; Whereas approximately 222,000,000 school-aged children are affected by crises, of which 78,200,000 are out of school and 119,600,000 are not achieving minimum competencies in mathematics and reading despite attending school; Whereas at the end of 2021, an estimated (41 percent) 36,500,000 of the world’s 89,300,000 refugees, internally displaced persons, and other forcibly displaced persons were children and an estimated 68 percent of refugee children were enrolled at the primary level, but only 37 percent were enrolled at the secondary level; Whereas there remains a need to close the gap between refugees and their peers in the area of higher education; Whereas the United States Agency for International Development (USAID) should expand access to distance learning materials and technology, support safe school reopening plans, including reenrollment campaigns for out-of-school children and youth, and prioritize assessments of student learning levels, remedial and accelerated learning, and curriculum adaptation, and renew efforts to reach marginalized students, including girls, children with disabilities, and those living in displaced persons camps, in line with the Consolidated Appropriations Act, 2022 ( Public Law 117–229 ); Whereas for every $1 invested in girls’ education, as much of $2.80 is generated in economic growth, equating to billions of dollars in additional GDP growth, and in contrast, failing to educate girls is costing countries between $15,000,000,000,000 and $30,000,000,000,000 in lost lifetime productivity and earnings; Whereas even as domestic resources are taken into account, the annual financing gap over 2015–2030 for reaching quality universal preprimary, primary, and secondary education in low and lower middle income countries is $39,000,000,000