[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[S. 3862 Introduced in Senate (IS)]
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117th CONGRESS
2d Session
S. 3862
To authorize the Department of Education, in coordination with other
relevant Federal agencies, to include a longitudinal component on the
impact of the COVID-19 pandemic on student outcomes and well-being on
an existing longitudinal educational study.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
March 17, 2022
Mr. Rubio (for himself, Mr. Casey, Mr. Scott of South Carolina, and Ms.
Hassan) introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To authorize the Department of Education, in coordination with other
relevant Federal agencies, to include a longitudinal component on the
impact of the COVID-19 pandemic on student outcomes and well-being on
an existing longitudinal educational study.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Assessing Children's Academic
Development and the Emotional and Mental Health Implications of COVID-
19 Act'' or the ``ACADEMIC Act''.
SEC. 2. INTERAGENCY LONGITUDINAL COMPONENT ON THE IMPACT OF THE COVID-
19 PANDEMIC ON STUDENT OUTCOMES AND WELL-BEING.
(a) Authorization of Component.--
(1) In general.--Not later than 2 years after the date of
enactment of this Act, the Secretary of Education, in
coordination with the heads of other relevant Federal agencies,
shall include in a prekindergarten through grade 12
longitudinal educational study that was authorized before the
date of enactment of this Act and that is active on such date
of enactment, to the extent practicable and appropriate, a
longitudinal component on the impact of the COVID-19 pandemic
and the associated school closures, remote learning, and other
factors, on student outcomes and well-being.
(2) Impacts.--
(A) In general.--The longitudinal component
authorized under paragraph (1) shall include the impact
on students'--
(i) academic achievement, including any
learning loss;
(ii) social and emotional well-being;
(iii) mental health;
(iv) behavioral health; and
(v) physical health.
(B) HIPAA compliance.--The longitudinal component
authorized under paragraph (1) shall comply with the
regulations promulgated under section 264(c) of the
Health Insurance Portability and Accountability Act of
1996.
(3) Study on specific subgroups.--
(A) In general.--The longitudinal component
authorized under paragraph (1) shall examine the impact
on specific subgroups of students (except as provided
in subparagraph (B)), including on each of those
subgroups described in section 1111(b)(2)(B)(xi) of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(B)(xi)) and on each of the following:
(i) Status as a student with a parent who
is a member of the armed forces (as defined in
section 101(a)(4) of title 10, United States
Code) on active duty (as defined in section
101(d)(1) of title 10, United States Code) or
serves on full-time National Guard duty (as
defined in section 101(d)(5) of title 10,
United States Code).
(ii) Status as a homeless child or youth,
as defined in section 725(2) of the McKinney-
Vento Homeless Assistance Act (42 U.S.C.
11434a(2)).
(iii) Status as a child in foster care. In
this clause, the term ``foster care'' means 24-
hour substitute care for children placed away
from their parents and for whom the agency
under part E of title IV of the Social Security
Act (42 U.S.C. 670 et seq.) has placement and
care responsibility. This includes, but is not
limited to, placements in foster family homes,
foster homes of relatives, group homes,
emergency shelters, residential facilities,
child care institutions, and preadoptive homes.
A child is in foster care in accordance with
this definition regardless of whether the
foster care facility is licensed and payments
are made by the State, Tribal, or local agency
for the care of the child, whether adoption
subsidy payments are being made prior to the
finalization of an adoption, or whether there
is Federal matching of any payments that are
made.
(iv) Status as a neglected, delinquent, or
at-risk student, as described in part D of
title I of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6421 et seq.).
(v) Students from different grade levels.
(B) Exception.--The requirement under subparagraph
(A) to examine the impact on a specific subgroup of
students shall not be required in the case in which the
number of students in a subgroup is insufficient to
yield statistically reliable information or the results
would reveal personally identifiable information about
an individual student.
(4) National representation.--The longitudinal component
authorized under paragraph (1) shall be nationally
representative and include different geographic areas,
including rural and urban localities.
(b) Privacy Laws.--In carrying out this section, the Secretary of
Education, in coordination with the heads of other relevant Federal
agencies, shall act in accordance with section 444 of the General
Education Provisions Act (20 U.S.C. 1232g, commonly known as the
``Family Educational Rights and Privacy Act of 1974'').
(c) Release of Summary of Findings.--Not later than 1 year after
the end of the data collection under the longitudinal component
authorized under subsection (a)(1), the Secretary of Education shall
release a preliminary summary of findings from the longitudinal
component to the public.
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