PlainBillCongress, translated.Legislation. Context. Public interest.Congressional Research Service
Version 49 · Public Law · Oct 30, 2004
(This measure has not been amended since it was passed by the House on October 7, 2004. The summary of that version is repeated here.)
Taxpayer-Teacher Protection Act of 2004 - (Sec. 2) Amends the Higher Education Act of 1965 (HEA) to reduce certain special allowance payments to holders of student loans. Sets a quarterly rate of special allowance for holders of loans that meet certain criteria. Includes among such criteria that such loans be: (1) financed through tax-exempt securities that have matured or been retired or defeased after September 30, 2004, and before January 1, 2006 (the period); (2) refinanced during the period with funds from another source; or (3) sold or transferred to any other holder during the period.
(Sec. 3) Revises HEA to require all teachers eligible for student loan forgiveness to be highly qualified, in keeping with requirements under the Elementary and Secondary Education Act of 1965 (ESEA). Exempts from this requirement teachers who have already begun their teaching service obligation under the current loan forgiveness program. States that such exemption shall not apply for purposes of obtaining certain increased amounts of student loan forgiveness.
Showing the opening paragraphs of the official summary.
Provides for such additional amounts of student loan forgiveness for certain eligible teachers of: (1) mathematics or science in secondary schools; and (2) special education in elementary and secondary schools. Increases to $17,500 the maximum amount of loan forgiveness for such teachers under the Federal Family Education Loan and the Federal Direct Student Loan programs (with the current maximum of $5,000 continuing to apply to eligible elementary and secondary teachers of other subjects).
Directs the Secretary to notify local educational agencies eligible to participate in the ESEA's Small Rural Achievement Program of the increased amounts of student loan forgiveness made available to certain teachers by this Act, and to encourage such agencies to notify their teachers of such benefits.
People & committees
Rep. Boehner, John A. [R-OH-8] · R–OH
Legislative record
A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.
Became Public Law No: 108-409.
Became Public Law No: 108-409.
Signed by President.
Signed by President.
Presented to President.
Presented to President.
Message on Senate action sent to the House.
Passed Senate without amendment by Unanimous Consent. (consideration: CR S10918-10921)
Passed/agreed to in Senate: Passed Senate without amendment by Unanimous Consent.(consideration: CR S10918-10921)
Received in the Senate, read twice.
Motion to reconsider laid on the table Agreed to without objection.
On motion to suspend the rules and pass the bill, as amended Agreed to by the Yeas and Nays: (2/3 required): 414 - 0 (Roll no. 505). (text: CR H8319-8320)
House roll call 505 · Individual votesPassed/agreed to in House: On motion to suspend the rules and pass the bill, as amended Agreed to by the Yeas and Nays: (2/3 required): 414 - 0 (Roll no. 505).(text: CR H8319-8320)
House roll call 505 · Individual votesConsidered as unfinished business. (consideration: CR H8651)
At the conclusion of debate, the Yeas and Nays were demanded and ordered. Pursuant to the provisions of clause 8, rule XX, the Chair announced that further proceedings on the motion would be postponed.
DEBATE - The House resumed debate on H.R. 5186.
DEBATE - The House proceeded with forty minutes of debate on H.R. 5186.
Considered under suspension of the rules. (consideration: CR 10/7/2004 H8319-8326)
Mr. Boehner moved to suspend the rules and pass the bill, as amended.
Referred to the House Committee on Education and the Workforce.
Introduced in House
Introduced in House
Primary sources
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Source last updated: Jul 21, 2025. Consult Congress.gov for the current record.
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Analyze H.R.5186 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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