Floor Statements

I ask for the yeas and nays.

Madam President, today I am introducing the Rhode Island Fishermen's Fairness Act along with my colleague Senator Whitehouse. I am also pleased that my colleague Representative Magaziner will be introducing a companion measure in the House of Representatives.

Our legislation will give Rhode Island a voice and voting representation on the Mid-Atlantic Fishery Management Council, MAFMC, which manages some of the most important fish stocks for our State's commercial fishing industry--chief among them squid. Indeed, the National Marine Fisheries Service reported that Rhode Island led Atlantic States in the harvest of squid in 2022, bringing in 31.5 million pounds and helping make Point Judith, RI, one of the most productive and valuable commercial fishing ports in the United States. For years now, Rhode Island's landings of stocks managed by the MAFMC have outpaced the landings of those managed by the New England Fishery Management Council, where Rhode Island is represented. Moreover, Rhode Island has a larger stake in the Mid-Atlantic fishery than many of the States that currently hold seats on the MAFMC.

Because so much is at stake for our State in every decision the MAFMC makes, our bill would expand the MAFMC by two seats in order to ensure that Rhode Island will have the minimum number of seats guaranteed to other States on the council. It will allow Rhode Island to continue to have representation on the New England Fishery Management Council, where it still has significant interests.

This proposal is not unprecedented. In fact, it is modeled on a provision of the 1996 Sustainable Fisheries Act that added North Carolina to the MAFMC in 1996 while allowing it to retain its membership on the South Atlantic Fishery Management Council. Moreover, it will join States like Florida

and Washington which all have representation on more than one fisheries management council.

This is a commonsense proposal and one that my colleagues and I will be working to advance either on its own or as part of the reauthorization of the Magnuson-Stevens Fishery Conservation and Management Act.

Madam President, today I am introducing the Rhode Island Fishermen's Fairness Act along with my colleague Senator Whitehouse. I am also pleased that my colleague Representative Magaziner will be introducing a companion measure in the House of Representatives.

Our legislation will give Rhode Island a voice and voting representation on the Mid-Atlantic Fishery Management Council, MAFMC, which manages some of the most important fish stocks for our State's commercial fishing industry--chief among them squid. Indeed, the National Marine Fisheries Service reported that Rhode Island led Atlantic States in the harvest of squid in 2022, bringing in 31.5 million pounds and helping make Point Judith, RI, one of the most productive and valuable commercial fishing ports in the United States. For years now, Rhode Island's landings of stocks managed by the MAFMC have outpaced the landings of those managed by the New England Fishery Management Council, where Rhode Island is represented. Moreover, Rhode Island has a larger stake in the Mid-Atlantic fishery than many of the States that currently hold seats on the MAFMC.

Because so much is at stake for our State in every decision the MAFMC makes, our bill would expand the MAFMC by two seats in order to ensure that Rhode Island will have the minimum number of seats guaranteed to other States on the council. It will allow Rhode Island to continue to have representation on the New England Fishery Management Council, where it still has significant interests.

This proposal is not unprecedented. In fact, it is modeled on a provision of the 1996 Sustainable Fisheries Act that added North Carolina to the MAFMC in 1996 while allowing it to retain its membership on the South Atlantic Fishery Management Council. Moreover, it will join States like Florida

and Washington which all have representation on more than one fisheries management council.

This is a commonsense proposal and one that my colleagues and I will be working to advance either on its own or as part of the reauthorization of the Magnuson-Stevens Fishery Conservation and Management Act.

Madam President, it is time for a national investment in building a strong and resilient educator pipeline to ensure that all schools have the diverse, profession-ready teachers, principals, librarians, counselors, and other specialized instructional support personnel they need to support student development and academic achievement. Today, along with Senators Casey, Lujan, Van Hollen, Wyden, Stabenow, Merkley, and Heinrich, I am reintroducing the EDUCATORS for America Act to provide the blueprint for building this pipeline. I am pleased that Representative Alma Adams is introducing a companion bill in the other body.

For years, we have seen declines in enrollment in educator preparation programs. Now in the wake of the COVID-19 pandemic, schools are facing pervasive staffing shortages. An Education Week survey found that 40 percent of school district leaders and principals describe the shortages as ``severe'' or ``very severe.'' The National Association of Secondary School Principals reported that nearly 4 out of 10 principals expect to leave the profession in the next 3 years. We cannot afford to neglect the educator pipeline any longer.

As we work to replenish the ranks of our educators, we also have the opportunity to advance diversity in the profession. Multiple studies have shown that racial diversity can provide significant benefits to students. However, the gap between the demographic makeup of the student body and the education profession has been widening. Even though over 50 percent of students are people of color, a 2022 Department of Education report showed that 80 percent of public-school teachers identified as White, a figure that has barely changed since 2000.

The EDUCATORS for America Act calls for a $1 billion annual investment in the educator pipeline, divided evenly between State capacity building and direct support for educator preparation programs and partnerships with high-need school districts. It addresses the full scope of educator workforce development, including early outreach and career exploration, financial assistance, and wraparound supports for those pursuing education careers. It supports clinical preparation for teachers, principals, and other educators, as well as fostering faculty development, all with a focus on ensuring equity and diversity.

The EDUCATORS for America Act will also reduce financiq] barriers to pursuing careers in education. The legislation will double the value of the TEACH-- Teacher Education Assistance for College and Higher Education-- grant to $8,000 per year and provide greater flexibility for meeting service requirements. It forgives loans for teachers, principals, and early childhood educators in high need schools after 5 years of service, and it establishes a new monthly credit for all other educators that will allow them to earn loan forgiveness as they serve instead of being forced to wait a decade before receiving any benefit.

The EDUCATORS for America Act reflects input from stakeholders across the field about what is needed to recruit, prepare, and support educators. To date, more than 50 organizations have endorsed it.

The Nation's outlook for the future is tied to the strength of the education profession. Our economic prosperity, the health of our democracy and civic society, and our ability to meet the challenges of climate change and the information age depend on our students having access to well-prepared and supported educators who reflect the diversity of the students they serve.

Today, the profession is in crisis. It is time to act. I urge my colleagues to cosponsor the EDUCATORS for America Act and work with me to see that it is enacted into law.

Madam President, it is time for a national investment in building a strong and resilient educator pipeline to ensure that all schools have the diverse, profession-ready teachers, principals, librarians, counselors, and other specialized instructional support personnel they need to support student development and academic achievement. Today, along with Senators Casey, Lujan, Van Hollen, Wyden, Stabenow, Merkley, and Heinrich, I am reintroducing the EDUCATORS for America Act to provide the blueprint for building this pipeline. I am pleased that Representative Alma Adams is introducing a companion bill in the other body.

For years, we have seen declines in enrollment in educator preparation programs. Now in the wake of the COVID-19 pandemic, schools are facing pervasive staffing shortages. An Education Week survey found that 40 percent of school district leaders and principals describe the shortages as ``severe'' or ``very severe.'' The National Association of Secondary School Principals reported that nearly 4 out of 10 principals expect to leave the profession in the next 3 years. We cannot afford to neglect the educator pipeline any longer.

As we work to replenish the ranks of our educators, we also have the opportunity to advance diversity in the profession. Multiple studies have shown that racial diversity can provide significant benefits to students. However, the gap between the demographic makeup of the student body and the education profession has been widening. Even though over 50 percent of students are people of color, a 2022 Department of Education report showed that 80 percent of public-school teachers identified as White, a figure that has barely changed since 2000.

The EDUCATORS for America Act calls for a $1 billion annual investment in the educator pipeline, divided evenly between State capacity building and direct support for educator preparation programs and partnerships with high-need school districts. It addresses the full scope of educator workforce development, including early outreach and career exploration, financial assistance, and wraparound supports for those pursuing education careers. It supports clinical preparation for teachers, principals, and other educators, as well as fostering faculty development, all with a focus on ensuring equity and diversity.

The EDUCATORS for America Act will also reduce financiq] barriers to pursuing careers in education. The legislation will double the value of the TEACH-- Teacher Education Assistance for College and Higher Education-- grant to $8,000 per year and provide greater flexibility for meeting service requirements. It forgives loans for teachers, principals, and early childhood educators in high need schools after 5 years of service, and it establishes a new monthly credit for all other educators that will allow them to earn loan forgiveness as they serve instead of being forced to wait a decade before receiving any benefit.

The EDUCATORS for America Act reflects input from stakeholders across the field about what is needed to recruit, prepare, and support educators. To date, more than 50 organizations have endorsed it.

The Nation's outlook for the future is tied to the strength of the education profession. Our economic prosperity, the health of our democracy and civic society, and our ability to meet the challenges of climate change and the information age depend on our students having access to well-prepared and supported educators who reflect the diversity of the students they serve.

Today, the profession is in crisis. It is time to act. I urge my colleagues to cosponsor the EDUCATORS for America Act and work with me to see that it is enacted into law.

Madam President, I suggest the absence of a quorum.

Mr. President, for the Committee on Armed Services I report favorably the following nomination lists which were printed in the RECORDS on the dates indicated, and ask unanimous consent, to save the expense of reprinting on the Executive Calendar that these nominations lie at the Secretary's desk for the information of Senators.

Madam President, literacy opens the door for lifelong opportunity and economic success. But in the aftermath of the COVID-19 pandemic, we have a lot of work to do to help kids catch up. The National Assessment of Education Progress results show the terrible toll the pandemic has taken on students' literacy skills. Reading scores for 9-year-olds dropped by five points, the steepest decline since 1990. We need urgent action to ensure that all children have the means and the right to read. That is why I am pleased to join Congressman Raul Grijalva in introducing the Right to Read Act.

The Right to Read Act will require States and school districts to have policies protecting the right to read, which includes access to evidence-based reading instruction, access to effective school libraries, access to developmentally and linguistically appropriate materials, reading materials at home, family literacy support, and the freedom to choose reading materials.

The Right to Read Act will ensure that low-income, minority children, English learners, and students with disabilities are not disproportionately enrolled in schools that lack effective school libraries. This is a matter of equity. Data show that school libraries make a big difference in giving kids the skills and inspiration to become proficient and enthusiastic readers. Students who utilize school libraries have 73 percent higher literacy rates than students who do not, and the positive impact of effective school libraries is highest for marginalized groups, including students experiencing poverty, students of color, and students with disabilities. But not every student has access to library services. The U.S. Department of Education reports that 2.5 million students are enrolled in districts where there are no school libraries. An estimated 1 out of 10 schools in America does not have a school library, and 30 percent higher of U.S. public schools do not have full-time librarians. Students experiencing the highest levels of poverty are 30 percent more likely to attend a school without a school library.

While school libraries are most effective when they offer resources that resonate, engage, and empower students and that align with their First Amendment rights, a recent PEN America report found that 182 school districts across 37 States are facing bans on books that disproportionately limit access to titles with LGBTQ+ characters and characters of color. Last month, the American Library Association reported a record number of attempted book bans in 2022, nearly doubling the 2021 total.

The Right to Read Act will address the disparities in access to school library resources. It supports the development of effective school libraries, including the recruitment, retention, and professional development of State-certified school librarians. It will also increase the Federal investment in literacy by reauthorizing comprehensive literacy State development grants at $500 million and the Innovative Approaches to Literacy Program at $100 million, targeting critical literacy resources in high-need communities. Importantly, the bill protects access to quality reading materials and provides the resources needed to create a foundation for learning and student success.

In developing this legislation, Congressman Grijalva and I worked closely with the library community, including the American Library Association and the American Association of School Librarians. We are also pleased to have the support of the American Federation of Teachers, the National Education Association, the National Council of Teachers of English, and PEN America. These are the experts in helping kids become lifelong readers and learners. I appreciate their insight and assistance on this bill, and I urge my colleagues to join us in cosponsoring this legislation to ensure that all students have a right to read.

Madam President, I am joined by Senator Van Hollen in introducing the Consumer Credit Control Act, which gives consumers greater control over when and how their consumer reports are shared by consumer reporting agencies.

Our current consumer reporting system is backwards. Consumer reporting agencies collect massive amounts of personal information on consumers, often without their knowledge, in order to compile consumer reports. These reports are then shared with financial institutions and others, often without consent.

Following Equifax's failure several years ago to secure valuable personally identifiable information it collected on approximately 147 million Americans, it remains clear that this system needs to change. Indeed, the National Consumer Law Center's Chi Chi Wu stated in testimony before the House Financial Services Committee that the Equifax breach ``means half of the US population and nearly three- quarters of the consumers with active credit reports are now at risk of identity theft due to one of the worst--if not the worst--breaches of consumer data in American history. These Americans are at risk of having false new credit accounts, phony tax returns, and even spurious medical bills incurred in their good names.'' To make matters worse, the risks of identity fraud may only increase with time. As Ed Mierzwinski, U.S. PIRG's Federal Consumer Program Director, explains ``unlike credit card numbers, your Social Security Number and Date of Birth don't change and may even grow more valuable over time, like gold in a bank vault. Much worse, they are the keys to `new account identity theft.' ''

The Consumer Credit Control Act aims to address these concerns and fix the current upside down system. Our legislation, at no cost to the consumer, seeks to give Americans greater control over when and how their consumer reports are released when applying for new credit, a loan, or insurance. It also requires consumer reporting agencies to verify a consumer's identity and secure the consumer's permission before releasing consumer reports in instances that are particularly susceptible to identity theft and fraud. Additionally, our legislation requires every consumer reporting agency to take appropriate steps to prevent unauthorized access to the consumer reports and personal information they maintain.

These changes are intended to make it tougher for criminals to open new fraudulent credit or insurance accounts in other people's names. They will also dramatically cut down on so-called ``trigger leads,'' where the credit reporting bureaus sell the fact that a consumer is shopping for a mortgage to other lenders. That causes prospective homebuyers to get inundated with hundreds of calls offering alternative mortgages. The credit bureaus say that these ``trigger leads'' help consumers by making sure they have access to the most attractive financing, but in reality they are a nuisance and add unnecessary stress to the already stressful process of buying a home.

I urge our colleagues to cosponsor the Consumer Credit Control Act, and I thank Senator Van Hollen, the National Consumer Law Center, on behalf of its low-income clients, U.S. PIRG, the Center for Digital Democracy, Consumer Action, the Consumer Federation of America, Consumer Reports, the National Association of Consumer Advocates, and Public Citizen for their support.

Madam President, literacy opens the door for lifelong opportunity and economic success. But in the aftermath of the COVID-19 pandemic, we have a lot of work to do to help kids catch up. The National Assessment of Education Progress results show the terrible toll the pandemic has taken on students' literacy skills. Reading scores for 9-year-olds dropped by five points, the steepest decline since 1990. We need urgent action to ensure that all children have the means and the right to read. That is why I am pleased to join Congressman Raul Grijalva in introducing the Right to Read Act.

The Right to Read Act will require States and school districts to have policies protecting the right to read, which includes access to evidence-based reading instruction, access to effective school libraries, access to developmentally and linguistically appropriate materials, reading materials at home, family literacy support, and the freedom to choose reading materials.

The Right to Read Act will ensure that low-income, minority children, English learners, and students with disabilities are not disproportionately enrolled in schools that lack effective school libraries. This is a matter of equity. Data show that school libraries make a big difference in giving kids the skills and inspiration to become proficient and enthusiastic readers. Students who utilize school libraries have 73 percent higher literacy rates than students who do not, and the positive impact of effective school libraries is highest for marginalized groups, including students experiencing poverty, students of color, and students with disabilities. But not every student has access to library services. The U.S. Department of Education reports that 2.5 million students are enrolled in districts where there are no school libraries. An estimated 1 out of 10 schools in America does not have a school library, and 30 percent higher of U.S. public schools do not have full-time librarians. Students experiencing the highest levels of poverty are 30 percent more likely to attend a school without a school library.

While school libraries are most effective when they offer resources that resonate, engage, and empower students and that align with their First Amendment rights, a recent PEN America report found that 182 school districts across 37 States are facing bans on books that disproportionately limit access to titles with LGBTQ+ characters and characters of color. Last month, the American Library Association reported a record number of attempted book bans in 2022, nearly doubling the 2021 total.

The Right to Read Act will address the disparities in access to school library resources. It supports the development of effective school libraries, including the recruitment, retention, and professional development of State-certified school librarians. It will also increase the Federal investment in literacy by reauthorizing comprehensive literacy State development grants at $500 million and the Innovative Approaches to Literacy Program at $100 million, targeting critical literacy resources in high-need communities. Importantly, the bill protects access to quality reading materials and provides the resources needed to create a foundation for learning and student success.

In developing this legislation, Congressman Grijalva and I worked closely with the library community, including the American Library Association and the American Association of School Librarians. We are also pleased to have the support of the American Federation of Teachers, the National Education Association, the National Council of Teachers of English, and PEN America. These are the experts in helping kids become lifelong readers and learners. I appreciate their insight and assistance on this bill, and I urge my colleagues to join us in cosponsoring this legislation to ensure that all students have a right to read.

Madam President, I am joined by Senator Van Hollen in introducing the Consumer Credit Control Act, which gives consumers greater control over when and how their consumer reports are shared by consumer reporting agencies.

Our current consumer reporting system is backwards. Consumer reporting agencies collect massive amounts of personal information on consumers, often without their knowledge, in order to compile consumer reports. These reports are then shared with financial institutions and others, often without consent.

Following Equifax's failure several years ago to secure valuable personally identifiable information it collected on approximately 147 million Americans, it remains clear that this system needs to change. Indeed, the National Consumer Law Center's Chi Chi Wu stated in testimony before the House Financial Services Committee that the Equifax breach ``means half of the US population and nearly three- quarters of the consumers with active credit reports are now at risk of identity theft due to one of the worst--if not the worst--breaches of consumer data in American history. These Americans are at risk of having false new credit accounts, phony tax returns, and even spurious medical bills incurred in their good names.'' To make matters worse, the risks of identity fraud may only increase with time. As Ed Mierzwinski, U.S. PIRG's Federal Consumer Program Director, explains ``unlike credit card numbers, your Social Security Number and Date of Birth don't change and may even grow more valuable over time, like gold in a bank vault. Much worse, they are the keys to `new account identity theft.' ''

The Consumer Credit Control Act aims to address these concerns and fix the current upside down system. Our legislation, at no cost to the consumer, seeks to give Americans greater control over when and how their consumer reports are released when applying for new credit, a loan, or insurance. It also requires consumer reporting agencies to verify a consumer's identity and secure the consumer's permission before releasing consumer reports in instances that are particularly susceptible to identity theft and fraud. Additionally, our legislation requires every consumer reporting agency to take appropriate steps to prevent unauthorized access to the consumer reports and personal information they maintain.

These changes are intended to make it tougher for criminals to open new fraudulent credit or insurance accounts in other people's names. They will also dramatically cut down on so-called ``trigger leads,'' where the credit reporting bureaus sell the fact that a consumer is shopping for a mortgage to other lenders. That causes prospective homebuyers to get inundated with hundreds of calls offering alternative mortgages. The credit bureaus say that these ``trigger leads'' help consumers by making sure they have access to the most attractive financing, but in reality they are a nuisance and add unnecessary stress to the already stressful process of buying a home.

I urge our colleagues to cosponsor the Consumer Credit Control Act, and I thank Senator Van Hollen, the National Consumer Law Center, on behalf of its low-income clients, U.S. PIRG, the Center for Digital Democracy, Consumer Action, the Consumer Federation of America, Consumer Reports, the National Association of Consumer Advocates, and Public Citizen for their support.

Madam President, I am pleased to introduce the bipartisan Strengthening Research in Adult Education Act with my colleague, Senator Young. We are in urgent need of identifying and disseminating innovative and effective methods for supporting adult learners. Our legislation will ensure that there is a strong research base to improve educational programs for adults seeking to advance their literacy, numeracy, and digital and information literacy skills.

The most recent data from the Program for the International Assessment of Adult Competencies show an urgent need for action in adult education, with an estimated 18 percent of adults ages 16 to 65 in the United States performing at the lowest levels of literacy; 28 percent at the lowest levels of numeracy; and 23 percent at the lowest levels of digital problem solving. This is a dire situation. These are essential skills for postsecondary education and the workplace. Beyond their value in the labor market, these skills are also correlated with health and civic participation, making adult education critically important to the health and well-being of our people, our economy, and our democracy.

In Rhode Island, it is estimated that more than 84,000 working-age adults have less than a high school education. Nearly 65,000 have limited English proficiency. Yet we are reaching just over 5,000 through the current adult education program. Clearly, we need more resources and innovative, research-based ways to reach more people.

The Strengthening Research in Adult Education Act will provide a critical foundation for improving the effectiveness and reach of adult education programs by ensuring that adult education is included in our national education research priorities. Specifically, the Strengthening Research in Adult Education Act will amend the Education Sciences Reform Act to require the Institute for Education Sciences and the National Center for Education Statistics to collect data and carry out research on successful State and local adult education and literacy activities, the characteristics and academic achievement of adult learners, and access to and opportunity for adult education, including digital and information literacy skills development, in communities across the country. It will also ensure that the Institute of Education Sciences draws on the expertise of adult educators when developing policies and priorities. Finally, the legislation will require that at least one research center focus on adult education.

These straightforward amendments to the Education Sciences Reform Act will go a long way to strengthening the research base that will support the improvement of adult education across the country. I was pleased to work with the adult education community and particularly the Coalition on Adult Basic Education and the National Coalition for Literacy in developing this legislation. I urge my colleagues to support the Strengthening Research in Adult Education Act and to work with me to ensure that its provisions are included in the reauthorization of the Education Sciences Reform Act.

Madam President, I am pleased to introduce the bipartisan Strengthening Research in Adult Education Act with my colleague, Senator Young. We are in urgent need of identifying and disseminating innovative and effective methods for supporting adult learners. Our legislation will ensure that there is a strong research base to improve educational programs for adults seeking to advance their literacy, numeracy, and digital and information literacy skills.

The most recent data from the Program for the International Assessment of Adult Competencies show an urgent need for action in adult education, with an estimated 18 percent of adults ages 16 to 65 in the United States performing at the lowest levels of literacy; 28 percent at the lowest levels of numeracy; and 23 percent at the lowest levels of digital problem solving. This is a dire situation. These are essential skills for postsecondary education and the workplace. Beyond their value in the labor market, these skills are also correlated with health and civic participation, making adult education critically important to the health and well-being of our people, our economy, and our democracy.

In Rhode Island, it is estimated that more than 84,000 working-age adults have less than a high school education. Nearly 65,000 have limited English proficiency. Yet we are reaching just over 5,000 through the current adult education program. Clearly, we need more resources and innovative, research-based ways to reach more people.

The Strengthening Research in Adult Education Act will provide a critical foundation for improving the effectiveness and reach of adult education programs by ensuring that adult education is included in our national education research priorities. Specifically, the Strengthening Research in Adult Education Act will amend the Education Sciences Reform Act to require the Institute for Education Sciences and the National Center for Education Statistics to collect data and carry out research on successful State and local adult education and literacy activities, the characteristics and academic achievement of adult learners, and access to and opportunity for adult education, including digital and information literacy skills development, in communities across the country. It will also ensure that the Institute of Education Sciences draws on the expertise of adult educators when developing policies and priorities. Finally, the legislation will require that at least one research center focus on adult education.

These straightforward amendments to the Education Sciences Reform Act will go a long way to strengthening the research base that will support the improvement of adult education across the country. I was pleased to work with the adult education community and particularly the Coalition on Adult Basic Education and the National Coalition for Literacy in developing this legislation. I urge my colleagues to support the Strengthening Research in Adult Education Act and to work with me to ensure that its provisions are included in the reauthorization of the Education Sciences Reform Act.

Madam President, today, I am introducing important environmental literacy legislation, the No Child Left Inside Act, along with Senator Collins and Senator Merkley and Congressman Sarbanes. Our bipartisan, bicameral bill focuses on the fundamental goal of public education, which is to equip the next generation with the knowledge, skills, and experiences to understand the world around them and their ability to shape it. In the face of a global climate crisis, it is essential that all students graduate with environmental literacy skills to secure and sustain their future.

Environmental education provides broad benefits. It has been shown to enhance student achievement in science and other core subjects and to increase student engagement and critical thinking skills. Moreover, it promotes healthy lifestyles by encouraging kids to get outside.

Yet, environmental education often gets crowded out of the school day. In a Rhode Island Environmental Education Association survey, teachers identified challenges to integrating environmental education into an already crowded curriculum and ranked professional development as most helpful to remedying the situation. Some of the practices put in place in response to the COVID-19 pandemic have shown real promise. As the pandemic took hold, Rhode Island's environmental educators sprang into action, creating outdoor learning support opportunities and virtual programs for students as they did school from home. We need to build on these successes and build stronger connections between environmental education organizations and our public schools. That is what the No Child Left Inside Act aims to do.

The No Child Left Inside Act establishes a new grant program to support States in the development and implementation of environmental literacy plans to integrate environmental education and field experiences into the core academic program in public schools, with an emphasis on professional development in environmental education for teachers. With this funding, States will provide grants for partnerships between school districts and

parks, natural resource management agencies, educator preparation programs, museums, or other organizations with expertise in engaging young people with real world examples of environmental and scientific concepts. The legislation also establishes a pilot program for outdoor school education programs that offer intensive, hands-on learning experiences, such as residential programs and summer camps.

The No Child Left Inside Act will also help coordinate Federal efforts on environmental education. It requires the Secretary of Education to establish an environmental literacy advisory panel to coordinate and report on environmental literacy activities across Federal Agencies. It also will provide easy access to environmental education resources through the Department of Education's website.

The No Child Left Inside Act has the support of nearly 100 organizations, representing educators, parks, museums, environmental organizations, and community-based organizations at the national, State, and local levels. They stand ready and willing to partner with schools across the Nation. The Federal Government should be a partner too. That is why I urge my colleagues to join me in cosponsoring and passing the No Child Left Inside Act.

Madam President, today, I am introducing important environmental literacy legislation, the No Child Left Inside Act, along with Senator Collins and Senator Merkley and Congressman Sarbanes. Our bipartisan, bicameral bill focuses on the fundamental goal of public education, which is to equip the next generation with the knowledge, skills, and experiences to understand the world around them and their ability to shape it. In the face of a global climate crisis, it is essential that all students graduate with environmental literacy skills to secure and sustain their future.

Environmental education provides broad benefits. It has been shown to enhance student achievement in science and other core subjects and to increase student engagement and critical thinking skills. Moreover, it promotes healthy lifestyles by encouraging kids to get outside.

Yet, environmental education often gets crowded out of the school day. In a Rhode Island Environmental Education Association survey, teachers identified challenges to integrating environmental education into an already crowded curriculum and ranked professional development as most helpful to remedying the situation. Some of the practices put in place in response to the COVID-19 pandemic have shown real promise. As the pandemic took hold, Rhode Island's environmental educators sprang into action, creating outdoor learning support opportunities and virtual programs for students as they did school from home. We need to build on these successes and build stronger connections between environmental education organizations and our public schools. That is what the No Child Left Inside Act aims to do.

The No Child Left Inside Act establishes a new grant program to support States in the development and implementation of environmental literacy plans to integrate environmental education and field experiences into the core academic program in public schools, with an emphasis on professional development in environmental education for teachers. With this funding, States will provide grants for partnerships between school districts and

parks, natural resource management agencies, educator preparation programs, museums, or other organizations with expertise in engaging young people with real world examples of environmental and scientific concepts. The legislation also establishes a pilot program for outdoor school education programs that offer intensive, hands-on learning experiences, such as residential programs and summer camps.

The No Child Left Inside Act will also help coordinate Federal efforts on environmental education. It requires the Secretary of Education to establish an environmental literacy advisory panel to coordinate and report on environmental literacy activities across Federal Agencies. It also will provide easy access to environmental education resources through the Department of Education's website.

The No Child Left Inside Act has the support of nearly 100 organizations, representing educators, parks, museums, environmental organizations, and community-based organizations at the national, State, and local levels. They stand ready and willing to partner with schools across the Nation. The Federal Government should be a partner too. That is why I urge my colleagues to join me in cosponsoring and passing the No Child Left Inside Act.

Madam President, today I am introducing the Bank Management Accountability Act along with Senator Grassley. This bipartisan bill will make it easier for banking regulators to claw back compensation from directors and senior executives at failed systemically important banks and to ban those directors and executives from future participation in the financial industry.

We have recently experienced the failures of Silicon Valley Bank and Signature Bank, two systemically important banks each with assets exceeding $100 billion. Executives at these banks received exorbitant compensation as the banks took on excessive risks. The CEO of Silicon Valley Bank received $10 million in compensation in 2022 and sold $3.5 million of company stock in the days before the failure. The CEO of Signature Bank received $8.7 million in compensation in 2022 and sold millions of dollars' worth of company stock in the weeks and months before the failure.

The government declared the failures of Silicon Valley Bank and Signature Bank a ``systemic risk'' to the economy and stepped in with extraordinary backstops and emergency assistance, including protecting uninsured depositors. While these actions prevented contagion from spreading throughout

the financial system, these two failures are expected to cost the Federal Deposit Insurance Corporation's, FDIC's deposit insurance fund over $20 billion and have required the Federal Reserve to extend over $143 billion in credit to their successor banks. The FDIC needs stronger tools to prevent directors and senior executives from enriching themselves when their risky bets destabilize the financial sector and saddle the American people with the costs.

The bipartisan bill we are introducing aims to update the FDIC's outdated compensation clawback authority and weak financial industry ban authority. This bill will make directors and senior executives think twice before engaging in risky activities by allowing the FDIC to claw back the prior 2 years of their compensation if their bank fails. And to ensure that directors and senior executives cannot return to another bank and place depositors' funds at risk again, the bill would make it much easier for the FDIC to prohibit them from participating in the affairs of any financial company for at least two years.

Under existing law, high standards of liability significantly interfere with regulators' ability to seek restitution from directors and officers of failed banks and bar them from the industry. After the 2008 financial crisis, Congress established much more powerful clawback authority. But this tool is only available when the largest banks are unwound using a special process called ``orderly liquidation authority'' that the regulators have never used--even for the failures of Silicon Valley Bank and Signature Bank. That is why directors and senior executives at large banks rarely are subject to compensation clawbacks and financial industry bans, even if they are negligent in running their bank and the government ultimately needs to step in with extraordinary backstops and emergency assistance.

Our bill would apply the easier rules for clawing back compensation from Dodd-Frank's special ``orderly liquidation authority'' to a much broader set of banks, including Silicon Valley Bank and Signature Bank. It would also specify that recouped funds may not be paid out of directors' and officers' liability insurance coverage to make sure that they have true personal liability and skin in the game. Finally, it would lower the standard for barring directors and senior executives at failed systemically important banks from the financial industry. These updates would greatly enhance the banking regulators' ability to recover funds for the benefit of the taxpayers, to protect depositors from directors and senior executives who have already driven a bank into failure, and to provide powerful disincentives against excessive risk taking.

All of our constituents deserve strong bank regulators with the necessary tools to go after executives and directors at banks whose failures threaten the economy. The Bank Management Accountability Act will enhance our regulators' authorities to demand meaningful accountability from Wall Street and Silicon Valley, which in turn will increase confidence in our financial system. I urge our colleagues to support this important bipartisan legislation.