High Performance Schools Act of 2001

Referred to the Subcommittee on Education Reform.

Congressional Research Service

Official summary

Version 00 · Introduced in House · Mar 20, 2001

High Performance Schools Act of 2001 - Establishes the High Performance Schools Program, in the Department of Energy, to assist school districts in the production of high performance elementary and secondary school buildings that are healthful, productive, energy efficient, and environmentally sound. Authorizes the Secretary of Energy to make program grants to State energy offices for: (1) program participation promotion and administration; and (2) subgrants to qualified school districts to implement such school building construction and renovation.

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People & committees

Who introduced it

Rep. Udall, Mark [D-CO-2] · D–CO

Committees

Education and Workforce Committee

18 cosponsorship records, including any withdrawals

Legislative record

Actions

A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.

May 30, 2001
Referred to the Subcommittee on Education Reform.
Mar 20, 2001
Referred to the House Committee on Education and the Workforce.
Mar 20, 2001
Sponsor introductory remarks on measure. (CR E402-403, E404-405)
Mar 20, 2001
Introduced in House
Mar 20, 2001
Introduced in House

Primary sources

Bill text & related measures

Text links open the official source. We currently store references to these documents.

Introduced in House · Mar 20, 2001 Formatted Text PDF

Related bills identified by Congress.gov

No related bills are listed in this snapshot. This does not establish whether the proposal has appeared in earlier Congresses.

Source last updated: Mar 23, 2026. Consult Congress.gov for the current record.

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Neutral evidence review

Objective

Analyze H.R.1129 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

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Discuss H.R.1129, 107th Congress: High Performance Schools Act of 2001

Official record: https://www.congress.gov/bill/107th-congress/house-bill/1129

Text version to examine: Introduced in House · 2001-03-20.

Official full text: https://www.congress.gov/107/bills/hr1129/BILLS-107hr1129ih.htm

Imported record last updated by the source: 2026-03-23T12:35:20Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Analyze H.R.1129 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

Fairness and public impact

Progressive lens

Examine H.R.1129 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

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Discuss H.R.1129, 107th Congress: High Performance Schools Act of 2001

Official record: https://www.congress.gov/bill/107th-congress/house-bill/1129

Text version to examine: Introduced in House · 2001-03-20.

Official full text: https://www.congress.gov/107/bills/hr1129/BILLS-107hr1129ih.htm

Imported record last updated by the source: 2026-03-23T12:35:20Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.1129 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

Institutions and government scope

Conservative lens

Examine H.R.1129 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

View full prompt & sources

Discuss H.R.1129, 107th Congress: High Performance Schools Act of 2001

Official record: https://www.congress.gov/bill/107th-congress/house-bill/1129

Text version to examine: Introduced in House · 2001-03-20.

Official full text: https://www.congress.gov/107/bills/hr1129/BILLS-107hr1129ih.htm

Imported record last updated by the source: 2026-03-23T12:35:20Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.1129 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

Individual rights and government power

Liberty lens

Examine H.R.1129 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.

View full prompt & sources

Discuss H.R.1129, 107th Congress: High Performance Schools Act of 2001

Official record: https://www.congress.gov/bill/107th-congress/house-bill/1129

Text version to examine: Introduced in House · 2001-03-20.

Official full text: https://www.congress.gov/107/bills/hr1129/BILLS-107hr1129ih.htm

Imported record last updated by the source: 2026-03-23T12:35:20Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.1129 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.