Should USAID Report to Congress on the Global Impact of COVID-19 on Education? (H.R. 1500)

What is H.R. 1500?

(Updated July 18, 2021)

This bill, the Global Learning Loss Assessment Act of 2021, would require the U.S. Agency for International Development (USAID) to report on COVID-19’s impact on its basic education programs. The report would include an assessment of the global learning loss that will be caused by prolonged school closures; evaluations of the cost, effectiveness, accessibility, and reach of the of the most commonly used forms of distance learning in low-resource contexts; and a description of the tools and resources the agency will need to support continued distance learning, safe school reopening, remedial and accelerated learning, and re-enrollment campaigns.

Argument in favor

COVID-19 has tremendously impacted education for children all over the world. The U.S. Agency for International Development (USAID) mission of improving basic education attainment globally would inevitably have been affected, and Congress needs to understand the extent of this impact and what resources USAID needs to support education through both distance learning and a return to schools.

Argument opposed

The impact of COVID-19 on global learning attainment is already well-documented by international non-profit organizations such as UNESCO, so there’s no need for USAID to replicate this work at taxpayers’ expense. Rather than wasting time writing a report on the issue, USAID should spend its employees’ time and the agency’s financial resources on providing tangible support to basic education programs.

Impact

Students; education loss during the COVID-19 pandemic; and the U.S. Agency for International Development (USAID)

Cost of H.R. 1500

The Congressional Budget Office estimates that this bill would cost less than $500,000 to implement over the 2021-2025 period.

Additional Info

In-Depth: Sponsoring Rep. Chrissy Houlahan (D-PA) reintroduced this bill from the 116th Congress to help identify the scope of education loss during the COVID-19 pandemic, which is one of the virus’ most profound secondary effects:

“We cannot overstate the profound impact COVID-19 is having on education across the world. This education gap has the potential to hinder global efforts on economic justice, lasting peace, poverty eradication, ending world hunger, gender equity and more. As a steadfast advocate for women and girls around the world, I’m particularly concerned about the harrowing consequences school-aged girls face in light of school closures – including an increased likelihood of gender-based violence. I am glad to be leading a bicameral effort with colleagues from across the aisle to ensure we in the United States are doing everything we can to mitigate the effects of such an education gap and stand up for the world’s youth.”

Sen. Ben Cardin (D-MD), sponsor of this bill’s Senate companion, adds that the pandemic has particularly widened gaps in education for girls, which may undermine equality and stability globally:

“Education loss due to the pandemic is going to reverberate throughout the globe long after COVID-19 is contained, and its impact will be more than empty classrooms. Education loss has the potential to fuel hunger, poverty, and violence. It also undermines equality, especially for girls and young women, as well as stability all over the world. We have a responsibility to mitigate this crisis before an entire generation is left behind.”

The Global Campaign for Education-US (GCE-US) supports this legislation. In a March 3, 2021 letter, Executive Director Jennifer Rigg wrote:

“The Global Campaign for Education-US (GCE-US) commends Congress for reintroducing the bipartisan Global Learning Loss Assessment Act in both chambers. If passed, the bill would help identify the scope of global education loss, one of the most significant and long-lasting consequences of the COVID-19 pandemic. School closures have disrupted the lives and education of more than 91% of the world’s student population, and past experience has demonstrated that the longer at-risk children are away from school, the less likely they are to return… If passed, the bill would require more and better reporting on the impacts of the COVID-19 pandemic on global education.”

This legislation passed the House Foreign Affairs Committee by voice vote with the support of 14 bipartisan House cosponsors, including 13 Democrats and one Republican. Its Senate companion, sponsored by Sen. Ben Cardin (D-MD), has four bipartisan Senate cosponsors, including three Democrats and one Republican.

In the 116th Congress, Rep. Houlahan introduced this legislation without any cosponsors and it did not receive a committee vote. Its Senate companion, sponsored by Sen. Cardin, had four bipartisan Senate cosponsors, including three Democrats and one Republican, and also didn’t receive a committee vote.

Of Note: Rep. Houlahan’s office notes that the global health crisis has disrupted the education of an estimated 90% of students worldwide. This means that 1.6 billion youth have been negatively affected. The educational impact of COVID-19 is especially dire for up to 24 million students who are at risk of dropping out of school permanently due to rising levels of child poverty during the pandemic.

Furthermore, Rep. Houlahan’s office observes that children and youth who were already vulnerable prior to the pandemic, such as girls, young women, refugees, and those with disabilities, are likely to be the most impacted by loss of access to education.

UNESCO estimates that over 100 million additional children will fall below the minimum proficiency level in reading as a direct result of the COVID-19 health crisis. In a March 2021 high-level ministerial meeting convened by UNESCO, attendees emphasized that prioritizing education recovery is crucial to avoid a “generational catastrophe.”

Media:

• Sponsoring Rep. Chrissy Houlahan (D-PA) Press Release
  
• Senate Sponsor Sen. Ben Cardin (D-MD) Press Release
  
• Global Campaign for Education-US (GCE-US) Letter (In Favor)
  
• CBO Cost Estimate