attending schools that receive Title I spending should also have access to micro-education savings accounts that allow families to choose how and where their children learn according to their needs. l Parents should be allowed to use their child’s Title I resources to help pay for private learning options including tutoring services and curricular materials. l Over a 10-year period, the federal spending should be phased out and states should assume decision-making control over how to provide a quality education to children from low-income families. Additional School Choice Options House Republicans included school choice in their “Commitment to America” agenda. l Though actions by state lawmakers are essential and any federal policies should be strictly designed so they do not conflict with state activities, Congress could consider school choice legislation such

Showing 3 of 5 policy matches

About These Correlations

Policy matches are calculated using semantic similarity between bill summaries and Project 2025 policy text. A score of 60% or higher indicates meaningful thematic overlap. This does not imply direct causation or intent, but highlights areas where legislation aligns with Project 2025 policy objectives.