IV 
119TH CONGRESS 
1ST SESSION 
H. RES. 66 
Affirming the role of the United States in improving access to quality, 
inclusive public education and improving learning outcomes for children 
and adolescents, particularly for girls, around the world. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 24, 2025 
Ms. MENG (for herself, Mr. FITZPATRICK, Mr. QUIGLEY, Mr. CARTER of Lou-
isiana, Ms. SCHAKOWSKY, Mrs. DINGELL, Ms. CLARKE of New York, Mr. 
MCGOVERN, Mr. MOULTON, Ms. SA´NCHEZ, Mr. EVANS of Pennsylvania, 
Ms. TOKUDA, Ms. WASSERMAN SCHULTZ, Ms. NORTON, Ms. VELA´ZQUEZ, 
Ms. HOULAHAN, Mr. BISHOP, Mr. LIEU, Ms. BONAMICI, Mrs. BEATTY, 
Mr. CASE, Mr. KRISHNAMOORTHI, Mrs. MCIVER, Ms. OMAR, Ms. TITUS, 
Mrs. HAYES, Mr. COHEN, Ms. KAMLAGER-DOVE, and Mr. GRIJALVA) 
submitted the following resolution; which was referred to the Committee 
on Foreign Affairs 
RESOLUTION 
Affirming the role of the United States in improving access 
to quality, inclusive public education and improving 
learning outcomes for children and adolescents, particu-
larly for girls, around the world. 
Whereas January 24 has been proclaimed as the Inter-
national Day of Education, in celebration of the role of 
education in development, economic prosperity, and glob-
al security; 
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•HRES 66 IH 
Whereas access to quality education reduces poverty, ad-
vances economic prosperity, bolsters peace and security, 
and strengthens public health; 
Whereas hourly earnings increase by 9 percent for every 
extra year of schooling; 
Whereas every $1 invested in girls’ education generates as 
much as $2.80 in return, equating to billions of dollars 
in additional GDP growth; 
Whereas doubling the percentage of youth with secondary 
education can cut the risk of conflict in half; 
Whereas secondary education can reduce the likelihood of 
young people supporting political violence by 48 percent; 
Whereas 251 million children are out of school globally; 
Whereas 3 out of 4 children in low- and middle-income coun-
tries cannot read and understand a simple text; 
Whereas, approximately 473 million children, more than 1 in 
6 globally, live in areas affected by conflict; 
Whereas, in 2024, 49 percent of all school-aged refugee chil-
dren were out of school; 
Whereas education is lifesaving in emergencies and can pro-
vide a sense of stability, access to critical physical and 
mental health programs, and a chance to regain and 
grow essential cognitive skills, as well as essential learn-
ing like how to stay safe from unexploded bombs or how 
to prevent the spread of disease; 
Whereas education in emergencies reduces the likelihood of 
child labor, trafficking, recruitment and use of children 
by Armed Forces or armed groups, child marriage, and 
adolescent pregnancy; 
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•HRES 66 IH 
Whereas girls are 2.5 times more likely to be out of school 
in emergency settings, and are less likely to return to 
school following disruptions in their education; 
Whereas disability is one of the most serious barriers to edu-
cation, and there are 240 million children with disabilities 
worldwide; 
Whereas, in fiscal year 2023, the United States Agency for 
International Development’s (USAID) global education 
programs reached more than 44 million learners through 
preprimary, primary, secondary, vocational, and work-
force development programs and provided nutritious 
meals to 3.5 million children across 34 countries, voca-
tional and other workforce training to 1.5 million individ-
uals, and educational interventions to more than 19.4 
million young women and girls; 
Whereas United States support for partnerships, including 
the Global Partnership for Education (GPE) and Edu-
cation Cannot Wait (ECW), complements United States 
Government programs and leverages additional resources 
for this important work; 
Whereas the United States Government has long been a lead-
er in global education, and experience has shown that 
when the United States Government retreats from critical 
development and humanitarian programs, it leaves gaps 
that other influences will fill; and 
Whereas Congress passed the bipartisan Reinforcing Edu-
cation Accountability in Development (READ) Act (Divi-
sion A, Public Law 115–56), in 2017 and reauthorized 
that bill in 2024 for an additional five fiscal years to 
demonstrate the United States Government’s commit-
ment to improve access to education around the world 
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