Transforming Education for the Future Act
- Sponsor
- Rep. Bonamici, Suzanne [D-OR-1]
- Committees
- Agriculture Committee (primary)
- Last action
- Sep 16, 2026
Bottom line
The bill proposes a sweeping overhaul of federal education policy, emphasizing increased funding, universal services, civil rights protections, and innovative teaching and assessment methods.
What it actually does
This bill, the "Transforming Education for the Future Act," is an omnibus measure that significantly amends the Elementary and Secondary Education Act of 1965 (ESEA) and other related acts. It aims to increase funding for elementary and secondary education, mandate universal free school meals and preschool, prohibit corporal punishment and certain restraints in schools, expand arts and history education, and reform assessment and accountability systems. It also establishes new research and development centers and addresses teacher salaries and mental health support for educators.
Proponents argue
Supporters argue that the bill addresses critical underfunding in public education, ensures equitable access to essential services like meals and preschool, and promotes a more holistic and inclusive learning environment. They contend that by increasing teacher salaries, supporting mental health, and diversifying curricula, the bill will strengthen the education workforce and improve outcomes for all students, especially those from underserved communities.
Opponents contend
Critics might argue that the bill represents an overreach of federal authority into state and local education matters, imposing costly mandates without sufficient flexibility. Concerns could be raised about the significant increase in federal spending, potential impacts on private and charter schools, and the feasibility of implementing universal programs and new assessment models across diverse educational landscapes.
The bill is extensive and complex, requiring several hours for a thorough review. This contrasts sharply with the limited time often available for legislative review, making it challenging for the public and even policymakers to fully grasp its implications.
Sec. 10001
Increased Authorizations for Education Programs
This section significantly increases authorized appropriations for various federal education programs, including the Individuals with Disabilities Education Act (IDEA), several parts of Title IV of the Elementary and Secondary Education Act (ESEA) related to student support, 21st Century Community Learning Centers, Indian Education, Rural Education, and the Carl D. Perkins Career and Technical Education Act. These increases aim to provide more federal funding to support a wide range of educational initiatives.
Supporters argue
Proponents argue that these increased authorizations are crucial to adequately fund essential education programs, address long-standing underinvestment, and ensure all students, particularly those with special needs or in underserved communities, receive the support they require.
Critics contend
Opponents might argue that such large increases in authorized spending contribute to federal debt and that funding decisions should remain more localized, allowing states and LEAs greater flexibility in resource allocation.
Tradeoffs
The provision balances the need for increased federal investment in education with concerns about federal spending and the appropriate balance of funding responsibility between federal, state, and local governments.
Sec. 10112
Project-Based Learning Grants
This section establishes a competitive grant program for eligible partnerships to implement project-based learning programs in elementary and secondary schools. Grants are for 5 years, up to $2 million, with priorities for high-need LEAs, rural areas, and efforts to diversify the teaching profession. Funds can be used for professional development, lesson plan development, and teacher compensation for extra work.
Sec. 10122, 10123, 10130, 10131
Integration of Arts Education
This subpart amends ESEA to require states and local educational agencies (LEAs) to support and integrate arts education into their curricula and plans. It mandates reporting on arts courses offered, student-to-teacher ratios, and instructional time in state report cards. It also directs the Institute of Education Sciences to conduct research on the effectiveness of arts education.
Sec. 10141, 10151, 10161
Expanded History Education Mandates
These sections amend the Elementary and Secondary Education Act of 1965 and the National Assessment of Educational Progress Authorization Act to explicitly require the inclusion of Black history, Asian American, Native Hawaiian, Pacific Islander history, and Hispanic and Latino, and American Indian history in American history curricula and assessments. It also directs the Presidential and Congressional Academies for American History and Civics to include these histories.
Sec. 10181
Full-Service Community Schools Expansion
This section significantly expands the Full-Service Community Schools program, authorizing increased appropriations from $500 million in FY2027 to $1 billion in FY2031. It redefines 'eligible entity' and 'full-service community school,' and establishes 'pillars of community schools' which include integrated student supports, expanded learning time, family/community engagement, collaborative leadership, rigorous instruction, and a culture of belonging. It creates planning, implementation, and expansion grants for eligible entities and states.
Sec. 10192
Reauthorization of Comprehensive Literacy State Development Grants Program
This section reauthorizes and significantly revises the Comprehensive Literacy State Development Grants program. It emphasizes the 'science of reading' in literacy instruction, mandates universal early literacy screenings, and requires states to evaluate teacher preparation programs for alignment with the science of reading. It also prohibits 'three-cueing models' and related instructional approaches.
Sec. 10213
Taskforce to Evaluate Testing Practices and Promote Quality Teaching
This section establishes a Taskforce within the National Center for Education Research to evaluate standardized testing practices and promote quality teaching. The Taskforce will identify the effects of standardized tests on student wellness and learning, explore performance-based assessment systems, and recommend metrics of educational quality that do not rely on standardized assessments. It will also report on the cost and time spent on assessments and make recommendations for innovative assessment systems.
Sec. 21001(a)
Increased Funding for Office for Civil Rights (OCR)
This section authorizes an appropriation of $280,000,000 for each of fiscal years 2027 through 2031 for the Office for Civil Rights (OCR) of the Department of Education. This significant increase in funding aims to bolster OCR's capacity to investigate complaints, enforce civil rights laws, and provide guidance to schools.
Sec. 21003
Desegregating Schools and Updated Guidance
This section reauthorizes the Emergency School Aid Program, appropriating $1,000,000,000 for each of fiscal years 2027 through 2031 for school desegregation efforts. It also mandates the Secretary of Education to develop and make publicly available guidance on integration in State educational agencies and local educational agencies, including information on federal transportation and housing resources.
Sec. 22201
Teacher Salary Incentive Grants for Minimum Salary
This section establishes a 4-year grant program for State educational agencies to ensure that all full-time teachers at qualifying public elementary and secondary schools earn an annual salary of not less than $60,000 (adjusted for inflation). States must submit a plan for sustainability beyond the grant period and prioritize subgrants to high-need and rural LEAs. The funds are to supplement, not supplant, existing state and local teacher salaries.
Sec. 22301
Grants to Recruit and Retain Paraprofessionals
This section establishes a program to provide allotments to State educational agencies, which then award competitive subgrants to eligible entities (LEAs or educational service agencies) to recruit and retain paraprofessionals. Funds can be used for induction and mentoring programs, professional development, credentialing, and increasing wages or providing bonus pay incentives for paraprofessionals.
Sec. 22403
Programs to Promote Mental Health Among Education Workforce
This section amends the Public Health Service Act to authorize grants to eligible entities (State educational agencies, local educational agencies, institutions of higher education, or consortia) to establish or enhance evidence-based programs dedicated to improving mental health and resiliency for education professionals and other school staff. Funds can be used for awareness, prevention programs, peer-support, and mental health care services. Priority is given to entities in areas with a high percentage of Title I schools.
Sec. 23121
Synthetic Opioid Misuse and Overdose Education, Awareness, and Prevention Pilot Program
This section establishes a 3-year competitive pilot program, administered by the Secretary of Health and Human Services in consultation with the Secretary of Education, to provide grants to eligible partnerships. These partnerships, consisting of education and health agencies/organizations, will develop and implement evidence-based initiatives to prevent synthetic opioid misuse and overdose among secondary school-aged children, including recovery programs and professional development for school staff.
Sec. 23221
Prohibition of Corporal Punishment
This section explicitly prohibits the use of corporal punishment by program personnel, law enforcement officers, or school security guards in any program receiving federal financial assistance. It establishes a private right of action, allowing students or parents to file civil actions for damages and injunctive relief. It also mandates enforcement by the Office for Civil Rights (OCR) and requires programs to notify parents and relevant agencies of any incidents.
Sec. 23311
Prohibition on Unlawful Seclusion and Restraint
This section prohibits unlawful seclusion and certain types of restraint (mechanical, chemical, life-threatening physical, or physical restraint contraindicated for a student's condition) in any program receiving federal financial assistance. It defines permissible physical restraint as a last resort for imminent danger of serious physical injury, imposed by trained personnel, and ending immediately when the danger ceases. It also establishes a private right of action and enforcement by the Secretary of Education and HHS for Head Start programs.
Sec. 23401
Safe Schools Improvement (Anti-Bullying Policies)
This section adds a new Part G to Title IV of ESEA, requiring states receiving grants under Title IV to mandate that all local educational agencies (LEAs) establish policies preventing and prohibiting bullying and harassment. These policies must cover conduct based on actual or perceived race, color, national origin, sex (including sexual orientation, gender identity, and sex characteristics), disability, or religion. LEAs must provide annual notice of policies, grievance procedures, and collect/publicly report incidence data.
Sec. 23701, 23702, 23703, 23705, 23706, 23707
Right to Read and School Libraries
This part defines the 'right to read' as access to evidence-based reading instruction, effective school libraries, diverse materials, and freedom to choose reading materials. It amends ESEA to require states and LEAs to ensure low-income students, minority students, students with disabilities, and English learners are not disproportionately in schools lacking effective school libraries. It mandates data collection on school libraries, provides liability protections for educators following 'right to read' policies, and protects First Amendment rights in school libraries.
Sec. 24101
National Center for Advanced Development in Education (Advanced Development Center)
This section establishes a National Center for Advanced Development in Education (Advanced Development Center) within the Institute of Education Sciences. Its mission is to identify, develop, and promote advances in teaching and learning, with an emphasis on breakthrough technologies, new pedagogical approaches, innovative learning models, and more efficient assessments. It will also focus on community-informed solutions to address disparities in achievement and opportunity, and investigate transformative research opportunities.
Sec. 24201
National Education Technology Clearinghouse
This section establishes a National Education Technology Clearinghouse within the National Center for Education Evaluation and Regional Assistance. The Clearinghouse will identify commonly used education technology vendors, products, and services, establish a transparent evaluation framework to assess their quality, compliance with privacy laws, data practices, and content safety, and disseminate research findings, including lists of recommended and concerning vendors/products.
Sec. 30001
Increased Authorization for ESEA Title I-A Grants
This section amends the Elementary and Secondary Education Act of 1965 to authorize $55,000,000,000 for each of fiscal years 2027 through 2031 for grants to local educational agencies under Part A of Title I. This represents a substantial increase in funding for programs designed to provide financial assistance to local educational agencies for children from low-income families.
Sec. 30112
District of Columbia School Voucher Program Repealed
This section repeals the opportunity scholarship program under the Scholarships for Opportunity and Results Act (commonly known as the "District of Columbia Opportunity Scholarship Program"). This program provided federal funds for private school vouchers for low-income students in Washington D.C.
Sec. 30121
ESEA Definition of Charter School Amended to Prohibit For-Profit Contracts
This section amends the definition of 'charter school' under the Elementary and Secondary Education Act of 1965 to prohibit charter schools from entering into contracts with for-profit entities to operate, oversee, manage, or carry out the administration of the school (e.g., curriculum, budget, faculty management). It clarifies that contracts for ancillary services like food, payroll, facilities, or classroom supplies are still permissible. This change takes effect 3 years after enactment and applies only to new, renewed, or extended contracts.
Sec. 30201
Universal Preschool Program
This section appropriates "such sums as may be necessary" for fiscal years 2027 through 2033 to establish a universal, high-quality, free, inclusive, and mixed-delivery preschool services program for all 3- and 4-year-old children. States must submit plans, prioritize high-need communities, ensure inclusive programs for children with disabilities, and provide salaries for preschool staff equivalent to elementary school staff. It also reserves funds for Head Start staff compensation and local universal preschool grants in non-participating states.
Sec. 30312, 30313, 30314, 30315, 30317, 30318, 30319, 30320, 30324, 30326
Universal School Meals Program
This subpart mandates free school breakfast and lunch for all children in participating schools, repealing eligibility requirements for free or reduced-price meals. It prohibits schools from collecting debt for unpaid meal charges and establishes a program to reimburse schools for existing delinquent meal debt. It also increases national average payment rates for meals, expands the Summer Food Service Program, and amends the Summer Electronic Benefits Transfer (EBT) for Children Program, including increasing benefit amounts and adding fraud prevention measures. It also changes how 'low-income backgrounds' are identified for ESEA Title I funding, moving away from free/reduced price lunch eligibility.
These sections establish a private right of action for students or their parents to file civil lawsuits against programs that violate the prohibitions on corporal punishment or unlawful seclusion and restraint. Relief can include attorneys' fees, expert fees, injunctive relief, and compensatory damages.
Sec. 23221(b) and Sec. 23311(c)
Why it matters:Establishing a private right of action is a standard legislative tool to provide individuals with a direct means of enforcement. Its placement in the enforcement sections is typical, but its significance for accountability is high.
Case for: Proponents argue that a private right of action provides a crucial layer of accountability, empowering individuals to seek justice and deter violations when federal agency enforcement might be insufficient or slow. It ensures that victims have direct recourse.
Case against: Critics might argue that private rights of action can lead to an increase in litigation against schools, potentially diverting resources from education to legal defense, and that federal agency enforcement should be the primary mechanism for compliance.
Estimated impact: Could lead to increased litigation against schools and programs for violations of corporal punishment and unlawful restraint/seclusion prohibitions, potentially resulting in significant financial liabilities and changes in school practices.
The amendments to the ESEA and IDEA definitions of 'charter school' (prohibiting contracts with for-profit entities for essential services) take effect 3 years after the date of enactment and apply only to contracts entered into, renewed, or extended on or after that date.
Sec. 30123
Why it matters:This is a tactical maneuver to soften the immediate impact of a controversial policy change. By delaying implementation and limiting it to future contracts, it reduces immediate disruption and potential opposition from existing for-profit managed charter schools, while still establishing the long-term policy direction.
Case for: Proponents argue that the delayed and prospective application allows existing charter schools and management organizations ample time to adjust their structures and contracts, minimizing disruption while still achieving the policy goal of limiting for-profit involvement in public education.
Case against: Critics might argue that the delay and limited applicability weaken the immediate impact of the policy, allowing for-profit entities to continue operating under existing contracts for an extended period, thus undermining the stated intent of the reform.
Estimated impact: Delays the full impact of the prohibition on for-profit charter management for several years, allowing existing contracts to run their course but signaling a future shift in the charter school landscape.
This section amends ESEA to change how 'children from low-income backgrounds' are identified for Title I funding purposes. It moves away from relying on eligibility for free or reduced-price lunch under the Richard B. Russell National School Lunch Act (as it was in effect on September 30, 2022) and instead allows local educational agencies (LEAs) or State agencies to use a new template survey or direct certification data (based on the old FRL criteria) to identify these children.
Sec. 30326
Why it matters:This is a significant policy change that re-engineers the mechanism for allocating billions in Title I funds. It's phrased as a technical amendment to a definition, which can obscure its broad impact on federal funding distribution and data collection practices.
Case for: Proponents argue that this change allows for a more accurate and potentially less stigmatizing way to identify low-income students for Title I funding, especially with the universal meals program eliminating the need for FRL applications. It aims to ensure equitable distribution of funds based on need.
Case against: Critics might express concerns about the reliability and consistency of a new survey-based identification method, the administrative burden on schools to collect this data, and the potential for shifts in Title I funding allocations that could disadvantage some LEAs.
Estimated impact: Could significantly alter the distribution of ESEA Title I funds across states and local educational agencies, impacting billions of dollars in federal aid, and requires new data collection and reporting mechanisms.