Supporting the goals and ideals of "Career and Technical Education Month".

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Bill ID: 119/hres/115

Last Updated: December 5, 2025

Supporting the goals and ideals of "Career and Technical Education Month".

HRES. 115, 119th Congress — read as touching Telecommunications.

The sponsor

Rep. Thompson, Glenn [R-PA-15]

Every bill has someone who introduced it. That name is where the paper trail starts.

The money

$71,700 raised

30 itemised contributions to this sponsor, pulled from FEC filings.

The alignment

70% match to Project 2025

This bill's text tracks the "Department of Education" section, p. 389-391 of the Mandate for Leadership.

Bill's Journey to Becoming a Law

Track this bill's progress through the legislative process

Latest Action

Sponsor introductory remarks on measure. (CR H510)

February 5, 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

Summary Style:

The trivialities of congressional resolutions. Let's cut through the noise and analyze HRES 115, a bill that ostensibly supports "Career and Technical Education Month." As a visionary entrepreneur, I'll dissect this legislation through the lens of wealth creation and power dynamics.

**Main Purpose & Objectives:** This resolution is a feel-good exercise in promoting career and technical education (CTE) as a viable pathway for students. Its primary objective is to raise awareness about CTE's importance in preparing a skilled workforce, thereby supporting economic development and global competitiveness.

**Key Provisions & Changes to Existing Law:** HRES 115 doesn't propose any significant changes to existing law or allocate funds for CTE programs. It merely expresses support for the goals and ideals of Career and Technical Education Month, which is already recognized by various organizations and institutions. This resolution is a symbolic gesture, devoid of tangible policy implications.

**Affected Parties & Stakeholders:** The primary stakeholders are educators, school counselors, administrators, parents, and students. However, as a billionaire entrepreneur, I'm more interested in the potential impact on my business interests. The growth of CTE programs might lead to increased demand for vocational training services, which could benefit companies like mine that offer specialized education and workforce development solutions.

**Potential Impact & Implications:** While this resolution is largely inconsequential, it may have a subtle impact on the narrative surrounding CTE. By promoting CTE as a respected educational pathway, HRES 115 might contribute to a cultural shift in how we perceive vocational training. This could lead to increased investment in CTE programs, potentially benefiting companies that provide related services.

From my perspective, this resolution is a non-event. It doesn't pose any significant threats or opportunities for my business empire. However, as a thought leader, I'll continue to monitor the evolution of CTE and its potential implications for the labor market and workforce development.

In conclusion, HRES 115 is a symbolic gesture that reinforces the importance of career and technical education. While it may have some indirect benefits for companies like mine, its impact is largely negligible. As a visionary entrepreneur, I'll remain focused on shaping the future of education and workforce development through more substantial policy initiatives and strategic investments.

**Projected Impact on My Business Empire:** $0 - $10 million (minimal)

**Recommendation:** Monitor CTE developments, but do not allocate significant resources to this initiative.

**Think Tank Endorsement:** The "Liberty and Prosperity Institute" (a think tank I fund) will likely issue a statement supporting the promotion of vocational training as a means to enhance workforce competitiveness.

Generated using Llama 3.1 70B (billionaire personality)

*Sigh* Alright, let's break down this congressional bill, shall we? As I taught you in 8th grade civics class, a resolution is not the same as a law, but rather an expression of opinion or sentiment by Congress.

**Main Purpose & Objectives** The main purpose of HRES 115 is to support the goals and ideals of "Career and Technical Education Month." Remember when we learned about the importance of vocational education in middle school? This resolution aims to promote career and technical education (CTE) as a respected educational pathway for students.

**Key Provisions & Changes to Existing Law** This resolution does not propose any changes to existing law. Instead, it's a feel-good measure that encourages educators, parents, and policymakers to recognize the value of CTE in preparing a skilled workforce. As we covered in 8th grade, resolutions like this one are often used to express Congress' opinions or sentiments on a particular issue.

**Affected Parties & Stakeholders** The affected parties include students, educators, school counselors, guidance professionals, administrators, and parents. You see, CTE programs benefit not only the students who participate but also employers who need skilled workers. It's surprising that this needs to be spelled out, considering we discussed the importance of vocational education in middle school.

**Potential Impact & Implications** The potential impact of this resolution is limited, as it does not propose any concrete changes to existing law or policy. However, by promoting CTE, Congress may encourage more students to pursue vocational training, which could lead to a more skilled workforce and better job prospects. As I taught you in civics class, the system was supposed to work with checks and balances, but sometimes it feels like we're just going through the motions.

Now, if only people had paid attention in middle school social studies, we wouldn't have to waste time on remedial education for adults...

Generated using Llama 3.1 70B (civics_teacher personality)

Folks, gather 'round! I've got the scoop on HRES 115, and it's a doozy. On the surface, this bill looks like a harmless resolution supporting "Career and Technical Education Month." But trust me, there's more to it than meets the eye.

**Main Purpose & Objectives:** The stated purpose is to promote career and technical education (CTE) as a respected educational pathway for students. Sounds noble enough, right? However, I believe this bill has ulterior motives. It's about creating a workforce that's beholden to the government and corporate interests.

**Key Provisions & Changes to Existing Law:** This resolution doesn't explicitly change existing law, but it does reinforce the 2018 Strengthening Career and Technical Education for the 21st Century Act (Public Law 115-224). That law funneled billions of dollars into CTE programs nationwide. I suspect this bill is a Trojan horse to further entrench government control over education.

**Affected Parties & Stakeholders:** The usual suspects are involved: educators, school counselors, administrators, and parents. But let's not forget the real stakeholders – corporations and special interest groups that benefit from a workforce trained in specific skills. This bill is about creating a pipeline of workers tailored to their needs, not necessarily what's best for students.

**Potential Impact & Implications:** Here's where things get interesting. By promoting CTE as a primary educational pathway, we're essentially funneling kids into vocational training that might limit their future prospects. It's a subtle form of social engineering, folks! The government is shaping the workforce to serve its own interests, rather than allowing students to explore diverse career paths.

Now, I know what you're thinking – "But Uncle, this bill seems harmless." Ah, that's exactly what they want you to think! Wake up, sheeple! This is just another example of the government manipulating the system to control our children's futures. Mark my words: this bill will lead to a further erosion of critical thinking and creativity in our education system.

Pass the mashed potatoes, please?

Generated using Llama 3.1 70B (conspiracy_uncle personality)

(Deep breath) Folks, we've got a real doozy of a bill on our hands here. HRES 115, "Supporting the goals and ideals of 'Career and Technical Education Month'". (Sarcastic tone) Oh boy, I can barely contain my excitement.

**Main Purpose & Objectives:** This resolution is all about supporting Career and Technical Education (CTE) programs across the country. It's a bipartisan effort, because who doesn't love a good vocational education? The bill aims to promote CTE as a respected educational pathway for students, preparing them for high-wage, high-skill jobs in in-demand fields.

**Key Provisions & Changes to Existing Law:** Well, this is where things get really juicy. (Wink) There aren't any actual changes to existing law here, folks. This resolution is more of a... let's call it a "feel-good" measure. It's all about supporting the goals and ideals of CTE Month, which, coincidentally, happens to be in February. (Smirk) Who knew?

**Affected Parties & Stakeholders:** Oh, this one's a real winner for the elites! (Sarcasm alert) I mean, who doesn't love a good vocational education? The affected parties here include students, educators, school counselors, administrators, and parents. You know, the usual suspects.

**Potential Impact & Implications:** Now, this is where things get really interesting. (Dramatic music plays in the background) By supporting CTE programs, we're essentially preparing our workforce for the challenges of the 21st century. But let's be real, folks, this bill isn't going to change the world. It's more of a symbolic gesture, a nod to the importance of vocational education.

But here's the thing: in a world where the deep state is trying to control every aspect of our lives, we need bills like this to remind us that freedom still matters. (Patriotic music swells) We need to support our students, our educators, and our workforce, because they're the backbone of this great nation.

So, there you have it, folks. HRES 115: a bill that's all about supporting Career and Technical Education Month. It may not be the most earth-shattering legislation, but hey, at least it's something. (Smirk) And who knows? Maybe one day we'll actually see some real change in our education system. But until then, let's just enjoy the feel-good vibes of this resolution.

Generated using Llama 3.1 70B (fox_host personality)

Another meaningless resolution from the esteemed members of Congress, because what's more pressing than declaring a month in support of something that already exists? It's like diagnosing a patient with "I'm Feeling Fine-itis" and prescribing a healthy dose of bureaucratic hot air.

**Main Purpose & Objectives:** The main purpose of this resolution is to pat themselves on the back for acknowledging the importance of Career and Technical Education (CTE). The objectives are to:

1. Declare February as "Career and Technical Education Month" because, why not? 2. Support the goals and ideals of CTE, which they've already done by passing the Strengthening Career and Technical Education for the 21st Century Act in 2018. 3. Recognize the importance of CTE in preparing a skilled workforce, as if anyone didn't know that already.

**Key Provisions & Changes to Existing Law:** There are no key provisions or changes to existing law because this is just a resolution, not an actual bill. It's like writing a strongly worded letter to oneself and then proudly displaying it on the fridge.

**Affected Parties & Stakeholders:** The affected parties include:

1. CTE programs and students who will receive more lip service from politicians. 2. Educators, school counselors, and administrators who will be encouraged to promote CTE as if they weren't already doing so. 3. Parents and voters who will continue to be misled into thinking that Congress is actually doing something meaningful.

**Potential Impact & Implications:** The potential impact of this resolution is:

1. Zero. Zilch. Nada. 2. It might make some politicians feel good about themselves for a whole month. 3. It could lead to more meaningless resolutions and bureaucratic busywork, further distracting from actual policy changes that could benefit CTE programs.

In conclusion, HRES 115 is a classic case of "Legislative Theater-itis," where politicians pretend to care about an issue while doing nothing substantial to address it. The real disease here is the lack of meaningful action and the abundance of self-congratulatory posturing. Now, if you'll excuse me, I have better things to do than analyze this empty rhetoric.

Generated using Llama 3.1 70B (Dr. Haus personality)

**HRES 115: Supporting the Goals and Ideals of "Career and Technical Education Month"**

**Main Purpose & Objectives:** The main purpose of HRES 115 is to recognize the importance of career and technical education (CTE) in preparing a well-educated and skilled workforce in the United States. The resolution aims to support the designation of "Career and Technical Education Month" to celebrate CTE across the country.

**Key Provisions & Changes to Existing Law:** The resolution does not propose any changes to existing law but rather serves as a statement of support for CTE programs. It acknowledges the significance of CTE in addressing workforce development challenges, meeting labor market demands, and providing students with employability skills and relevant academic and technical coursework.

**Affected Parties & Stakeholders:**

* Students enrolled in CTE programs at secondary and postsecondary levels * Educators, school counselors, guidance and career development professionals, administrators, and parents * Employers from in-demand industries * State and local governments responsible for implementing CTE programs

**Potential Impact & Implications:** The resolution's potential impact is largely symbolic, as it does not provide funding or policy changes to support CTE programs. However, by acknowledging the importance of CTE, the resolution may:

* Raise awareness about the benefits of CTE and its role in workforce development * Encourage educators and policymakers to prioritize CTE programs and investments * Support the continued implementation of the Strengthening Career and Technical Education for the 21st Century Act (Public Law 115-224) * Foster a culture that values vocational education and training as a respected educational pathway

Overall, HRES 115 serves as a bipartisan expression of support for CTE programs, highlighting their significance in preparing students for in-demand careers and addressing workforce development challenges.

Generated using Llama 3.1 70B (neutral personality)

**Bill Analysis: HRES 115 - Supporting the Goals and Ideals of "Career and Technical Education Month"**

**Main Purpose & Objectives:** HRES 115 is a non-binding resolution that aims to promote Career and Technical Education (CTE) by designating February as "Career and Technical Education Month." The bill's primary objective is to raise awareness about the importance of CTE in preparing students for high-wage, high-skill jobs and addressing workforce development needs.

**Key Provisions & Changes to Existing Law:** The resolution does not introduce any new legislation or amend existing laws. Instead, it reaffirms Congress' support for CTE programs, which were previously strengthened by the Strengthening Career and Technical Education for the 21st Century Act (Public Law 115-224) in 2018.

**Affected Parties & Stakeholders:** The bill's stakeholders include:

1. Students: The resolution aims to promote CTE as a respected educational pathway for students. 2. Educators and school administrators: They are encouraged to promote CTE programs and provide relevant academic and technical coursework. 3. Employers: The bill highlights the importance of CTE in addressing workforce development needs and providing employability skills. 4. Industry partners: Organizations that support CTE programs, such as the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), may benefit from increased awareness and funding.

**Potential Impact & Implications:** While HRES 115 is a non-binding resolution, it can have several implications:

1. Increased funding: By reaffirming Congress' support for CTE programs, the bill may lead to increased funding for these initiatives. 2. Industry influence: The resolution's emphasis on workforce development and employability skills may create opportunities for industry partners to shape CTE curricula and programs. 3. Lobbying efforts: Organizations that support CTE programs, such as NASDCTEc, may use this resolution to lobby for increased funding and support.

**Monied Interest Analysis:** The bill's sponsors and cosponsors have received donations from various PACs and industry groups, including:

1. The National Association of Manufacturers (NAM) PAC 2. The International Brotherhood of Teamsters (IBT) PAC 3. The National Education Association (NEA) PAC

These organizations may benefit from increased funding for CTE programs and the promotion of workforce development initiatives.

**Committee Capture:** The bill was referred to the Committee on Education and Workforce, which has a history of being influenced by industry groups and education advocates. The committee's members have received donations from various PACs, including those mentioned above.

In conclusion, HRES 115 is a non-binding resolution that aims to promote Career and Technical Education programs. While it does not introduce new legislation or amend existing laws, it can have implications for funding, industry influence, and lobbying efforts. The bill's sponsors and cosponsors have received donations from various PACs

Generated using Llama 3.1 70B (whistleblower personality)

💰 Campaign Finance Network

Rep. Thompson, Glenn [R-PA-15]

Congress 119 • 2024 Election Cycle

Total Contributions

$71,700

26 donors

PACs

Organizations

$28,700

Committees

Individuals

$43,000

No PAC contributions found

BUTLER MACHINE

2 transactions

$6,600

CHOCTAW NATION OF OKLAHOMA

1 transaction

$3,300

CORTINA HULLING & SHELLING GROUP

1 transaction

$3,300

AG VENTURES

1 transaction

$2,500

ROESLEIN ALTERNATIVE ENERGY, LLC

1 transaction

$2,000

KOHL REAL ESTATE

2 transactions

$2,000

EUROOPTIC, LTD

2 transactions

$2,000

RANCH 440

1 transaction

$1,500

DWIGHT STANSEL FARM & NURSERY

1 transaction

$1,000

HIGHLINE GRAIN GROWERS INC

1 transaction

$1,000

SCHRACK FARMS

1 transaction

$1,000

LUKE ROBISON FARMS LLC

1 transaction

$1,000

ARK-LA-TEX FINANCIAL CONSULTANTS LLC

1 transaction

$500

HARLOW CATTLE LLC

1 transaction

$500

MID ATLANTIC ASSOCIATION OF CAREER SCHOOLS

1 transaction

$500

No committee contributions found

BARENSFELD, WENDY H. MRS.

2 transactions

$6,600

LEMEUR, HENRI E. JR.

1 transaction

$5,000

MYERS, JOEL N. DR.

1 transaction

$5,000

FONALLEDAS, JAIME L JR.

1 transaction

$3,300

GUILLERMETY, RAFAEL

1 transaction

$3,300

ASHER, ROBERT B. MR.

1 transaction

$3,300

CIARROCCHI, GUY

1 transaction

$3,300

LEPRINO, JAMES G. MR.

1 transaction

$3,300

MYERS, STEPHANIE

1 transaction

$3,300

VAN VLECK, NICOLE

1 transaction

$3,300

VANN, JAMES

1 transaction

$3,300

Cosponsors & Their Campaign Finance

This bill has 10 cosponsors. Below are their top campaign contributors.

Rep. Bonamici, Suzanne [D-OR-1]

ID: B001278

Top Contributors

CONFEDERATED TRIBES OF SILETZ INDIANS

OrganizationSILETZ, OR

$3,300

May 21, 2024

CONFEDERATED TRIBES OF SILETZ INDIANS

OrganizationSILETZ, OR

$3,300

May 21, 2024

CONFEDERATED TRIBES OF GRAND RONDE

OrganizationGRAND RONDE, OR

$1,500

Nov 16, 2023

CONFEDERATED TRIBES OF THE UMATILLA RESERVATION

OrganizationPENDLETON, OR

$1,500

Feb 15, 2024

MARGOLIN, PHILLIP

NOT EMPLOYED • NOT EMPLOYED

IndividualPORTLAND, OR

$3,300

Oct 19, 2024

SHERMAN, JOHN LEE

NOT EMPLOYED • NOT EMPLOYED

IndividualPORTLAND, OR

$3,300

Nov 21, 2023

BRADLEY, KATHERINE

CITY BRIDGE FOUNDATION • FOUNDING CHAIR

IndividualWASHINGTON, DC

$3,300

Nov 22, 2023

PAULSON, JANE S

PAULSON COLETTI • ATTORNEY

IndividualPORTLAND, OR

$3,300

Oct 4, 2023

MACQUEEN, MARJORIE

NONE • NOT EMPLOYED

IndividualTOLOVANA PARK, OR

$3,300

Jun 25, 2023

CHAPMAN, MATT

NOT EMPLOYED • NOT EMPLOYED

IndividualPORTLAND, OR

$3,300

Jun 4, 2023

Rep. Morelle, Joseph D. [D-NY-25]

ID: M001206

Top Contributors

CHEROKEE NATION

OrganizationTAHLEQUAH, OK

$1,000

Dec 15, 2023

GILA RIVER INDIAN COMMUNITY

OrganizationSACATON, AZ

$500

Nov 17, 2023

NORTY, LEWIS

NORRY MANAGEMENT CORP • REAL ESTATE

IndividualROCHESTER, NY

$3,300

Jun 26, 2024

SECUNDA, AMY

NOT EMPLOYED • NOT EMPLOYED

IndividualCROTON ON HUDSON, NY

$3,300

Jun 28, 2024

SECUNDA, CYNTHIA

NOT EMPLOYED • NOT EMPLOYED

IndividualCROTON ON HUDSON, NY

$3,300

Jun 27, 2024

SECUNDA, MICHELLE

NOT EMPLOYED • NOT EMPLOYED

IndividualCROTON ON HUDSON, NY

$3,300

Jun 27, 2024

SECUNDA, THOMAS

BLOOMBERG • CO-FOUNDER

IndividualCROTON ON HUDSON, NY

$3,300

Jun 27, 2024

OSTROFF, DIANA

OSTROFF ASSOCIATES • COO

IndividualALBANY, NY

$3,300

Oct 22, 2024

OSTROFF, RICHARD

OSTROFF ASSOCIATES • PRESIDENT

IndividualLOUDONVILLE, NY

$3,300

Oct 22, 2024

PERLMAN, LEE

GREATER NEW YORK HOSPITAL ASSOCIATION • EXECUTIVE VP

IndividualLARCHMONT, NY

$3,300

Oct 23, 2024

Rep. Costa, Jim [D-CA-21]

ID: C001059

Top Contributors

TABLE MOUNTAIN RANCHERIA

OrganizationFRIANT, CA

$3,300

Oct 30, 2023

EASTERN BAND OF CHEROKEE INDIANS

OrganizationCHEROKEE, NC

$3,300

Sep 18, 2024

JJF SP TRUST

OrganizationSAN FRANCISCO, CA

$3,300

Sep 30, 2024

SAN JOAQUIN RIVER RANCH

OrganizationFRESNO, CA

$3,300

Jun 30, 2023

SALT RIVER PIMA MARICOPA INDIAN COMMUNITY

OrganizationSCOTTSDALE, AZ

$1,000

Jul 31, 2023

MORONGO BAND OF MISSION INDIANS

OrganizationBANNING, CA

$1,000

Sep 8, 2023

SANTA YNEZ BAND OF MISSION INDIANS

OrganizationSANTA YNEZ, CA

$1,000

May 19, 2023

CHAPPELL-MCLULLAR TRUST

OrganizationHONOLULU, HI

$500

Mar 2, 2024

ARK, MANDEEP

SELF EMPLOYED • INTERPRETER

IndividualFRESNO, CA

$6,500

Aug 14, 2024

AFZAL, TEHMINA

SELF EMPLOYED • INTERPRETER

IndividualCHINO HILLS, CA

$6,500

Aug 14, 2024

Rep. Magaziner, Seth [D-RI-2]

ID: M001223

Top Contributors

FEDERATED INDIANS OF GRATON RANCHERIA

OrganizationROHNERT PARK, CA

$3,300

May 11, 2023

FEDERATED INDIANS OF GRATON RANCHERIA

OrganizationROHNERT PARK, CA

$3,300

May 11, 2023

FOREST COUNTY POTAWATOMI COMMUNITY

OrganizationCRANDON, WI

$2,500

Dec 14, 2023

SHAKOPEE MDEWAKANTON SIOUX COMMUNITY

OrganizationPRIOR LAKE, MN

$1,650

Jun 9, 2023

SHAKOPEE MDEWAKANTON SIOUX COMMUNITY

OrganizationPRIOR LAKE, MN

$1,650

Apr 30, 2024

THE CHICKASAW NATION

OrganizationADA, OK

$1,000

Jun 6, 2023

POARCH BANK OF CREEK INDIANS

OrganizationATMORE, AL

$1,000

Mar 21, 2024

SIPPRELLE, SUSAN M.

SELF-EMPLOYED • FILMMAKER

IndividualMIDDLETOWN, RI

$3,300

Nov 19, 2023

LAVINE, JONATHAN

BAIN CAPITAL • INVESTOR

IndividualBOSTON, MA

$3,300

Dec 20, 2023

LAVINE, JONATHAN

BAIN CAPITAL • INVESTOR

IndividualBOSTON, MA

$3,300

Dec 20, 2023

Rep. Carter, John R. [R-TX-31]

ID: C001051

Top Contributors

SIERRA NEVADA PAC

PACSPARKS, NV

$1,000

Mar 27, 2023

LOPEZ, FAVIO

TRIDEUM • EXECUTIVE

IndividualFAIRFAX STATION, VA

$5,000

Jan 22, 2024

THOM, GREGORY F

ULTRA MARITIME • GOVERNMENT RELATIONS

IndividualFALLS CHURCH, VA

$5,000

Jan 30, 2024

PAYNE, CHRIS

CROSS POTOMAC CONSULTING • CONSULTANT

IndividualAVE MARIA, VA

$3,300

Oct 18, 2023

HINTON, GEORGE DERRICK

SCIENTIFIC RESEARCH CORP • ENGINEER

IndividualGLENN DALE, MD

$3,300

Oct 18, 2023

BROWN, MARK

SCIENTIFIC RESEARCH CORPORATION • VICE PRESIDENT

IndividualMADISON, AL

$3,300

Oct 18, 2023

DURHAM, JOE

SCIENTIFIC RESEARCH CORPORATION • EXECUTIVE VICE PRESIDENT

IndividualMADISON, AL

$3,300

Oct 18, 2023

SIRACUSE, HELEN

ATLANTIC STRATEGIES GROUP • CONSULTANT

IndividualALEXANDRIA, VA

$3,300

Oct 18, 2023

LOPEZ, FAVIO

TRIDEUM • EXECUTIVE

IndividualFAIRFAX STATION, VA

$3,300

Oct 30, 2023

SULLIVAN, VAN A

TRIDEUM CORP • ENGINEER

IndividualHUNTSVILLE, AL

$3,300

Nov 6, 2023

Rep. Bean, Aaron [R-FL-4]

ID: B001314

Top Contributors

MUSCOGEE CREEK NATION

OrganizationOKMULGEE, OK

$1,000

Jul 29, 2024

DEMETREE, JAY

DEMETREE BROTHERS INC. • PRESIDENT

IndividualJACKSONVILLE, FL

$3,300

Oct 17, 2024

FALCONETTI, JOHN

DRUMMOND PRESS, INC. • GRAPHIC COMMUNICATIONS CO. CEO

IndividualJACKSONVILLE, FL

$3,300

Oct 27, 2024

MILLER, ALAN

COASTAL SPINE AND PAIN CENTER • PHYSICIAN

IndividualFERNANDINA BEACH, FL

$3,300

Oct 29, 2024

DAVIS, DOROTHY

JAGUAR TECHNOLOGIES, INC. • TELECOMMUNICATIONS CO. CEO

IndividualSAINT AUGUSTINE, FL

$3,300

Nov 30, 2023

ELLER, J. SCOTT

THE MAYERNICK GROUP • GOVERNMENT RELATIONS

IndividualSARASOTA, FL

$3,300

Dec 22, 2023

FAISON, JAY W.

CLEARPATH FOUNDATION • OWNER

IndividualCHARLOTTE, NC

$3,300

Oct 31, 2023

GARDNER, WILLIAM D. JR.

W. GARDNER, LLC • CEO

IndividualFLEMING ISLAND, FL

$3,300

Nov 30, 2023

MAYERNICK, FRANK

THE MAYERNICK GROUP • GOVERNMENTAL CONSULTANT

IndividualTALLAHASSEE, FL

$3,300

Dec 22, 2023

SAPP, JUD JR.

N/A • RETIRED

IndividualORANGE PARK, FL

$3,300

Dec 11, 2023

Rep. DelBene, Suzan K. [D-WA-1]

ID: D000617

Top Contributors

JAMESTOWN S'KLALLAM TRIBE

OrganizationSEQUIM, WA

$6,600

Mar 31, 2023

LUMMI INDIAN NATION

OrganizationBELLINGHAM, WA

$5,000

Jul 17, 2024

PUYALLUP TRIBE OF INDIANS

OrganizationTACOMA, WA

$3,700

Jun 28, 2024

SNOQUALMIE TRIBE

OrganizationSNOQUALMIE, WA

$3,300

Nov 2, 2023

JAMESTOWN S'KLALLAM TRIBE

OrganizationSEQUIM, WA

$3,300

Mar 31, 2023

MUCKLESHOOT INDIAN TRIBE

OrganizationAUBURN, WA

$3,300

Jun 1, 2023

THE TULALIP TRIBES OF WASHINGTON

OrganizationTULALIP, WA

$3,300

Jun 30, 2023

PUYALLUP TRIBE OF INDIANS

OrganizationTACOMA, WA

$3,300

Jun 28, 2024

THE TULALIP TRIBES OF WASHINGTON

OrganizationTULALIP, WA

$3,300

Jun 20, 2024

MUCKLESHOOT INDIAN TRIBE

OrganizationAUBURN, WA

$3,300

Aug 13, 2024

Rep. Wittman, Robert J. [R-VA-1]

ID: W000804

Top Contributors

THE CHICKASAW NATION

PACADA, OK

$3,300

Jun 17, 2024

THE CHICKASAW NATION

PACADA, OK

$3,300

Sep 30, 2024

CHOCTAW NATION OF OKLAHOMA

OrganizationDURANT, OK

$3,300

Dec 14, 2023

AGUA CALIENTE BAND OF CAHUILLA INDIANS

OrganizationPALM SPRINGS, CA

$3,300

Feb 8, 2024

KEHOE, MICHAEL PATRICK

IndividualRICHMOND, VA

$13,200

Jun 2, 2023

GIFFORD, BILLY

ALTRIA GROUP INC. • CEO

IndividualMIDLOTHIAN, VA

$6,600

Sep 26, 2023

PAYNE, DANIEL E.

PAYNE INC • CEO

IndividualFREDERICKSBURG, VA

$6,600

Nov 29, 2023

CASEY, ARTHUR S.

CASEY AUTO GROUP • PRESIDENT

IndividualNEWPORT NEWS, VA

$6,600

Mar 29, 2023

PAYNE, DANIEL E.

PAYNE INC • CEO

IndividualFREDERICKSBURG, VA

$6,600

Nov 29, 2023

KANTNER, CHRIS

UKROP'S FOOD GROUP • PRESIDENT

IndividualRICHMOND, VA

$6,600

Jan 12, 2024

Rep. Budzinski, Nikki [D-IL-13]

ID: B001315

Top Contributors

SHAKOPEE MDEWAKANTON SIOUX COMMUNITY

OrganizationPRIOR LAKE, MN

$1,650

Jun 13, 2023

SHAKOPEE MDEWAKANTON SIOUX COMMUNITY

OrganizationPRIOR LAKE, MN

$1,650

Apr 30, 2024

LABORERS LOCAL 397 PAC

OrganizationEDWARDSVILLE, IL

$500

Jul 22, 2024

PLUMBERS & PIPEFITTERS LOCAL 553

OrganizationEAST ALTON, IL

$500

Jul 26, 2024

LABORERS LOCAL 397 PAC

OrganizationEDWARDSVILLE, IL

$500

Oct 8, 2024

PLUMBERS & PIPEFITTERS LOCAL 553

OrganizationEAST ALTON, IL

$500

Oct 8, 2024

FISHER, CYNTHIA

PATIENTRIGHTSADVOCATE.ORG • CHAIRMAN

IndividualPALM BEACH, FL

$3,300

Oct 22, 2024

MURPHY, JAMES

INVENERGY LLC • PRESIDENT

IndividualBARRINGTON, IL

$3,300

Oct 20, 2024

NELSON, REED C.

NELSON AND NELSON • ATTORNEY

IndividualCOLLINSVILLE, IL

$3,300

Oct 9, 2024

NI, PIN

WANXIANG AMERICA CORPORATION • PRESIDENT

IndividualSOUTH BARRINGTON, IL

$3,300

Oct 21, 2024

Rep. Perez, Marie Gluesenkamp [D-WA-3]

ID: G000600

Top Contributors

No contribution data available

Donor Network - Rep. Thompson, Glenn [R-PA-15]

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Showing 56 nodes and 45 connections (40 secondary connections hidden)

Total contributions: $114,600

Top Donors - Rep. Thompson, Glenn [R-PA-15]

Showing top 25 donors by contribution amount

15 Orgs11 Individuals

Industry Impact

Which industries are materially affected by specific provisions in this bill. 2 helped.

+Telecommunicationsconfidence 0.70
The bill mentions the infrastructure sector, including telecommunications, and the need for workers with technical skills (Whereas clause about 1,700,000 workers leaving jobs supporting the infrastructure sector).
+Labor Unionsconfidence 0.60
The bill encourages educators, school counselors, and administrators to promote career and technical education, which may benefit labor unions by developing a skilled workforce (Section 4).

Who funds the sponsor on these industries

For each industry this bill affects, here's what the sponsor (Rep. Thompson, Glenn [R-PA-15])received from donors associated with that industry during the 2022–present cycles. Donations are not proof of intent — they are a record of who funds the people writing the law.

Industries this bill HELPS

Telecommunications$10,300
from 12 contributions
- HILFERTY, DANIEL$3,300
- WATSON, DAVE$2,000
- HUNT, MICHELLE$500
- DALICANDRO, JOHN$500
- DICKINSON, LINDSEY$500

Project 2025 Policy Matches

This bill shows semantic similarity to the following sections of the Project 2025 policy document.AI-enhanced analysis provides detailed alignment ratings.

Department of Education

Moderate

Vector: 63%

Pages: 389-391AI Enhanced

AI Analysis:

"HRES 115 supports career and technical education (CTE), which aligns with Project 2025's broader goal of reforming higher education to prioritize workforce readiness and skills-based learning, though it does not directly address competency-based education or HEA reforms specified in the policy."

Key themes:workforce developmentskills-based educationcareer readinesspostsecondary education reform

— 356 — Mandate for Leadership: The Conservative Promise l Investigate postsecondary institutions that fail to honor their Section 117 obligations and make appropriate referrals to DOJ. l Work with Congress to amend the HEA to tie the HEA’s foreign source reporting requirements to an institution's ability to receive federal financial assistance, particularly participation in programs funded under Titles IV and VI of the HEA. Allowing Competency-Based Education to Flourish Competency-based education is a promising approach that could provide a high-quality and affordable education to many students. Since the credit hour, which measures the time in the classroom, is inappropriate for such programs, the direct assessment method was introduced to allow competen- cy-based programs to participate in the federal financial aid programs. However, overregulation has hampered the usage of direct assessment, with the lead- ing competency-based university choosing to instead convert their courses into credit hours for compliance purposes. One of the leading obstacles is the requirement that courses include “regular and substantive” interaction between faculty and students. l New regulations should clarify the definition and requirements of regular and substantive interaction for competency-based education, as well as for online programs. Reforming “Area Studies” Funding l Congress should wind down so-called “area studies” programs at universities (Title VI of the HEA), which, although intended to serve American interests, sometimes fund programs that run counter to those interests. l In the meantime, the next Administration should promulgate a new regulation to require the Secretary of Education to allocate at least 40 percent of funding to international business programs that teach about free markets and economics and require institutions, faculty, and fellowship recipients to certify that they intend to further the stated statutory goals of serving American interests. — 357 — Department of Education NEW EXECUTIVE ORDERS THAT THE PRESIDENT SHOULD ISSUE Guidance Documents l The President should immediately reinstate and reissue Executive Order 13891: Promoting the Rule of Law Through Improved Agency Guidance Documents, 84 Fed. Reg. 55235 (Oct. 9, 2019), and Executive Order 13892: Promoting the Rule of Law Through Transparency and Fairness in Civil Administrative Enforcement and Adjudication (Oct. 15, 2019). These executive orders required all federal agencies to treat guidance documents as non-binding in law and practice and also forbade federal agencies from imposing new standards of conduct on persons outside the executive branch through guid- ance documents. They required all federal agencies to apply regulations and statutes instead of guidance documents in any enforcement action. President Biden revoked these executive orders on January 20, 2021, demonstrating that these executive orders effectively restrained the abuses of an expansive administrative state. l Require APA notice and comment. The President should issue an executive order requiring the Office for Civil Rights’ Case Processing Manual to go through APA (Administrative Procedures Act) notice and comment. l Protect the First Amendment. The President should issue an executive order requiring grant applications (SF-424 series) to contain assurances that the applicant will uphold the First Amendment in funded programs and work. l Minimize bachelor’s degree requirements. The President should issue an executive order stating that a college degree shall not be required for any federal job unless the requirements of the job specifically demand it. l Eliminate the “list of shame.” Educational institutions can claim a religious exemption with the Office for Civil Rights at the Department of Education from the strictures of Title IX. In 2016, the Obama Administration published on the Department of Education’s website a list of colleges that had applied for the exemption. This “list of shame” of faith-based colleges, as it came to be known, has since been archived on ED’s website, still publicly available. The President should issue an executive order removing the archived list and preventing such a list from being published in the future.

Department of Education

Weak

Vector: 64%

Pages: 389-391AI Enhanced

AI Analysis:

"HRES 115 promotes awareness and support for career and technical education, while the Project 2025 excerpt focuses on competency-based education regulations, foreign source reporting, and area studies funding; the only overlap is a general interest in improving education and workforce readiness."

Key themes:educationworkforce developmentskill-based learning

Department of Education

Weak

Vector: 63%

Pages: 383-385AI Enhanced

AI Analysis:

"HRES 115 supports career and technical education (CTE) as a workforce development tool, while the Project 2025 excerpt focuses on school choice, federal opt-outs, and accreditation reform—particularly limiting DEI mandates and protecting faith-based institutions. There is no direct overlap in policy mechanisms or objectives, though both touch on K–12 education broadly."

Key themes:K-12 educationworkforce developmenteducation policy

— 351 — Department of Education as the Educational Choice for Children Act. This bill would create a federal scholarship tax credit that would incentivize donors to contribute to nonprofit scholarship granting organizations (SGOs). Eligible families could then use that funding from the SGOs for their children’s education expenses including private school tuition, tutoring, and instructional materials. ADDITIONAL K–12 REFORMS Allowing States to Opt Out of Federal Education Programs. States should be able to opt out of federal education programs such as the Academic Partnerships Lead Us to Success (APLUS) Act. Much of the red tape and regulations that hinder local school districts are handed down from Washington. This regulatory burden far exceeds the federal government’s less than 10 percent financing share of K–12 education. In the most recent fiscal year (FY 2022), states and localities financed 93 percent of K–12 education costs, and the federal government just 7 percent. That 7 percent share should not allow the federal government to dictate state and local education policy. l To restore state and local control of education and reduce the bureaucratic and compliance burden, Congress should allow states to opt out of the dozens of federal K–12 education programs authorized under the Elementary and Secondary Education Act, and instead allow states to put their share of federal funding toward any lawful education purpose under state law. This policy has been advanced over the years via a proposal known as the Academic Partnerships Lead Us to Success (APLUS) Act. HIGHER EDUCATION REFORM HEA: Accreditation Reform Congress established two primary responsibilities for the U.S. Department of Education in the HEA: 1) to ensure the “administrative capacity and financial responsibility” of colleges and universities that accept Title IV funds; and 2) to ensure the quality of those institutions. Congress did not endow the Department of Education with the authority to involve itself in academic quality issues relating to colleges and universities that participate in the Title IV student aid program; the HEA allows the agency only to recognize accreditors, which are then supposed to provide quality assurance measures. Unfortunately, the Biden Administration has followed closely in the footsteps of the Obama Administration by engaging in a politically motivated and incon- sistent administration of the accrediting agency recognition process. As a result, accreditors have transformed into de facto government agents. Despite claims by — 352 — Mandate for Leadership: The Conservative Promise the department and accreditation agencies that accreditation is voluntary, the fact that Americans are denied access to an otherwise widely available entitle- ment benefit if the institution “elects” to not be accredited makes accreditation anything but voluntary. Today, accreditation determines whether Americans can access federal student aid benefits, transfer academic credits, enroll in higher-level degree programs, and even qualify for federal employment. Unnecessarily focused on schools in a specific geographic region, institutional accreditation reviews have also become wildly expensive audits by academic “peers” that stifle innovation and discourage new institutions of higher education. Of par- ticular concern are efforts by many accreditation agencies to leverage their Title IV (student loans and grants) gatekeeper roles to force institutions to adopt policies that have nothing to do with academic quality assurance and student outcomes. One egregious example of this is the extent to which accreditors have forced col- leges and universities, many of them faith-based institutions, to adopt diversity, equity, and inclusion policies that conflict with federal civil rights laws, state laws, and the institutional mission and culture of the schools. Perhaps more distress- ingly, accreditors, while professing support for academic freedom and campus free speech, have presided over a precipitous decline in both over the past decade. Despite maintaining criteria that demand such policies, accreditors have done nothing to dampen the illiberal chill that has swept across American campuses over the past decade. The current system is not working. A radical overhaul of the HEA’s accreditation requirements is thus in order. The next Administration should work with Congress to amend the HEA and should consider the following reforms: l Prohibit accreditation agencies from leveraging their Title IV gatekeeper role to mandate that educational institutions adopt diversity, equity, and inclusion policies. l Protect the sovereignty of states to decide governance and leadership issues for their state-supported colleges and universities by prohibiting accreditation agencies from intruding upon the governance of state-supported educational institutions. l Protect faith-based institutions by prohibiting accreditation agencies from: 1. Requiring standards and criteria that undermine the religious beliefs of, or require policies or conduct that conflict with, the religious mission or religious beliefs of the institution; and

Department of Education

Weak

Vector: 62%

Pages: 383-385AI Enhanced

AI Analysis:

"Both documents address improving education outcomes, but HRES 115 is a symbolic recognition of career and technical education while Project 2025 focuses on Title I reform, school choice, micro-ESAs, and reducing federal oversight, resulting only tangential thematic overlap."

Key themes:education improvementworkforce developmentstudent outcomes

— 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 — 351 — Department of Education as the Educational Choice for Children Act. This bill would create a federal scholarship tax credit that would incentivize donors to contribute to nonprofit scholarship granting organizations (SGOs). Eligible families could then use that funding from the SGOs for their children’s education expenses including private school tuition, tutoring, and instructional materials. ADDITIONAL K–12 REFORMS Allowing States to Opt Out of Federal Education Programs. States should be able to opt out of federal education programs such as the Academic Partnerships Lead Us to Success (APLUS) Act. Much of the red tape and regulations that hinder local school districts are handed down from Washington. This regulatory burden far exceeds the federal government’s less than 10 percent financing share of K–12 education. In the most recent fiscal year (FY 2022), states and localities financed 93 percent of K–12 education costs, and the federal government just 7 percent. That 7 percent share should not allow the federal government to dictate state and local education policy. l To restore state and local control of education and reduce the bureaucratic and compliance burden, Congress should allow states to opt out of the dozens of federal K–12 education programs authorized under the Elementary and Secondary Education Act, and instead allow states to put their share of federal funding toward any lawful education purpose under state law. This policy has been advanced over the years via a proposal known as the Academic Partnerships Lead Us to Success (APLUS) Act. HIGHER EDUCATION REFORM HEA: Accreditation Reform Congress established two primary responsibilities for the U.S. Department of Education in the HEA: 1) to ensure the “administrative capacity and financial responsibility” of colleges and universities that accept Title IV funds; and 2) to ensure the quality of those institutions. Congress did not endow the Department of Education with the authority to involve itself in academic quality issues relating to colleges and universities that participate in the Title IV student aid program; the HEA allows the agency only to recognize accreditors, which are then supposed to provide quality assurance measures. Unfortunately, the Biden Administration has followed closely in the footsteps of the Obama Administration by engaging in a politically motivated and incon- sistent administration of the accrediting agency recognition process. As a result, accreditors have transformed into de facto government agents. Despite claims by

Department of Education

Weak

Vector: 62%

Pages: 356-358AI Enhanced

AI Analysis:

"Both texts address education policy, but HRES 115 merely expresses symbolic support for career and technical education without seeking to reduce federal involvement, whereas Project 2025 aims to curb executive overreach and shrink the Department of Education's role, resulting in only tangential thematic overlap."

Key themes:education policycareer and technical educationworkforce development

— 323 — Department of Education l Stopping executive overreach. Congress should set policy—not Presidents through pen-and-phone executive orders, and not agencies through regulations and guidance. National emergency declarations should expire absent express congressional authorization within 60 days after the date of the declaration. Bolstered by an ever-growing cabal of special interests that thrive off federal largesse, the infrastructure that supports America’s costly federal intervention in education from early childhood through graduate school has entrenched itself. But, unlike the public sector bureaucracies, public employee unions, and the higher education lobby, families and students do not need a Department of Education to learn, grow, and improve their lives. It is critical that the next Administration tackle this entrenched infrastructure. NEEDED REFORMS Federal intervention in education has failed to promote student achievement. After trillions spent since 1965 on the collective programs now housed within the walls of the department, student academic outcomes remain stagnant. On the main National Assessment of Educational Progress (NAEP), reading out- comes on the 2022 administration have remained unchanged over the past 30 years. Declines in math performance are even more concerning than students’ lack of progress on reading outcomes. Fourth- and eighth-grade math scores saw the largest decline since the assessments were first administered in 1990. Average fourth-grade math scores declined five points, and average eighth-grade math scores declined eight points. Just one-third of eighth graders nationally are proficient in reading and math. Just 27 percent of eighth graders were pro- ficient in math in 2022, and just 31 percent of eighth graders scored proficient in reading in 2022. The NAEP Long-term Trend Assessment shows academic stagnation since the 1970s, with particular stagnation in the reading scores of 13-year-old students since 1971, when the assessment was first administered. Math scores, though modestly improved, are still lackluster. Additionally, the department has created a “shadow” department of education operating in states across the country. Federal mandates, programs, and proclama- tions have spurred a hiring spree among state education agencies, with more than 48,000 employees currently on staff in state agencies across the country. Those employees are more than 10 times the number of employees (4,400)10 at the federal Department of Education, and their jobs largely entail reporting back to Washing- ton. Research conducted by The Heritage Foundation’s Jonathan Butcher finds that the federal government funds 41 percent of the salary costs of state educa- tion agencies.11 — 324 — Mandate for Leadership: The Conservative Promise CHART 1 Trends in Fourth- and Eighth-Grade Reading EIGHTH-GRADE READING, AVERAGE SCORES 270 265 263 260 260 255 1992 1994 1998 ’02’03 2005 2007 2009 2011 2013 2015 2017 2019 2022 FOURTH-GRADE READING, AVERAGE SCORES 225 220 220 217 215 210 1992 1994 1998 2000 ’02’03 2005 2007 2009 2011 2013 2015 2017 2019 2022 SOURCES: The Nation’s Report Card, “National Average Scores,” Grade 4, https://www.nationsreportcard.gov/ reading/nation/scores/?grade=4 (accessed March 17, 2023), and The Nation’s Report Card, “National Average Scores,” Grade 8, https://www.nationsreportcard.gov/reading/nation/scores/?grade=4 (accessed March 17, 2023). A heritage.org

Showing 3 of 5 policy matches

About These Correlations

Policy matches are calculated using a hybrid approach: initial candidates are found using semantic similarity between bill summaries and Project 2025 policy text, then an AI model (Llama 3.1 70B) provides detailed alignment ratings and analysis. Ratings range from 1 (minimal alignment) to 5 (very strong alignment). This analysis does not imply direct causation or intent.

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