S-4864-119
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Sponsored by Edward Markey (D-MA)
What it does
This bill would direct the Secretary of Education to contract with the National Academies of Sciences, Engineering, and Medicine to conduct a comprehensive study of the paraprofessional and education support staff workforce in U.S. public pre-K through grade 12 schools. The study would examine workforce demographics, compensation, job quality, career pathways, professional development, and the impact of these workers on student outcomes. A public report with recommendations for Congress, federal agencies, states, and local school districts would be due within 24 months of the contract being signed, and the bill authorizes $2 million to fund the work.
Who benefits
The more than 2 million paraprofessionals and education support staff (including classroom aides, bus drivers, food service workers, custodians, and health staff) who may see improved policy attention to their wages, job security, and career advancement. Students with disabilities, who rely heavily on paraprofessional support for access to public education. Policymakers and researchers who would gain a comprehensive national evidence base currently lacking. School districts seeking evidence-informed staffing models. Unions and advocacy organizations representing classified school employees. Indirectly, the 54 million students in U.S. public schools whose outcomes may be shaped by support staff quality.
Who is hurt
Taxpayers would bear the $2 million authorization cost. Private and charter school operators and their support staff are excluded from the study's scope, which focuses only on public schools, potentially leaving gaps in the national picture. Contractors or private firms that provide outsourced school support services may face increased scrutiny if the study's findings prompt policy changes. No group faces direct regulatory burden from this bill, as it is a study directive only.
Supporters argue
Supporters argue that over 500,000 paraprofessionals serve children with disabilities under federal law, yet no comprehensive national data exists on their qualifications, pay, or effectiveness — a gap that hampers evidence-based policymaking. They contend that paraprofessionals are among the lowest-paid school employees, are frequently laid off each summer without job security, and are disproportionately drawn from the communities they serve, making workforce stability both an equity and educational quality issue. A rigorous National Academies study, they argue, is a necessary first step before Congress can craft targeted legislative solutions.
Opponents argue
Opponents argue that education workforce policy is traditionally a state and local function under the Tenth Amendment, and that a federally commissioned study — even an advisory one — is a step toward federal involvement in staffing decisions that belong to states and school districts. They contend that $2 million in federal funds could be better directed to classrooms rather than a report whose recommendations may go unimplemented, pointing to a long history of federal education studies that produce findings without producing legislative action or measurable improvements for the workers they examine.