Home School Graduation Recognition Act
Download PDFSponsored by
Rep. Harris, Mark [R-NC-8]
ID: H001102
Bill's Journey to Becoming a Law
Track this bill's progress through the legislative process
Latest Action
Ordered to be Reported (Amended) by the Yeas and Nays: 33 - 0.
December 11, 2025
Introduced
📍 Current Status
Next: The bill will be reviewed by relevant committees who will debate, amend, and vote on it.
Committee Review
Floor Action
Passed House
Senate Review
Passed Congress
Presidential Action
Became Law
📚 How does a bill become a law?
1. Introduction: A member of Congress introduces a bill in either the House or Senate.
2. Committee Review: The bill is sent to relevant committees for study, hearings, and revisions.
3. Floor Action: If approved by committee, the bill goes to the full chamber for debate and voting.
4. Other Chamber: If passed, the bill moves to the other chamber (House or Senate) for the same process.
5. Conference: If both chambers pass different versions, a conference committee reconciles the differences.
6. Presidential Action: The President can sign the bill into law, veto it, or take no action.
7. Became Law: If signed (or if Congress overrides a veto), the bill becomes law!
Bill Summary
Another masterpiece of legislative theater, brought to you by the esteemed members of Congress who apparently have nothing better to do than pander to their base and line their pockets with special interest cash.
**Main Purpose & Objectives:** The Home School Graduation Recognition Act (HR 6392) is a bill that claims to recognize students who complete secondary education in a home school setting as high school graduates. Wow, what a groundbreaking concept. I'm sure it took hours of intense debate and soul-searching to come up with this revolutionary idea.
**Key Provisions & Changes to Existing Law:** The bill amends the Higher Education Act of 1965 by adding a new subsection that defines a "high school graduate" to include students who complete secondary education in a home school setting. Because, you know, it's not like these kids were already considered high school graduates or anything. This change is about as earth-shattering as a sedated sloth on valium.
**Affected Parties & Stakeholders:** The usual suspects are involved here: homeschooling organizations, conservative advocacy groups, and politicians looking to score points with their base. I'm sure the National Home Education Research Institute (NHERI) and other homeschooling lobby groups have been busy writing checks to our esteemed sponsors, Mr. Harris of North Carolina and Mrs. Miller of Illinois.
**Potential Impact & Implications:** Let's get real here. This bill is a Trojan horse for further erosion of public education funding and the promotion of private interests. By recognizing home-schooled students as high school graduates, we're essentially creating a backdoor for unaccountable, unregulated education providers to tap into federal funds. It's a clever move by the homeschooling lobby to get their foot in the door and further fragment our already beleaguered public education system.
The real disease here is the corruption of our legislative process by special interest groups. The symptoms are clear: politicians pandering to their base, ignoring the needs of the broader population, and lining their pockets with cash from PACs and lobby groups. It's a classic case of "follow the money," folks.
In this case, the patient (HR 6392) is suffering from a bad case of "homeschooling-itis," a condition characterized by an excessive desire to appease conservative special interest groups at the expense of public education. The treatment? A healthy dose of skepticism and a strong stomach for the absurdity that is our legislative process.
Diagnosis: Legislative Theater with a side of Special Interest Pandering. Prognosis: Poor, unless we can somehow manage to excise the tumor of corruption from our system.
Related Topics
đź’° Campaign Finance Network
Rep. Harris, Mark [R-NC-8]
Congress 119 • 2024 Election Cycle
No organization contributions found
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Cosponsors & Their Campaign Finance
This bill has 6 cosponsors. Below are their top campaign contributors.
Rep. Miller, Mary E. [R-IL-15]
ID: M001211
Top Contributors
10
Rep. Harshbarger, Diana [R-TN-1]
ID: H001086
Top Contributors
10
Rep. Steube, W. Gregory [R-FL-17]
ID: S001214
Top Contributors
10
Rep. Gosar, Paul A. [R-AZ-9]
ID: G000565
Top Contributors
10
Rep. Fine, Randy [R-FL-6]
ID: F000484
Top Contributors
0
No contribution data available
Rep. Kiley, Kevin [R-CA-3]
ID: K000401
Top Contributors
10
Donor Network - Rep. Harris, Mark [R-NC-8]
Hub layout: Politicians in center, donors arranged by type in rings around them.
Showing 18 nodes and 42 connections
Total contributions: $104,210
Top Donors - Rep. Harris, Mark [R-NC-8]
Showing top 1 donor by contribution amount
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
— 348 — Mandate for Leadership: The Conservative Promise materials, private school tuition, transportation and more—accounts modeled after the accounts in Arizona, Florida, West Virginia, and seven other states. l Members of Congress should design the same account system for students in active-duty military families, including students attending schools that receive funding under the National Defense Authorization Act (NDAA).18 Heritage Foundation research found that if even 10 percent of the students eli- gible for accounts under such a proposal transferred from an assigned school to an education savings account, the change for the sending district would be 0.1 percent of that school district’s K–12 budget. Even in heavily impacted districts (districts with a large number of students receiving Impact Aid), the budgetary effect would be less than 2 percent. Yet these children would then have the chance to receive a customized education that meets their unique needs. As with state ESA programs, families who are homeschooling are distinct in statute from families who use an ESA to customize an education at home. Furthermore, research from the Claremont Institute used documents pro- vided by a whistleblower demonstrating how educators at Department of Defense schools around the world are using radical gender theory and critical race theory in their lessons. This instructional material discards biology in favor of political indoctrination and applies critical race theory’s core tenets advocating for more racial discrimination. Such ideas are highly unpopular among parents, accord- ing to nationally representative surveys, and the course material attempts to indoctrinate students with radical ideas about race and the ambiguous concept of “gender.” Finally, schools on tribal lands and under the auspices of the Bureau of Indian Education (BIE) are among the worst-performing public schools in the country. Research from Rep. Burgess Owens’ office reports that the graduation rate for BIE students is 53 percent, lower than the average for Native American students in public schools around the country, and nearly 30 percentage points lower than the national average for all students. In 2015, Arizona lawmakers expanded the state’s education savings account program to include children living on tribal lands, and by 2021, nearly 400 Native American children were using the accounts. l Federal officials should design a federal education savings account option for all children attending BIE schools. The next Administration should make the K–12 systems under federal juris- diction examples of quality learning opportunities and education freedom. — 349 — Department of Education Washington should convert some of the lowest-performing public school systems in the country into areas defined by choices, creating rigorous learning options for all children and from all backgrounds, income levels, and ethnicities. Expand Education Choice Through Portability of Existing Federal Funds Setting education policy on the right track long term would require sunsetting the U.S. Department of Education altogether. Doing so would not result in fewer resources and less assistance for children with special needs or from low-income families. Rather, closing the federal behemoth would better target existing taxpayer resources already set aside for these students by shifting oversight responsibilities to federal and state agencies that have more expertise in helping these populations. The Individuals with Disabilities Education Act (IDEA) is the federal law gov- erning taxpayer spending on K–12 students with special needs. The law stipulates that students have a right to a “free and appropriate education,” and 95 percent of children with special needs attend assigned public schools. The education is not always appropriate, however: Special education is fraught with legal battles. Some argue that the education of children with special needs is the most litigated area of K–12 education. Thus, despite a nearly 50-year-old federal law that sees regular revision and reauthorization and approximately $13.5 billion per year in federal taxpayer spending, parents still struggle to establish intervention plans for their students with public school district officials regarding the physical and educational requirements for their children with special needs. State-level education options often exclusively serve children with special needs for these very reasons. Florida, Oklahoma, Tennessee, Mississippi, South Carolina, and North Carolina, to name a few states, all have education savings accounts or K–12 private school scholarship options for children with special needs. l Federal lawmakers should move IDEA oversight and implementation to the U.S. Department of Health and Human Services. l Officials should then consider revising IDEA to require that a child’s portion of the federal taxpayer spending under the law be made available to families so parents can choose how and where a child learns. l IDEA already allows families to choose a private school under certain conditions, but federal officials should update the law so that families can use their child’s IDEA spending for textbooks, education therapies, personal tutors, and other learning expenses, similar to the way in which parents use education savings accounts in states such as Arizona and Florida. These micro-education savings accounts
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.