PlainBillCongress, translated.Legislation. Context. Public interest.Read the second time. Placed on Senate Legislative Calendar under General Orders. Calendar No. 208.
Congressional Research Service
Version 00 · Introduced in Senate · Sep 12, 2005
Authorizes the use of any funds made available to the Federal Emergency Management Agency (FEMA) for Hurricane Katrina relief to pay any education expense related to students affected by Hurricane Katrina, if the Secretary of Education determines such expense appropriate.
Authorizes the Secretary to waive any requirement of the Elementary and Secondary Education Act of 1965 for a state, local educational agency (LEA), school, teacher, or student affected by an influx of such students.
Makes school placement requirements of the McKinney-Vento Homeless Assistance Act inapplicable to such students. Authorizes LEAs or elementary or secondary schools to issue and require the use of identification cards or other identifying insignia for such students.
People & committees
Sen. Hutchison, Kay Bailey [R-TX] · R–TX
Legislative record
A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.
Read the second time. Placed on Senate Legislative Calendar under General Orders. Calendar No. 208.
Introduced in the Senate. Read the first time. Placed on Senate Legislative Calendar under Read the First Time.
Introduced in Senate
Primary sources
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Source last updated: Apr 7, 2025. Consult Congress.gov for the current record.
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Analyze S.1683 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.
Examine S.1683 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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