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H.R.2160 / 115th Congress

BUS Act of 2017

Referred to the Subcommittee on Health.

Official summary

Version 00 · Introduced in House · Apr 26, 2017

Best to Use Safety Belts Act of 2017 or the BUS Act of 2017

This bill prohibits a person from manufacturing for sale, selling, introducing into interstate commerce, or importing into the United States a school bus that is not equipped with lap and shoulder belts for each passenger. A violation of this requirement shall be treated as a violation of a federal motor vehicle safety standard.

The Department of Transportation (DOT) shall establish a program to provide school buses with seat belts and other safety features, under which DOT may make a competitive grant to a state educational agency and a local educational agency to: (1) retrofit a school bus with seat belts, or (2) make another safety upgrade to a school bus that demonstrably decreases the risk of injury or death to students in the event of an impact or rollover.

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Who introduced it

Rep. Crist, Charlie [D-FL-13] · D–FL

Committees

  • Energy and Commerce Committee
  • Transportation and Infrastructure Committee
  • Education and Workforce Committee
1 cosponsorship records, including any withdrawals

Actions

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

  1. Referred to the Subcommittee on Health.

  2. Referred to the Subcommittee on Highways and Transit.

  3. Referred to the Committee on Transportation and Infrastructure, and in addition to the Committees on Education and the Workforce, and Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.

  4. Referred to the Committee on Transportation and Infrastructure, and in addition to the Committees on Education and the Workforce, and Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.

  5. Referred to the Committee on Transportation and Infrastructure, and in addition to the Committees on Education and the Workforce, and Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.

  6. Referred to the Committee on Transportation and Infrastructure, and in addition to the Committees on Education and the Workforce, and Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.

  7. Introduced in House

  8. Introduced in House

Bill text & related measures

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

Related bills identified by Congress.gov

Source last updated: Aug 11, 2025. Consult Congress.gov for the current record.

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Neutral evidence review

Objective

Analyze H.R.2160 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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Fairness and public impact

Progressive lens

Examine H.R.2160 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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Institutions and government scope

Conservative lens

Examine H.R.2160 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.

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Individual rights and government power

Liberty lens

Examine H.R.2160 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.

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