Ending Common Core and Expanding School Choice Act

Bill Number

H.R. 83

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Education

Status

Introduced

Latest Action

2025-01-03: Referred to the House Committee on Education and Workforce.

Last Updated

2025-07-21T19:44:15Z

AI-Generated Summary

Purpose

The "Ending Common Core and Expanding School Choice Act" (H.R. 83) aims to revise federal funding for educating low-income children under Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA). It seeks to give states flexibility to direct these funds to the schools or programs chosen by families, while prohibiting federal interference in state and local education standards, assessments, and curricula—explicitly targeting the Common Core State Standards.

Key Provisions

• Funding Allocation: The U.S. Department of Education allocates federal funds to state education agencies (SEAs) based on the number of "eligible children" (ages 5-17 from families below the federal poverty level, determined using Census Bureau data adjusted for inflation).
• Per-Pupil Funding Mechanism: SEAs calculate a per-pupil amount by dividing total funds by the number of eligible children in the state. These funds must support "qualified elementary and secondary education expenses," such as tuition, fees, or program costs at public schools, charter schools, accredited private schools, or state-approved supplemental educational services.
• State and Parental Flexibility: States, following their own laws, decide how to distribute funds—potentially directly to parents via educational savings accounts or dedicated accounts. SEAs verify that funds are used appropriately for education.
• Prohibition on Federal Control: Federal officials cannot mandate, direct, or influence state or local instructional content, standards, assessments, curricula, or programs. This includes no requirements to adopt Common Core or similar multi-state standards, and no conditions tying funds to implementing assessments or accountability systems.
• Repeals and Amendments: Repeals Part B of Title I (state assessment grants). Updates the ESEA's authorization of appropriations to focus solely on "State Educational Agency Grants for Eligible Children," removing prior subsections.

Significant Changes to Existing Law

• Overhaul of Title I, Part A: Replaces the entire part with a new framework shifting from grants to local education agencies (LEAs) for targeted aid in high-poverty schools to a portable, per-pupil grant system that follows individual eligible children to their chosen school or program.
• Expansion of Fund Uses: Previously, Title I funds were largely restricted to public schools serving disadvantaged students. This bill allows funds to support private schools and supplemental services, broadening access beyond public systems.
• Elimination of Federal Mandates: Removes requirements for states to develop and implement academic standards, annual assessments, and accountability systems (core elements of the current ESEA, as reauthorized by the Every Student Succeeds Act). Explicitly bans promotion of Common Core, which was never federally mandated but encouraged through incentives.
• Repeal of Assessment Grants: Ends separate funding for state assessments, consolidating support under the new per-pupil model.

Potential Impacts

• On Government Agencies: SEAs gain more autonomy in fund distribution and verification but must align with state laws, potentially increasing administrative burdens for tracking portable funds. The federal Department of Education loses oversight tools like assessment requirements, simplifying its role to basic allocations but reducing influence over national education quality.
• On Citizens: Low-income families could access more educational options (e.g., private or charter schools), potentially improving choice and outcomes for disadvantaged children. However, this depends on state implementation, and not all states may enable direct parental control.
• On International Relations: No direct impacts, as the bill focuses on domestic K-12 education policy.

Main Stakeholders Affected

• Low-Income Students and Families: Primary beneficiaries, gaining potential access to diverse schooling options funded by federal dollars.
• State Education Agencies (SEAs) and Local Education Agencies (LEAs): Responsible for calculating and distributing funds; public schools may see reduced direct allocations if students choose alternatives.
• Schools and Providers: Public and charter schools could compete for students; accredited private schools and supplemental service programs (e.g., tutoring) become eligible for federal funds for the first time under Title I.
• Federal Department of Education: Role shifts from enforcer of standards to allocator of block-like grants, limiting its regulatory reach.

Notable Legal, Constitutional, or Political Implications

• Legal Implications: Enhances state sovereignty over education by limiting federal conditions on spending (a practice upheld in cases like South Dakota v. Dole, which allows conditional grants but not coercive ones). The bill's verification requirements for fund use could lead to state-level disputes over compliance.
• Constitutional Implications: Aligns with the 10th Amendment's reservation of education powers to states, reducing potential federal overreach claims. However, it may raise questions about equitable distribution of federal funds if states vary widely in implementation.
• Political Implications: Promotes school choice and decentralization, appealing to advocates of local control, while critics might argue it weakens accountability for taxpayer-funded education. The explicit anti-Common Core language reflects ongoing partisan debates over national standards, potentially influencing future ESEA reauthorizations.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Biggs, Andy [R-AZ-5]

Recent Actions

• 2025-01-03: Referred to the House Committee on Education and Workforce.
• 2025-01-03: Introduced in House
• 2025-01-03: Introduced in House

Bill Versions

• Ending Common Core and Expanding School Choice Act — issued 2025-01-03 — PDF (6 pages)