Overview

Title

Expressing the sense of the House of Representatives that the goal of education in schools across America shall be that virtually every student in the United States achieves grade-level reading proficiency, providing them with the foundation to develop the skills and knowledge needed for success in school, work, and life.

ELI5 AI

H. RES. 163 wants schools to help every kid in the U.S. learn to read well by using special reading programs and working together with other groups to make sure everyone gets the help they need.

Summary AI

H. RES. 163 is a resolution that highlights the importance of reading proficiency for students in the United States. It acknowledges the current challenge of illiteracy and urges schools across the nation to aim for every student to achieve grade-level reading skills. The resolution recommends using literacy programs with 1-on-1 tutoring for students struggling with reading and encourages cooperation between governments and private organizations to address literacy gaps among students and adults.

Published

2025-02-25
Congress: 119
Session: 1
Chamber: HOUSE
Status: Introduced in House
Date: 2025-02-25
Package ID: BILLS-119hres163ih

Bill Statistics

Size

Sections:
1
Words:
372
Pages:
3
Sentences:
5

Language

Nouns: 132
Verbs: 39
Adjectives: 10
Adverbs: 3
Numbers: 10
Entities: 33

Complexity

Average Token Length:
4.66
Average Sentence Length:
74.40
Token Entropy:
4.54
Readability (ARI):
41.33

AnalysisAI

The proposed House Resolution 163 expresses the House of Representatives' intention to ensure that virtually every student in America achieves grade-level reading proficiency. The resolution emphasizes the necessity of literacy for academic, professional, and personal success, recognizing the alarming literacy gap in the nation. It seeks to promote literacy programs, encourage partnerships with private organizations, and implement tutoring for students lagging in reading skills.

General Summary of the Bill

The resolution outlines the critical goal that every student in the United States should attain reading proficiency appropriate for their grade level. It highlights the importance of literacy as a tool for success in life and work, addressing the broader issue of illiteracy, which impacts many students nationwide. The emphasis is on personalized tutoring and collaboration with private organizations to enhance literacy rates among students and adults. This initiative appears aimed at breaking the cycle of educational disadvantage that can perpetuate social challenges like poverty.

Summary of Significant Issues

Some issues arise within the resolution regarding its vague and broad objectives. First, the absence of measurable criteria or deadlines for achieving reading proficiency makes it challenging to evaluate the success of the initiatives mentioned. Without specific benchmarks, it may become difficult to hold responsible parties accountable. Additionally, the term "proven literacy programs" lacks clear definition, which may open doors to ineffective solutions, favoritism, or misuse of resources. The requirement for intensive 1-on-1 tutoring raises concerns about significant costs without established measures to evaluate its effectiveness.

Furthermore, the resolution suggests collaboration between government and private entities but fails to provide regulatory guidelines or oversight measures to ensure these partnerships are equitable and effective. Redundancies exist in the text regarding collaboration, which could potentially streamline and clarify its directives. Finally, the resolution assumes private organizations have the capability to handle the increased demand arising from this initiative without addressing specific funding or logistical challenges they may encounter.

Impact on the Public and Specific Stakeholders

For the general public, the resolution aims to address a fundamental issue: literacy. High literacy rates can significantly empower individuals, enhance economic opportunities, and lead to a more informed society. However, the lack of specificity and measurable goals may hinder the realization of these benefits.

For students, particularly those who struggle with reading, the bill could provide much-needed support, potentially transforming their educational and future career opportunities. Educators and school systems might find themselves challenged to implement these intensified tutoring programs effectively, especially in areas where resources are limited.

Private organizations that deliver literacy programs stand to benefit from increased collaboration and funding opportunities. However, without clear regulatory oversight, there may be inconsistency in program quality and accountability.

In conclusion, while the resolution has the potential to create significant positive change by addressing and reducing illiteracy, its broad language and lack of detailed planning merit further scrutiny to ensure effective implementation and equitable outcomes for all affected groups.

Issues

  • The section does not specify any measurable criteria or deadlines for achieving grade-level reading proficiency, leaving the effectiveness of the initiative open to interpretation. This ambiguity could lead to challenges in assessing the success of the initiative and holding parties accountable for results. [Section (1)]

  • The phrase 'proven literacy programs' is vague and lacks specifics, making it difficult to evaluate which programs qualify and how they are assessed. This could lead to potential favoritism or the endorsement of ineffective programs. [Section (3) and (4)]

  • The requirement for '1-on-1 tutoring for each student diagnosed with a literacy gap of 1 year or more, 5 days per week,' may lead to significant spending without clear evaluation measures to determine effectiveness. This could cause financial strain if not closely managed and measured. [Section (2)]

  • The text encourages collaboration between government agencies and private organizations without specifying how these partnerships will be regulated or monitored, increasing the risk of favoritism or misuse of funds. This could undermine public trust and the equitable distribution of resources. [Section (3) and (4)]

  • There is redundancy in points (3) and (4) as both encourage collaboration with private organizations for literacy programs, which could be streamlined into a single point with distinct subcategories. This could simplify the resolution and remove potential confusion or overlap. [Section (3) and (4)]

  • The section assumes private organizations will have enough capacity and resources to meet the demand without addressing potential funding or logistical challenges. This could lead to overreliance on these organizations and issues in program delivery if not properly accounted for. [Section (3) and (4)]

Sections

Sections are presented as they are annotated in the original legislative text. Any missing headers, numbers, or non-consecutive order is due to the original text.

(1) Read Opens in new tab

Summary AI

The House of Representatives acknowledges the importance of ensuring that students across America achieve grade-level reading skills, and supports programs that provide intensive tutoring and collaboration with private organizations to combat illiteracy for both students and adults.