[House Report 117-539]
[From the U.S. Government Publishing Office]


117th Congress    }                                   {      Report
                        HOUSE OF REPRESENTATIVES
 2d Session       }                                   {      117-539

======================================================================

 
   RESOLUTION OF INQUIRY DIRECTING THE PRESIDENT TO PROVIDE CERTAIN 
DOCUMENTS IN THE PRESIDENT'S POSSESSION TO THE HOUSE OF REPRESENTATIVES 
RELATING TO COMMUNICATION BETWEEN THE EXECUTIVE BRANCH AND THE AMERICAN 
FEDERATION OF TEACHERS REGARDING REOPENING SCHOOLS AND SUPPORTING SAFE, 
                           IN-PERSON LEARNING

                                _______
                                

 September 30, 2022.--Referred to the House Calendar and ordered to be 
                                printed

                                _______
                                

   Mr. Scott of Virginia, from the Committee on Education and Labor, 
                        submitted the following

                             ADVERSE REPORT

                             together with

                             MINORITY VIEWS

                      [To accompany H. Res. 1273]

    The Committee on Education and Labor, to whom was referred 
the resolution (H. Res. 1273) of inquiry directing the 
President to provide certain documents in the President's 
possession to the House of Representatives relating to 
communication between the executive branch and the American 
Federation of Teachers regarding reopening schools and 
supporting safe, in-person learning, having considered the 
same, reports unfavorably thereon with an amendment and 
recommends that the resolution as amended not be agreed to.

                                CONTENTS

                                                                   Page
Purpose and Summary..............................................     2
Committee Action.................................................     2
Committee Views..................................................     4
Section-by-Section Analysis......................................     9
Explanation of Amendments........................................     9
Application of Law to the Legislative Branch.....................     9
Unfunded Mandate Statement.......................................    10
Earmark Statement................................................    10
Roll Call Votes..................................................    10
Statement of Performance Goals and Objectives....................    12
Duplication of Federal Programs..................................    12
Statement of Oversight Findings and Recommendations of the 
  Committee......................................................    12
New Budget Authority and CBO Cost Estimate.......................    12
Changes in Existing Law Made by the Bill, as Reported............    12
Minority Views...................................................    13

    The amendment is as follows:
  Strike all after the resolving clause and insert the 
following:

  That, not later than 14 days after the adoption of this 
resolution, the President, Joseph R. Biden, is directed to 
furnish to the House of Representatives copies of any document 
or communication in the possession of the Director of the 
Centers for Disease Control and Prevention that refers or 
relates to communication or coordination between the executive 
branch and the American Federation of Teachers regarding the 
development of the Operational Guidance for K-12 Schools and 
Early Care and Education Programs to Support Safe In-Person 
Learning issued by the Centers for Disease Control & Prevention 
and most recently updated on May 27, 2022.

                          PURPOSE AND SUMMARY

    The stated purpose of H. Res. 1273 is to direct President 
Biden to transmit to the House certain documents in his 
possession relating to communications between his 
administration and the American Federation of Teachers (AFT) 
regarding reopening schools and supporting safe, in-person 
learning. While H. Res. 1273 is a resolution of inquiry 
designed to compel production from the Executive Branch in the 
name of congressional oversight, everything about the 
resolution's introduction and consideration make it clear this 
was not the resolution's true purpose. Instead, The Committee 
believes H. Res. 1273 was introduced in an attempt to upend the 
majority's agenda and promote inane conspiracies designed to 
denigrate public school teachers, the organizations these 
teachers elect to advocate for them, and Members of the 
majority generally. As such, the Committee reported H. Res. 
1273 unfavorably to the House with the recommendation that it 
do not pass.

                            COMMITTEE ACTION

                             116TH CONGRESS

    On September 11, 2019, the Early Childhood, Elementary, and 
Secondary Education (ECESE) Subcommittee held a hearing titled 
``The Importance of Trauma-Informed Practices in Education to 
Assist Students Impacted by Gun Violence and Other 
Adversities'' which discussed the trauma students bring to and 
experience in school, and how it effects their behavioral 
health and school performance. The Committee heard testimony 
from: Dr. Nadine Burke Harris, Surgeon General for the State of 
California, San Francisco, CA; Dr. Ingrida Barker, Associate 
Superintendent, McDowell County Schools, Welch, WV; Ms. Joy 
Hofmeister, State Superintendent of Public Instruction, 
Oklahoma State Department of Education, Oklahoma City, OK; and 
Dr. Janice K. Jackson, Chief Executive Officer, Chicago Public 
Schools, Chicago, IL.
    On June 22, 2020, the Committee held a hearing titled 
``Inequities Exposed: How COVID-19 Widened Racial Inequities in 
Education, Health, and the Workforce'' on how existing 
disparities in health and education fields have been 
exacerbated by the COVID-19 pandemic. The Committee heard 
testimony from Dr. Camara P. Jones, Adjunct Professor, Rollins 
School of Public Health at Emory University; Senior Fellow and 
Adjunct Associate Professor, Morehouse School of Medicine; Past 
President, American Public Health Association, Atlanta, GA; Dr. 
Valerie Rawlston Wilson, Director, Program on Race, Ethnicity, 
and the Economy, Economic Policy Institute, Silver Spring, MD; 
Mr. Avid Roy, Co-Founder and President, The Foundation for 
Research on Equal Opportunity, Austin, TX; and Mr. John B. 
King, Jr., President and CEO, The Education Trust, Washington, 
D.C.

                             117TH CONGRESS

    On March 25, 2021, the Early Childhood, Elementary, and 
Secondary Education (ECESE) Subcommittee held a hearing titled 
``Lessons Learned: Charting the Path to Educational Equity 
Post-COVID-19'' to examine how the COVID-19 pandemic has 
impacted communities and discuss the most effective methods of 
ensuring the nation's public schools reopen and recover 
equitably. The Subcommittee heard testimony from Mr. Mark 
Morial J.D., President and Chief Executive Officer, National 
Urban League, New York, NY; Mrs. Jennifer Dale, Parent, Lake 
Oswego, OR; Selene Almazan, Esq., Legal Director, Council of 
Parent Attorneys and Advocates, Inc., Towson, MD; and Alberto 
Carvalho, Superintendent of Schools, Miami-Dade County Public 
Schools, Miami, FL.
    On September 9, 2021, the ECESE Subcommittee held a hearing 
titled, ``Back to School: Highlighting Best Practices for 
Safely Reopening Schools'' which discussed the conditions under 
which schools were beginning to reopen nationally, and the 
state of students and teachers returning to school. The 
Subcommittee heard testimony from Dr. Jesus F. Jara, 
Superintendent of Schools, Clark County School District, Las 
Vegas, NV; Ms. Denise Forte, Interim Chief Executive Officer, 
The Education Trust, Washington, D.C.; Mr. David Zweig, 
Journalist, The Atlantic, New York Magazine, Wired Magazine, 
Hudson, NY; and Dr. Ashish K. Jha, Dean & Professor of Health 
Services, Policy & Practice, Brown University, Providence, RI.
    On November 17, 2021, the ECESE Subcommittee and the 
Subcommittee on Higher Education and Workforce Investment (HEWI 
Subcommittee) held a joint hearing titled, ``Examining the 
Implementation of COVID-19 Education Funds'' which discussed 
how the federal government was overseeing how states and 
localities used the Educational Stabilization Fund created in 
the American Rescue Plan (ARP) to weather the pandemic and keep 
students learning. The Subcommittees heard testimony from The 
Honorable Cindy Marten, Deputy Secretary, U.S. Department of 
Education, and The Honorable James Kvaal, Undersecretary, U.S. 
Department of Education.
    On February 16, 2022, the ECESE Subcommittee held a hearing 
titled ``Serving All Students: Promoting a Healthier, More 
Supportive School Environment'' to discuss practices in use in 
public schools that are harmful to the mental health of 
students. The Subcommittee heard testimony from: Ms. Kristen 
Harper, Vice President for Public Policy and Engagement, Child 
Trends; Mr. Guy Stephens, Founder and Executive Director, 
Alliance Against Seclusion and Restraint; Ms. Morgan Craven, 
J.D., National Director of Policy, Advocacy and Community 
Engagement, Intercultural Development Research Association; 
and, Mr. Max Eden, Research Fellow, American Enterprise 
Institute.
    On July 26th, 2022 H. Res. 1273 was introduced by Rep. John 
Joyce (R-PA-13). The bill was referred solely to the Committee 
on Education and Labor.
    On September 15th, 2022, the Committee considered H. Res. 
1273 in legislative session and reported it unfavorably, as 
amended, to the House of Representatives by a vote of 28-21. 
The Committee considered one amendment to H. Res. 1273, an 
amendment offered by Chairman Bobby Scott (D-VA-03) that made a 
minor technical edit. The amendment was adopted by voice vote.

                            COMMITTEE VIEWS

Oversight and its attempted politicization

    The power of Congressional oversight authority at the 
Committee level is vested solely with the Chair and the 
majority party, per House and Committee rules. The 
Congressional Research Service summarizes the oversight power 
of the Committee thusly:

          Ranking Members and individual Members are not 
        authorized by house or committee rules to start 
        official committee investigations or issue subpoenas. 
        Individual Members may seek the voluntary cooperation 
        of agency officials or private persons. However, no 
        judicial precedent has directly recognized a right in 
        an individual Member, other than a committee chair, to 
        exercise a committee's oversight authority without the 
        permission of a majority of the committee or its 
        chair.\1\
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    \1\Todd Garvey & Walkter J. Oleszek, Cong. Rsch. Serv., IF10015, 
Congressional Oversight and Investigations (2014) (emphasis added).

    The Committee takes its responsibility to conduct oversight 
very seriously and views this work as a critical constitutional 
function of Congress. To that end, the Committee has held 16 
oversight hearings during the 117th Congress\2\--which included 
nearly 50 hours of hearings with several Biden-Harris 
Administration officials, such as the Secretary of Education, 
Miguel Cardona\3\; the Undersecretary of the Department of 
Education, James Kvaal\4\; and the Chief Operating Officer of 
the Office of Federal Student Aid, Rich Cordray.\5\
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    \2\See H. Comm. on Educ. & Lab., Committee Activity, (last visited 
Sept. 27, 2022), https://edlabor.house.gov/hearings-and-events 
(outlining all hearings in the 117th Congress. Oversight hearings are 
generally styled ``Examining the Policies and Priorities of [Overseen 
Agency or Department]).
    \3\Examining the Policies and Priorities of the U.S. Department of 
Education Before the H. Comm. on Educ. & Lab., 117th Cong. (May 26, 
2022); Examining the Policies and Priorities of the U.S. Department of 
Education Before the H. Comm. on Educ. & Lab., 117th Cong. (June 24, 
2021).
    \4\Examining the Implementation of COVID-19 Education Funds, Before 
the H. Subcomm. on Early Childhood, Elem. & Secondary Educ. & the H. 
Subcomm. on Higher Educ. & Workforce Investment, 117th Cong. (November 
17, 2021).
    \5\Examining the Policies and Priorities of the Office of Federal 
Student Aid, Before the H. Subcomm. on Higher Educ. & Workforce 
Investment, 117th Cong. (Oct. 27, 2021).
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    The minority claims that the Committee's oversight of the 
Biden administration has not been sufficient and three separate 
resolutions of inquiry (ROIs) have been recently introduced and 
referred to the Committee. Resolutions of Inquiry (ROIs) are a 
tool of the House to obtain information from the Executive 
Branch. As an ROI can be introduced by any member they reflect 
one of the few opportunities for the Minority to exert 
oversight authority within the confines of the House rules.
    Further, as ROIs retain privilege of consideration in the 
House if they are not reported out of Committee in a timely 
fashion, it has become established practice Committees to 
considered them fully to eliminate this privilege. Recognizing 
this fact, House Republicans made a concerted effort to hijack 
the Committee process by introducing a flood of 23 resolutions 
of inquiry at the end of July, timing which would necessitate 
the relevant Committees of jurisdiction to take up and report 
out these ROIs before September 30, the last scheduled 
legislative day before the 2022 midterm elections. This all but 
guaranteed that multiple Committees would have to spend 
precious time on agenda items chosen by the minority.
    When faced with an ROI from a Democratic minority in 2005, 
the Committee's Republican leadership determined that the 
resolution was similarly designed to derail the majority's 
agenda,\6\ noting, ``Perhaps most importantly, as a matter of 
procedure, H. Res. 467 challenges the Majority's prerogatives 
and its right to set the legislative agenda, and for that 
reason alone should be rejected.''\7\
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    \6\While current Committee leadership takes notice of this 
position, it does not necessarily agree with the conclusion reached by 
the Committee in the 109th Congress, and merely notes it here for the 
record.
    \7\H. Rpt. 109-258, 6, 109th Cong., 1st sess. (2005).
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    H. Res. 1273 asks the President to provide, ``copies of any 
document or communication in the possession of the Director of 
the Centers for Disease Control and Prevention that refers or 
relates to communication or coordination between the executive 
branch and the American Federation of Teachers regarding the 
development of the Operational Guidance for K-12 Schools and 
Early Care and Education Programs to Support Safe In-Person 
Learning.'' This request is overly broad and obviously designed 
to bog the CDC down in an unnecessary investigation. Further, 
as the Republican majority noted the last time it disposed of 
an ROI, a request for ``communications'' is, in itself 
problematic:

          A resolution of inquiry can only produce ``facts.'' 
        The communications encompassed by the resolution are 
        not limited to ``facts'' and thus should not be subject 
        to disclosure in response to the inquiry. At a minimum, 
        seeking the production of these communications would 
        chill debate between the agencies and the President on 
        issues of national importance.\8\
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    \8\Id.

    While ROIs are, in theory, an oversight tool, and the 
Committee recognizes every Member has the right to introduce an 
ROI, it was disappointing to spend time considering H. Res. 
1273, a resolution so obviously designed to derail serious 
legislative work and drive the Committee's debate into the 
realms of conspiracy theory, character assassination, and the 
assignment of motives, when the facts in this case are 
surprisingly clear.

The facts regarding CDC guidance for safely re-opening schools

    In response to the rapid onset of the COVID-19 pandemic, 
public schools worldwide began closing their doors to in-person 
instruction in March 2020. By April of 2020, school buildings 
in 48 of the 50 United States, the District of Columbia, four 
U.S. territories, and Department of Defense Schools were closed 
to in-person instruction for the remainder of the 2019-20 
school year.\9\ Faced with no vaccine and limited scientific 
data about key factors in the virus contagion, the majority of 
US schools remained closed to in-person learning at the 
beginning of the 2020-21 school year.\10\
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    \9\Rita Zota & Boris Granovskiy, Cong. Rsch. Serv., R46883, Remote 
Learning for K-12 Schools During the COVID-19 Pandemic 1 (2021).
    \10\See id. at 2 (``In May 2021, nearly 80% of students were still 
being offered a remote-only option for receiving instruction.'').
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    Beginning in the spring of 2020, thanks to resources 
provided in multiple COVID relief bills, many schools had the 
resources to provide distance learning modalities for many 
students.\11\ These technologies and programs were a poor 
substitute for in-person learning for most students,\12\ but 
when faced with questions increasing infections and deaths 
among students, teachers, and their families most schools erred 
on the side of caution and public health.\13\ While the 
decisions whether to close or open schools and what type of 
learning modalities to provide students were made on the state 
and local levels, it is worthwhile to note, per the theories 
put forth by Members of the minority during the consideration 
of H. Res. 1273, these decisions were made during the Trump 
Administration.
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    \11\Id. at 6-7.
    \12\See, e.g., Emma Dorn et al., COVID-19 and education: The 
lingering effects of unfinished learning, McKinsey, July 24, 2021, 
https://www.mckinsey.com/industries/education/our-insights/covid-19-
and-education-the-lingering-effects-of-unfinished-learning.
    \13\See, e.g., Cassandra Willyard, COVID and schools: the evidence 
for reopening safely, Nature, July 7, 2021, https://www.nature.com/
articles/d41586-021-01826-x.
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    On February 12, 2021, The Centers for Disease Control and 
Prevention (CDC) issued guidance to help school districts re-
open and stay open in the midst of the COVID-19 pandemic.\14\ 
The guidance provided schools with standards of how to employ 
the best tools to fight the pandemic that were currently at the 
disposal of schools: masking, physical (social) distancing, 
handwashing and respiratory etiquette, cleaning facilities, and 
a robust testing and contact tracing regime.\15\ The guidance 
was iterative, and has been updated multiple times since its 
introduction.\16\
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    \14\Press Briefing Transcript, Ctrs. for Disease Control, Update on 
COVID-19, Feb. 12, 2021, https://www.cdc.gov/media/releases/2021/t0212-
cdc-update-covid-19.html.
    \15\Id.
    \16\Ctrs. for Disease Control, Operational Guidance for K-12 
Schools and Early Care and Education Programs to Support Safe In-Person 
Learning, Aug. 11, 2022, https://www.cdc.gov/coronavirus/2019-ncov/
community/schools-childcare/k-12-childcare-guidance.html.
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    At the time the guidance was issued, both the Committee 
Chair and Ranking Member had positive things to say about the 
guidance. To the Chair, the guidance was helpful but it was 
obvious that many schools would need funding to implement the 
guidance with fidelity.\17\ To the Ranking Member, the guidance 
was proof that schools could safely re-open and now they just 
needed to do so.\18\
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    \17\Press Release, H. Comm. on Educ. & Lab., Chairman Scott's 
Statement on CDC's School Reopening Guidance (Feb 12, 2021) (``There is 
no question that getting students back into the classroom is critical 
for their education, their access to nutrition, their mental health, 
and the ability of school professionals to recognize and address 
instances of child abuse and neglect. School reopening decisions should 
not be based on politics--they should be based on whether schools can 
comply with CDC's science-based guidelines. Congress must make the 
necessary investments to help schools take the steps needed to safely 
reopen for in-person instruction.'') (on file with Committee).
    \18\Press Release, H. Comm. on Educ. & Lab. Republicans, Foxx: Put 
Students Needs First (Feb 12, 2021) (``The White House claims to 
approach this issue ambitiously, but the lights are still off in 
schools across America and students remain at home. The science is 
clear. Students can return to the classroom safely with proper 
precautions. It is time those in leadership positions put the needs of 
students first and turn excuses into action.'') (on file with 
Committee).
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    As multiple COVID vaccines became generally available over 
the course of 2021, and schools began to receive supplemental 
federal funding to assist in safely reopening, we saw more and 
more schools make the transition back to in-person 
learning.\19\ Many districts returned to hybrid or fully in-
person learning before the end of the 2020-21 school year. By 
October of 2021, at a point in which all public schools 
districts in the U.S. were open, over 13,800 school districts 
were open for in-person instruction, 123 districts were open 
for some hybrid model of in-person and remote instruction, only 
26 districts in the country remained remote.\20\ These numbers 
would shift based on local infection rates at given periods, 
and there were times where individual students, schools, or 
districts would have to return to remote learning for distinct 
quarantine periods.\21\ But for all intents and purposes, 
nearly all public schools districts in America were open for 
in-person instruction less than a year after President Biden 
took office.
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    \19\R46883, supra n. 9, at 5-7.
    \20\U.S. Dep't of Health and Hum. Svcs. Protect Public Data Hub, 
School Learning Modalities, Weekly Learning Modalities Metrics, 2020 
(last visited Sept. 25, 2022) https://public-data-hub-
dhhs.hub.arcgis.com/pages/school-learning-modalities.
    \21\E.g., Nicole Asbury et al., As covid surges, D.C.-are schools 
cancel activities and go virtual again, Washington Post, Dec. 15, 2021, 
https://www.washingtonpost.com/education/2021/12/15/dmv-school-omicron-
outbreaks/.
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    It is important to note that since the beginning of the 
Biden-Harris Administration, the CDC has never issued guidance 
that encouraged schools to close. The CDC has remained focused 
on supporting safe, in-person learning. CDC spoke with parents, 
teachers, students, school staff, and entities representing 
these groups as they worked to finalize their guidance to make 
sure that it was operable in the real world; this was not done 
in secret, but in fact part of the announcement of the 
guidance.\22\ And while CDC guidance has a strong influence on 
state COVID-19 response efforts, it is also not inherently 
binding; schools may adhere to state and local COVID-19 
screening requirements that differ from recommendations 
included in CDC guidance.
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    \22\CDC Press Briefing, supra n. 14 (``We have conducted an in-
depth review of the available science and evidence base to guide our 
recommendations, and we have also engaged with many education and 
public-health partners, to hear firsthand from parents and teachers, 
directly, about their experiences and concerns. These sessions were so 
informative, and direct changes to the guidance were made as a result 
of them.'').
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GOP allegations and conspiracies masquerading as oversight

    On March 30 of this year, Republican members of the House 
Committee on Oversight's Select COVID Subcommittee issued an 
interim report titled, ``Union Officials Wrote Key Portions of 
the Biden Administration's School Reopening Guidance.''\23\ 
This report purports to be some sort of ``smoking gun'' 
suggesting collusion during the development of the guidance 
between the CDC and the American Federation of Teachers (AFT) 
to keep schools closed.\24\ The report's findings are much less 
damning than the report's title, or the coverage the report has 
received in conservative media.\25\
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    \23\Select Subcomm. on the Coronavirus Crisus, Minority, H. Comm. 
on Oversight & Reform, Interim Findings: Union Officials Wrote Key 
Portions of the Biden Administration's School Reopening Guidance, Mar. 
30, 2022, https://republicans-oversight.house.gov/wp-content/uploads/
2022/03/AFT-CDC-Interference-Interim-Report-3-30-2022.pdf.
    \24\Id.at 7 (``The AFT's edits were intended to make it more likely 
that schools would close to in-person learning.'').
    \25\See, e.g., Jessica Chasmar, Republicans expose `uncommon' CDC, 
teacher' union ties on COVID school reopening guidance in report, Fox 
News, Mar. 30, 2022.
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    The facts are clear that over the last three years, the 
American Federation of Teachers offered numerous proposals on 
the best way to re-open and keep schools open safely.\26\ 
Moreover, the President of AFT even pledged $5 million dollars 
in May 2021 for their back-to-school campaign to return to 
five-days-a-week in-person instruction.\27\ The COR report 
makes no suggestion that the CDC broke the law in consulting 
with the AFT and provides no evidence that the AFT's 
recommendations to the CDC resulted in schools remaining remote 
instead of moving to in-person learning any longer than they 
would have without their recommendations.\28\ COR Republicans 
claimed the CDC does not usually share its guidance with 
outside entities at the point in development that they shared 
it with the AFT, but the strongest allegation and conclusion 
that the Republicans could make was that it was ``uncommon.'' 
This shows that at its heart the ROI is intended to simply 
disparage AFT and unions and assign ``blame'' for CDC's 
decisions.
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    \26\See Am. Fed'n. of Teachers, AFT's reports on safely reopening 
schools for in-person teaching and learning, (last visited Sept. 25, 
2022), https://www.aft.org/our-community/reopen-schools (including 
links to four reports, the earliest from April 2020, as to how schools 
could safely reopen).
    \27\See Am. Fed'n. of Teachers, Back to School for All, Helping 
Students Recover by Creating Safe and Welcoming Environments, (last 
visited Sept. 25, 2022), https://www.aft.org/ae/summer2022/
vachon_crawley_boyle.
    \28\The CDC often includes stakeholder input to ensure that the 
final version of their guidance doesn't ignore certain challenges that 
could affect implementation, e.g., administrative feasibility, equity, 
limited infrastructure. This requires engagement with a wide variety of 
different stakeholders--including, but not limited to, the AFT and the 
National Education Association (NEA). The request included in this 
resolution is specific to CDC communications with only two specific 
organizations, which doesn't represent all of the agency's stakeholder 
engagement. The CDC may have also incorporated feedback from other 
stakeholders as well.
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Minority Posture during the Markup

    The Committee notes with displeasure multiple statements 
made by members of the minority during the markup of H. Res. 
1273. These statements strained the comity this Committee has 
so long enjoyed and reflect less on the accused parties than 
the accusers.
    Multiple minority members reiterated the point that the 
CDC, AFT, and Democrats were responsible for keeping schools 
closed and as such are responsible for any learning loss or 
mental health problems that resulted from that closure.\29\ As 
this report has noted, the decision to close schools was one 
left to state and local authorities. In response to closures, 
Committee Democrats sought to provide schools with resources 
necessary to safely reopen, while addressing both learning loss 
and increased trauma and mental health needs exacerbated by the 
pandemic.\30\ The Committee has supported these efforts, 
because it knows they are necessary.
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    \29\Markup of H. Res. 1295, H. Res. 1296, & H. Res. 1273 Before the 
H. Comm. on Educ. & Lab., 117th Cong. (2022) (statements of Reps. 
Burgess Owens & Marianette Miller-Meeks).
    \30\See supra section ``Committee History'' and text accompanying 
notes 9-20.
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    Multiple minority members also suggested that COVID is not 
that serious of a disease for children, and, as such, any 
decision to close schools was not in the best interests of 
children.\31\ While the science is clear that young people are 
less susceptible to serious illness as a result of COVID 
infection, that does not change the fact that over 1,200 
children in the United States (and over 16,000 worldwide) have 
died from COVID.\32\
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    \31\Markup of H. Res. 1295, H. Res. 1296, & H. Res. 1273 Before the 
H. Comm. on Educ. & Lab., 117th Cong. (2022) (statements of Reps. Bob 
Good & Mary Miller).
    \32\Ctrs. for Disease Control & Prevention, Weekly Updates by 
Select Demographic and Geographic Characteristics. Provisional Death 
Counts for Coronavirus Disease 2019 (COVID-19), (last visited Sept. 25, 
2022) https://www.cdc.gov/nchs/nvss/vsrr/covid_weekly/index.htm; 
UNICEF, Child Mortality and COVID-19, (last visited Sept. 25, 2022), 
https://data.unicef.org/topic/child-survival/covid-19/.
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    Further, the best interests of children are not merely 
limited to their individual health. One of the major factors 
when making the decision to close schools was the fear that 
children would contract COVID in schools and spread it to their 
teachers and bring it home to their parents. Over 400 child 
care workers and 800 teachers died of COVID in 2020 alone.\33\ 
In 2020, child care workers died at rates over twice that of 
teachers, and while there has not been definitive proof as to 
why, we do know that while most schools closed in March 2020, 
many day care and child care centers remained open.\34\ 
Additionally, over 150,000 children have lost a parent or 
caregiver to COVID-19.\35\
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    \33\Matt Barnum, The pandemic's toll: study documents fatality 
rates of teachers, child care workers in 2020, Chalkbeat, June 6, 2022, 
https://www.chalkbeat.org/2022/6/6/23157103/child-care-workers-
teachers-covid-fatality-death-rates.
    \34\Id.
    \35\See, Dan Treglia, et al, Hidden Pain: Children Who Lost a 
Parent or Caregiver to COVID-19 and What the Nation Can Do to Help 
Them, COVID Collaborative, (Dec. 2021), https://
www.covidcollaborative.us/assets/uploads/img/HIDDEN-PAIN-FINAL.pdf; 
Press Release, Ctrs. for Disease Control & Prevention, The Hidden U.S. 
COVID-19 Pandemic: Orphaned Children--More than 140,000 U.S. Children 
Lost a Primary or Secondary Caregiver Due to the COVID-19 Pandemic 
(October 2021), https://www.cdc.gov/media/releases/2021/p1007-covid-19-
orphaned-children.html.
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    Finally, at least one Committee member made allegations 
that masks do not work to stop the spread of COVID, going so 
far as to reference (and arguably mock) Committee staff wearing 
masks in the Committee room, and also claiming that COVID 
vaccines are unnecessary for children.\36\ These statements are 
demonstrably false,\37\ and did nothing but further assure the 
Committee that H. Res. 1273 was politically motivated and 
wholly unnecessary. As such, the Committee voted to report it 
to the House unfavorably, recommending it do not pass.
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    \36\Markup of H. Res. 1295, H. Res. 1296, & H. Res. 1273 Before the 
H. Comm. on Educ. & Lab., 117th Cong. (2022) (statements of Rep. Bob 
Good).
    \37\E.g., Kristin L. Andrejko et al., Effectiveness of Face mask or 
Respirator Use in Indoor Public Settings for Prevention of SARS-CoV-2 
Infection--California, February-December 2021, 71 Mortality & Morbidity 
Wkly. Rpt., Feb. 11, 2022, at 4-5, https://www.cdc.gov/mmwr/volumes/71/
wr/pdfs/mm7106e1-H.pdf; Ctrs. for Disease Control & Prevention, Why 
Children and Teens Should Get Vaccinated Against COVID-19, (last 
visited Sept. 25, 2022), https://www.cdc.gov/mmwr/volumes/71/wr/pdfs/
mm7106e1-H.pdf.
---------------------------------------------------------------------------

                      SECTION-BY-SECTION ANALYSIS

    The text of H. Res. 1273 is one declarative Plain English 
sentence directing the President to furnish to the House of 
Representatives documents or communications in possession of 
the Director for the Centers for Disease Control and Prevention 
relating to or in communication with the American Federation of 
Teachers in regards to CDC guidance to safely reopen schools.

                       EXPLANATION OF AMENDMENTS

    The amendment in the nature of a substitute is explained in 
the descriptive portion of this report.

              APPLICATION OF LAW TO THE LEGISLATIVE BRANCH

    Pursuant to section 102(b)(3) of the Congressional 
Accountability Act of 1995, Pub. L. No. 104-1, H. Res. 1273 
does not apply to terms and conditions of employment or to 
access to public services or accommodations within the 
legislative branch.

                       UNFUNDED MANDATE STATEMENT

    Pursuant to Section 423 of the Congressional Budget and 
Impoundment Control Act of 1974, Pub. L. No. 93-344 (as amended 
by Section 101(a)(2) of the Unfunded Mandates Reform Act of 
1995, Pub. L. No. 104-4), H. Res. 1273 contains no unfunded 
mandates.

                           EARMARK STATEMENT

    In accordance with clause 9 of rule XXI of the Rules of the 
House of Representatives, H. Res. 1273 does not contain any 
congressional earmarks, limited tax benefits, or limited tariff 
benefits as described in clauses 9(e), 9(f), and 9(g) of rule 
XXI.

                            ROLL CALL VOTES

    In compliance with clause 3(b) of rule XIII of the Rules of 
the House of Representatives, the Committee advises that the 
following roll call vote occurred during the Committee's 
consideration of H.R. 1273:


	[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

             STATEMENT OF PERFORMANCE GOALS AND OBJECTIVES

    Pursuant to clause (3)(c) of rule XIII of the Rules of the 
House of Representatives, the goal of H. Res. 1273 is to direct 
the President to produce records in his possession relating to 
communications between his administration and the American 
Federation of Teachers (AFT) regarding reopening schools and 
supporting safe, in-person learning.

                    DUPLICATION OF FEDERAL PROGRAMS

    Pursuant to clause 3(c)(5) of rule XIII of the Rules of the 
House of Representatives, the Committee states that no 
provision of H. Res. 1273 is known to be duplicative of another 
federal program, including any program that was included in a 
report to Congress pursuant to section 21 of Pub. L. No. 111-
139 or the most recent Catalog of Federal Domestic Assistance.

  STATEMENT OF OVERSIGHT FINDINGS AND RECOMMENDATIONS OF THE COMMITTEE

    In compliance with clause 3(c)(1) of rule XIII and clause 
2(b)(1) of rule X of the Rules of the House of Representatives, 
the Committee's oversight findings and recommendations are 
reflected in the descriptive portions of this report.

               NEW BUDGET AUTHORITY AND CBO COST ESTIMATE

    The Committee has not received a cost estimate for the bill 
from the Director of the Congressional Budget Office.

         CHANGES IN EXISTING LAW MADE BY THE BILL, AS REPORTED

    H. Res. 1273 does not change existing law for purposes of 
clause 3(e) of rule XIII of the Rules of the House of 
Representatives.

                             MINORITY VIEWS

                              INTRODUCTION

    In May 2021, press reports revealed that the Centers for 
Disease Control and Prevention (CDC) allowed the American 
Federation of Teachers (AFT) to rewrite key portions of school 
reopening guidance the agency released on February 12 of that 
year.\1\ Emails received under a Freedom of Information Act 
(FOIA) request showed detailed communications between AFT 
leadership, White House staff, CDC personnel, and CDC Director 
Dr. Rochelle Walensky.\2\ Those communications reportedly also 
included a phone call between Director Walensky and AFT 
President Randi Weingarten prior to the release of the 
guidance.\3\ Those interactions paid off for the AFT, as emails 
showed that in at least two instances the AFT's suggested edits 
to the guidance were adopted by the CDC nearly verbatim.\4\
---------------------------------------------------------------------------
    \1\https://nypost.com/2021/05/01/teachers-union-collaborated-with-
cdc-on-school-reopening-emails/.
    \2\Ibid.
    \3\Ibid.
    \4\Ibid.
---------------------------------------------------------------------------
    Had the guidance issued by the CDC been scientifically 
sound and prioritized the needs of students, this collusion 
could have been explained as the natural process of government 
agencies listening to concerned stakeholders. Unfortunately, 
this was not the case. Immediately after the guidance was 
released, public health experts criticized the guidance for 
being too restrictive. Experts Joseph G. Allen and Helen 
Jenkins were quoted in the Washington Post saying the guidance 
added ``new and unnecessary demands that will ultimately keep 
millions of kids out of school.''\5\ A key point of contention 
was that the guidance tied school reopening recommendations to 
metrics for COVID spread in a community. Allen and Jenkins were 
further quoted saying, ``We changed our position on this in 
light of overwhelming scientific evidence that transmission 
within schools can be kept low regardless of community spread, 
so long as good mitigation measures are in place.''\6\
---------------------------------------------------------------------------
    \5\https://www.washingtonpost.com/education/cdc-school-reopen-
guidelines/2021/02/14/628f604e-6f08-11eb-b8a9-b9467510f0fe_story.html.
    \6\Ibid.
---------------------------------------------------------------------------
    As a result of this evidence of collusion between the CDC 
and the AFT, which produced school reopening guidance that had 
the effect of keeping millions of students out of school, Rep. 
John Joyce (R-PA) introduced H. Res. 1273. The legislation 
directs the President of the United States to provide documents 
to the House of Representatives relating to communications 
between the CDC and AFT related to school reopening guidance. 
While FOIA requests and resulting press reports have provided 
Congress and the public with substantial information about the 
Biden administration's collusion with its political allies, 
there has not yet been a full accounting of the extent of this 
collusion, and nobody has been held accountable. H. Res. 1273 
would give Republicans and Democrats the opportunity to speak 
with one voice to hold the Biden administration accountable for 
the harm done to students.

              THE CONGRESSIONAL DUTY TO CONDUCT OVERSIGHT

    During committee consideration of H. Res. 1273, the 
Committee chairman stated repeatedly that the committee's 
oversight authority is vested exclusively in the Committee's 
chair. But the truth is, all of Congress has a constitutional 
duty to ensure that the Executive Branch exercises its 
Congressionally provided authority faithfully and with the 
public's best interest as its motivation. So far, this 
Committee has failed to investigate this matter and it is 
imperative that we uncover the truth behind the Biden 
administration's politicization of the CDC and the resulting 
harm caused to millions of students.
Politicized CDC
    On February 3, 2021, nine days before the CDC's guidance 
was released, Director Walensky stood at the podium in the 
White House briefing room and said, ``But I also want to be 
clear that there is increasing data to suggest that schools can 
safely reopen and that that safe reopening does not suggest 
that teachers need to be vaccinated in order to reopen 
safely.''\7\ One day later, the White House walked back those 
comments, with White House Press Secretary Jen Psaki 
implausibly arguing that Director Walensky was speaking from 
the White House podium ``in her personal capacity.''\8\ Press 
Secretary Psaki further said, ``Obviously, she's the head of 
the CDC, but we're going to wait for the final guidance to come 
out so we can use that as a guide for schools around the 
country.'' As stated above, around the time of Director 
Walensky's comments at the White House and Press Secretary 
Psaki's walk back, the CDC and AFT were actively communicating. 
Among other things, records indicate a phone call occurred 
between Director Walensky and AFT President Weingarten in the 
days between Director Walensky's White House appearance and the 
release of the CDC guidance.
---------------------------------------------------------------------------
    \7\https://www.whitehouse.gov/briefing-room/press-briefings/2021/
02/03/press-briefing-white-house-covid-19-response-team-and-public-
health-officials/.
    \8\https://www.washingtonpost.com/politics/2021/02/05/biden-
administrations-muddled-confusing-message-reopening-schools/.
---------------------------------------------------------------------------
    This is an unconscionable politicization of the CDC. Dr. 
Monica Gandhi, a professor of medicine at the University of 
California, San Francisco, characterized the communication 
between the AFT and CDC as ``very, very troubling.'' She went 
on to say:

          What seems strange to me here is there would be this 
        very intimate back and forth including phone calls 
        where this political group gets to help formulate 
        scientific guidance for our major public health 
        organization in the United States. This is not how 
        science-based guidelines should work or be put 
        together.\9\
---------------------------------------------------------------------------
    \9\https://nypost.com/2021/05/01/teachers-union-collaborated-with-
cdc-on-school-reopening-emails/.

    Shockingly, our Democrat colleagues are completely 
disinterested in learning more about the extent to which the 
Biden administration put millions of children at risk to 
placate political allies.
School Closures Caused Harm
    Democrats have consistently argued that keeping schools 
closed was a reasonable decision given the risk posed to 
educators in reopening schools. Reopening schools was not risk-
free for educators, and those that showed up for the good of 
our children anyway deserve our gratitude. However, there are 
two flaws to this argument. First, it significantly overstates 
the actual risk that school reopenings posed. An overwhelming 
body of evidence shows that schools have not been major points 
of transmission for COVID. For example, a study carried out in 
North Carolina in the fall of 2020 examined 11 school districts 
with more than 90,000 students and staff attending school in 
person.\10\ Among those students and staff, there were 773 
community-acquired COVID cases between August 15 and October 
23. Contact tracing determined only 32 additional infections 
were acquired within schools, and there were no instances of 
child-to-adult transmission in schools.
---------------------------------------------------------------------------
    \10\https://publications.aap.org/pediatrics/article/147/4/
e2020048090/180871/Incidence-and-Secondary-Transmission-of-SARS-CoV-
2?autologincheck=redirected?nfToken=00000000-0000-0000-0000-
000000000000.
---------------------------------------------------------------------------
    Second, the Democrats' argument shows a stunning 
unwillingness to consider the needs of children. The choice 
faced by teachers unions and education leaders was not between 
a risky decision to reopen schools and a risk-free decision to 
keep schools closed. As a report sponsored by several groups 
that was published in March 2021 put it, ``Any public health 
benefit gained from school closures must be weighed against the 
significant--and potentially lasting--costs imposed on 
individual students and society as a whole.''\11\ We now know 
just how significant that harm to students has been.
---------------------------------------------------------------------------
    \11\https://crpe.org/wp-content/uploads/3-
12_is_it_safe_to_reopen_schools_an_extensive_review_
of_the_research_1.pdf.
---------------------------------------------------------------------------
    Sadly, though, our committee has known about the harm for 
more than a year. In May 2021, the Early Childhood, Elementary, 
and Secondary Education Subcommittee heard testimony from 
parents of children with disabilities harmed by their states' 
and school districts' refusal to provide adequate in-person 
instruction. One parent testified about his experiences in 
Virginia and said:

          Our son is diagnosed with Autism Spectrum Disorder 
        and ADHD. Before school closed due to the pandemic, he 
        was a very happy boy who loved school, especially being 
        around his friends. But things changed quickly after 
        schools closed. The lack of social contact and the 
        routine of a normal school day, which are incredibly 
        important to children with Autism, caused him to create 
        an imaginary world . . . with `52 friends,' as he told 
        us . . . [H]is imaginary world had become so real to 
        him that he struggled to differentiate real from the 
        pretend, causing him to have visual, auditory, and 
        tactile hallucinations which became so bothersome that 
        on his 9th birthday, he asked me, `Daddy, can I die for 
        my birthday?'\12\

    \12\https://republicans-edlabor.house.gov/uploadedfiles/
congressional_testimony__reade.pdf.
---------------------------------------------------------------------------
    That parent went on to talk about the additional harm done 
to his son by schools in northern Virginia not opening for in-
person instruction through most of the 2020-2021 school year. 
It is clear that keeping schools closed was not risk-free, and 
suggestions that it was insults the children who suffered from 
those decisions and the parents forced to witness that 
suffering. Beyond the individual experiences of families like 
the one who testified to the Early Childhood, Elementary, and 
Secondary Education subcommittee, the data on learning loss and 
mental health challenges further clarifies the harm done.
            Learning Loss
    Study after study on the effects of school closures 
confirms the sad but unsurprising reality: school closures 
crippled K-12 students' learning and emotional well-being. On 
September 1, the Department of Education released National 
Assessment of Educational Progress (NAEP) data\13\ showing that 
reading and math scores for nine-year-olds declined sharply 
over the course of the pandemic. Average scores in 2022 
declined five points in reading and seven points in math 
compared to 2020. This is the largest average decline in 
reading since 1990 and the first ever decline in math.
---------------------------------------------------------------------------
    \13\https://www.nationsreportcard.gov/highlights/ltt/2022/.
---------------------------------------------------------------------------
    Students forced into more remote learning during the 2020-
2021 school year have suffered a disproportionate amount of 
learning loss. Harvard University's Center for Education Policy 
Research (CEPR) released a report in May showing that, on 
average, students who were mostly in-person lost about 20 
percent of a typical school year's math learning compared to 
remote students who lost a staggering 50 percent of a typical 
school year's math learning.\14\ Teachers saw this firsthand: a 
May 2022 GAO survey of K-12 public school teachers nationwide 
found that 60 percent of remote teachers said their students 
had more difficulty understanding lessons virtually than in a 
typical school year, while 85 percent of in-person teachers 
said live instruction helped students.\15\
---------------------------------------------------------------------------
    \14\https://www.nytimes.com/2022/05/05/briefing/school-closures-
covid-learning-loss.html?smid=
em-share.
    \15\https://www.gao.gov/products/gao-22-104487.
---------------------------------------------------------------------------
    While all students were harmed by pandemic learning, low-
income and minority students were the most affected by school 
closures. A June 2021 CDC study found that students of color 
had significantly less access to in-person learning than their 
peers.\16\ The aforementioned Harvard CEPR study determined 
that districts with remote learning saw widened reading and 
math achievement gaps between high and low-poverty schools 
while, in contrast, in-person districts had no substantive 
widening of income achievement gaps in math and less widening 
in reading.\17\ These disparate effects have bled into a 
lagging recovery, as a NWEA report this summer revealed that 
Black, Hispanic, and American Indian/Alaska Native students 
continue to have a disproportionately slower learning 
improvement compared to their peers.\18\
---------------------------------------------------------------------------
    \16\https://www.cdc.gov/mmwr/volumes/70/wr/mm7026e2.htm.
    \17\https://cepr.harvard.edu/files/cepr/files/5-4.pdf?m=1651690491.
    \18\https://www.nwea.org/content/uploads/2022/07/Student-
Achievement-in-2021-22-Cause-for-hope-and-concern.researchbrief-1.pdf.
---------------------------------------------------------------------------
    This learning loss has tangible generational impacts. Using 
data from a 2021 NWEA report\19\ on student achievement, 
Harvard's CEPR estimated\20\ that such losses would represent a 
$43,800 loss in expected lifetime earnings for each individual 
student affected. When multiplied by the roughly 50 million 
students enrolled in public schools, that represents about $2 
trillion in total earnings losses. A July 2021 analysis 
conducted by McKinsey and Company found that the impact of 
school closures on K-12 student learning could cause students 
to earn $49,000 to $61,000 less over their lifetime as a result 
of the pandemic. This impact on the US economy could amount to 
$128 billion to $188 billion every year as this cohort enters 
the workforce.\21\
---------------------------------------------------------------------------
    \19\https://www.nwea.org/content/uploads/2021/12/Learning-during-
COVID19-An-update-on-student-achivement-and-growth-at-the-start-of-the-
2021-2022-school-year-Research-Brief.pdf.
    \20\https://www.the74million.org/article/analysis-pandemic-
learning-loss-could-cost-u-s-students-2-trillion-in-lifetime-earnings-
what-states-schools-can-do-to-avert-this-crisis/.
    \21\https://www.mckinsey.com/industries/public-and-social-sector/
our-insights/covid-19-and-education-the-lingering-effects-of-
unfinished-learning.
---------------------------------------------------------------------------
            Mental Health Impact on Students
    School closures and the pandemic experience plunged 
students into feelings of isolation, depression, and 
anxiety.\22\ The CDC's 2021 Adolescent Behaviors and 
Experiences Survey noted that 37 percent of high school 
students experienced poor mental health during the pandemic, 
with 44 percent of all students reporting feeling persistently 
sad or hopeless.\23\ The medical community has recognized the 
severe impacts on children's mental health: the American 
Academy of Pediatrics declared a national emergency in child 
and adolescent mental health last fall,\24\ and U.S. Surgeon 
General Dr. Vivek Murthy issued an advisory statement a month 
later.\25\
---------------------------------------------------------------------------
    \22\https://www.hsph.harvard.edu/news/hsph-in-the-news/covid-youth-
mental-health-crisis/.
    \23\https://www.cdc.gov/healthyyouth/data/abes.htm, https://
www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-
19.html.
    \24\https://www.aap.org/en/advocacy/child-and-adolescent-healthy-
mental-development/aap-aacap-cha-declaration-of-a-national-emergency-
in-child-and-adolescent-mental-health/.
    \25\https://www.hhs.gov/sites/default/files/surgeon-general-youth-
mental-health-advisory.pdf.
---------------------------------------------------------------------------
    Remote learning and social isolation were devastating for 
mental health. A study conducted by the American Civil 
Liberties Union asked students to grade their mental wellness 
before and after schools closed on a scale of one to 10, with 
10 indicating top mental health.\26\ Before the pandemic, 65 
percent of students gave themselves a seven or higher. After 
the onset of the pandemic, that percentage dropped to less than 
40 percent. Moreover, the number of students who rated their 
mental health a three or lower more than tripled after the 
pandemic began, from 7.2 percent to 23 percent.\27\ In January, 
JAMA Pediatrics did a systemic review of school closures in 11 
countries, including the United States, and described the 
negative consequences as ``harbingers of long-term outcomes, 
including decreased life expectancy for U.S. 
schoolchildren.''\28\
---------------------------------------------------------------------------
    \26\Student anxiety, depression increasing during school closures, 
survey finds | EdSource.
    \27\Ibid.
    \28\https://jamanetwork.com/journals/jamapediatrics/fullarticle/
2788069, https://jamanetwork .com/journals/jamapediatrics/fullarticle/
2788076.
---------------------------------------------------------------------------
    Students continue to wrestle through the mental health 
effects of school closures even as they return to schools. A 
May 2022 NCES survey reported that 70 percent of public schools 
saw an increase in students seeking mental health services, 
with 76 percent of schools hearing increased concerns from 
staff about students' depression, anxiety, and trauma.\29\
---------------------------------------------------------------------------
    \29\https://nces.ed.gov/whatsnew/press_releases/05_31_2022_2.asp.
---------------------------------------------------------------------------
    These trends are sadly reflected in hospital visits and 
deaths across the nation. The CDC reported that, between April 
and October 2020, the proportion of emergency room visits for 
mental health reasons increased by 24 percent for children aged 
five to 11 and 31 percent for children aged 12 to 17 over the 
same period in 2019.\30\ Even more shockingly, suspected 
suicide attempt emergency room visits during February and March 
2021 were 50.6 percent higher among girls aged 12-17 years than 
during the same period in 2019.\31\ Aggregate suicide data 
across 14 states revealed an overall increase in the adolescent 
proportion of all suicides during the pandemic.\32\
---------------------------------------------------------------------------
    \30\https://www.cdc.gov/mmwr/volumes/70/wr/mm7024e1.htm.
    \31\https://www.cdc.gov/mmwr/volumes/70/wr/mm7024e1.htm.
    \32\https://jamanetwork.com/journals/jamapediatrics/fullarticle/
2791544.
---------------------------------------------------------------------------

                               CONCLUSION

    Sadly, Committee Democrats chose to bury their heads in the 
sand in the face of overwhelming evidence that the Biden 
administration conspired with its political allies and ignored 
the science that said schools could be safely reopened. These 
actions left millions of students stuck at home far longer than 
they needed to be, and they suffered catastrophic learning loss 
and mental health challenges as a result. When an 
administration fails to execute its responsibilities 
faithfully, Congress has an obligation to conduct vigorous 
oversight. This imperative is made even more urgent when an 
administration's failures result in such significant harm to 
the American people. Democrats have an opportunity to change 
course and do the right thing, which begins with joining 
Republicans to demand the documents Congress needs to determine 
the role the AFT played in reshaping the CDC's guidance. The 
House of Representatives should take up and pass H. Res. 1273. 
It is time the American people learn the full extent of the 
CDC's collusion with the AFT, and it is time for those involved 
to be held accountable.
                                   Virginia Foxx,
                                           Ranking Member.
                                   Joe Wilson.
                                   Glenn ``GT'' Thompson.
                                   Tim Walberg.
                                   Glenn Grothman.
                                   Elise M. Stefanik.
                                   Rick W. Allen.
                                   James Comer.
                                   Russ Fulcher.
                                   Fred Keller.
                                   Mariannette Miller Meeks, M.D.
                                   Burgess Owens.
                                   Bob Good.
                                   Lisa C. McClain.
                                   Diana Harshbarger.
                                   Mary E. Miller.
                                   Victoria Spartz.
                                   Scott Fitzgerald.
                                   Chris Jacobs.

                                  [all]