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114th Congress } { Report
HOUSE OF REPRESENTATIVES
2d Session } { 114-676
======================================================================
ACCESSING HIGHER EDUCATION OPPORTUNITIES ACT
_______
July 11, 2016.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed
_______
Mr. Kline, from the Committee on Education and the Workforce, submitted
the following
R E P O R T
[To accompany H.R. 5529]
[Including cost estimate of the Congressional Budget Office]
The Committee on Education and the Workforce, to whom was
referred the bill (H.R. 5529) to amend the Higher Education Act
of 1965 to authorize additional grant activities for Hispanic-
serving institutions, having considered the same, report
favorably thereon with an amendment and recommend that the bill
as amended do pass.
The amendment is as follows:
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Accessing Higher Education
Opportunities Act''.
SEC. 2. AUTHORIZED GRANT ACTIVITIES.
Subsection (b) of section 503 of the Higher Education Act of 1965 (20
U.S.C. 1101b(b)) is amended--
(1) by redesignating paragraphs (7) through (16) as
paragraphs (9) through (18), respectively; and
(2) by inserting after paragraph (6) the following:
``(7) Student support programs, which may include counseling,
mentoring, and other support services, designed to facilitate
the successful advancement of students from four-year
institutions to postbaccalaureate doctoral degree granting
programs that prepare students for health care occupations as
such occupations are described in the most recent edition of
the Occupational Outlook Handbook published by the Bureau of
Labor Statistics.
``(8) Developing or expanding access to dual or concurrent
enrollment programs and early college high school programs.''.
SEC. 3. FUNDING.
(a) Authorizations of Appropriations.--There are authorized to be
appropriated to carry out part A of title V of the Higher Education Act
of 1965 (20 U.S.C. 1101 et seq.), as amended by this Act, $107,795,000
for fiscal year 2016.
(b) Additional Extensions Not Permitted.--Section 422 of the General
Education Provisions Act (20 U.S.C. 1226a) shall not apply to further
extend the duration of the authority under subsection (a).
Purpose
H.R. 5529, the Accessing Higher Education Opportunities
Act, promotes access to higher education and encourages
students to pursue doctoral degree programs in health care.
Committee Action
As the Committee on Education and the Workforce (Committee)
continues the Higher Education Act reauthorization process,
increasing transparency and usefulness of higher education
data; simplifying and improving the federal student aid
programs; and promoting innovation, access, and completion
remain top priorities.
112TH CONGRESS
Hearings--First session
On March 1, 2011, the Committee held a hearing in
Washington, D.C., on ``Education Regulations: Weighing the
Burden on Schools and Students.'' The hearing was the first in
a series examining the burden of federal, state, and local
regulations on the nation's education system. The purpose of
the hearing was to uncover the damaging effects of federal
regulations on schools and institutions. These rules
increasingly stifle growth and innovation, raise operating
costs, and limit student access to affordable colleges and
universities throughout the nation. Testifying before the
Committee were Dr. Edgar Hatrick, Superintendent, Loudon County
Public Schools, Ashburn, Virginia; Ms. Kati Haycock, President,
The Education Trust, Washington, D.C.; Mr. Gene Wilhoit,
Executive Director, Council of Chief State School Officers,
Washington, D.C.; and Mr. Christopher B. Nelson, President, St.
John's College, Annapolis, Maryland.
On March 11, 2011, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Education
Regulations: Federal Overreach into Academic Affairs.'' The
purpose of the hearing was to discuss the most egregious and
intrusive pieces of the program integrity regulations issued by
the U.S. Department of Education, specifically, the state
authorization regulation and the credit hour regulation, and to
uncover the unintended consequences of the regulations to
states and institutions of higher education. Testifying before
the Subcommittee were Mr. John Ebersole, President, Excelsior
College, Albany, New York; Dr. G. Blair Dowden, President,
Huntington University, Huntington, Indiana; The Honorable
Kathleen Tighe, Inspector General, U.S. Department of
Education, Washington, D.C.; and Mr. Ralph Wolff, President,
Western Association of Schools and Colleges, Alameda,
California.
On March 17, 2011, the Committee held a hearing in
Washington, D.C., on ``Education Regulations: Roadblocks to
Student Choice in Higher Education.'' The purpose of the
hearing was to explore the harmful consequences of the gainful
employment regulation issued by the U.S. Department of
Education. Testifying before the Committee were Ms. Catherine
Barreto, Graduate, Monroe College, and Senior Sales Associate,
Doubletree Hotels, Brooklyn, New York; Mr. Travis Jennings,
Electrical Supervisor of the Manufacturing Launch Systems
Group, Orbital Sciences Corporation, Chandler, Arizona; Dr.
Arnold Mitchem, President, Council for Opportunity in
Education, Washington, D.C.; and Ms. Jeanne Herrmann, Chief
Operating Officer, Globe University/Minnesota School of
Business, Woodbury, Minnesota.
On March 21, 2011, the Committee held a hearing in Wilkes-
Barre, Pennsylvania, on ``Reviving our Economy: The Role of
Higher Education in Job Growth and Development.'' The purpose
of the hearing was to highlight work by local colleges and
universities to respond to local and state economic needs.
Testifying before the Committee were Mr. James Perry,
President, Hazelton City Council, Hazelton, Pennsylvania; Mr.
Jeffrey Alesson, Vice President of Strategic Planning and
Quality Assurance, Diamond Manufacturing, Exeter, Pennsylvania;
Dr. Reynold Verret, Provost, Wilkes University, Wilkes-Barre,
Pennsylvania; Mr. Raymond Angeli, President, Lackawanna
College, Scranton, Pennsylvania; Ms. Joan Seaman, Executive
Director, Empire Beauty School, Moosic, Pennsylvania; and Mr.
Thomas P. Leary, President, Luzerne County Community College,
Nanticoke, Pennsylvania.
On March 22, 2011, the Committee held a hearing in Utica,
New York, on ``Reviving our Economy: The Role of Higher
Education in Job Growth and Development.'' The purpose of the
hearing was to highlight work by local colleges and
universities to respond to local and state economic needs.
Testifying before the Committee were Mr. Anthony J. Picente,
Jr., County Executive, Oneida County, Utica, New York; Mr. Dave
Mathis, Director, Oneida County Workforce Development, Utica,
New York; Dr. John Bay, Vice President and Chief Scientist,
Assured Information Security, Inc., Rome, New York; Dr. Bjong
Wolf Yeigh, President, State University of New York Institute
of Technology, Utica, New York; Dr. Ann Marie Murray,
President, Herkimer County Community College, Herkimer, New
York; Dr. Judith Kirkpatrick, Provost, Utica College, Utica,
New York; and Mr. Phil Williams, President, Utica School of
Commerce, The Business College, Utica, New York.
On April 21, 2011, the Committee held a hearing in
Columbia, Tennessee, on ``Reviving our Economy: The Role of
Higher Education in Job Growth and Development.'' The purpose
of the hearing was to highlight the work by local colleges and
universities to respond to local and state economic needs.
Testifying before the Committee were Dr. Janet Smith,
President, Columbia State Community College, Columbia,
Tennessee; Dr. Ted Brown, President, Martin-Methodist College,
Pulaski, Tennessee; Mr. Jim Coakley, President, Nashville Auto-
Diesel College, Nashville, Tennessee; The Honorable Dean
Dickey, Mayor, City of Columbia, Columbia, Tennessee; Ms. Susan
Marlow, President and Chief Executive Officer, Smart Data
Strategies, Franklin, Tennessee; Ms. Jan McKeel, Executive
Director, South Central Tennessee Workforce Board, Columbia,
Tennessee; and Ms. Margaret Prater, Executive Director,
Northwest Tennessee Workforce Board, Dyersburg, Tennessee.
On July 8, 2011, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training, together with the House Committee on Oversight and
Government Reform Subcommittee on Regulatory Affairs, Stimulus
Oversight, and Government Spending, held a hearing in
Washington, D.C., on ``The Gainful Employment Regulation:
Limiting Job Growth and Student Choice.'' The purpose of the
hearing was to explore the harmful consequences of the gainful
employment regulation issued by the U.S. Department of
Education. Testifying before the subcommittees were Dr. Dario
A. Cortes, President, Berkeley College, New York City, New
York; Dr. Anthony P. Carnevale, Director, Georgetown University
Center on Education and the Workforce, Washington, D.C.; Ms.
Karla Carpenter, Graduate, Herzing University and Program
Manager, Quest Software, Madison, Wisconsin; and Mr. Harry C.
Alford, President and Chief Executive Officer, National Black
Chamber of Commerce, Washington, D.C.
On August 16, 2011, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Greenville, South Carolina, on
``Reviving Our Economy: The Role of Higher Education in Job
Growth and Development.'' The purpose of the hearing was to
highlight the work by local colleges and universities to
respond to local and state economic needs. Testifying before
the Subcommittee were The Honorable Knox White, Mayor, City of
Greenville, Greenville, South Carolina; Mr. Werner Eikenbusch,
Section Manager, Associate Development and Training, BMW
Manufacturing Co., Spartanburg, South Carolina; Ms. Laura
Harmon, Project Director, Greenville Works, Greenville, South
Carolina; Dr. Brenda Thames, Vice President of Academic
Development, Greenville Health System, Greenville, South
Carolina; Mr. James F. Barker, President, Clemson University,
Clemson, South Carolina; Dr. Thomas F. Moore, Chancellor,
University of South Carolina Upstate, Spartanburg, South
Carolina; Dr. Keith Miller, President, Greenville Technical
College, Greenville, South Carolina; and Ms. Amy Hickman,
Campus President, ECPI College of Technology, Greenville, South
Carolina.
On October 25, 2011, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Government-
Run Student Loans: Ensuring the Direct Loan Program is
Accountable to Students and Taxpayers.'' The purpose of the
hearing was to examine the switch to and implementation of the
Direct Loan program. Testifying before the Subcommittee were
Mr. James W. Runcie, Chief Operating Officer, Office of Federal
Student Aid, U.S. Department of Education, Washington, D.C.;
Mr. Ron H. Day, Director of Financial Aid, Kennesaw State
University, Kennesaw, Georgia; Ms. Nancy Hoover, Director of
Financial Aid, Denison University, Granville, Ohio; and Mr.
Mark. A. Bandre, Vice President for Enrollment Management and
Student Affairs, Baker University, Baldwin City, Kansas.
On November 30, 2011, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Keeping
College Within Reach: Discussing Ways Institutions Can
Streamline Costs and Reduce Tuition.'' The purpose of the
hearing was to highlight innovative practices institutions of
higher education are implementing to reduce their costs to
limit tuition increases for students. Testifying before the
Subcommittee were Ms. Jane V. Wellman, Executive Director,
Delta Project on Postsecondary Costs, Productivity, and
Accountability, Washington, D.C.; Dr. Ronald E. Manahan,
President, Grace College and Seminary, Winona Lake, Indiana;
Mr. Jamie P. Merisotis, President and Chief Executive Officer,
Lumina Foundation for Education, Indianapolis, Indiana; and Mr.
Tim Foster, President, Colorado Mesa University, Grand
Junction, Colorado.
Legislative action--First session
On February 17, 2011, the House of Representatives
considered an amendment offered by Committee Chairman John
Kline (R-MN), Higher Education and Workforce Training
Subcommittee Chairwoman Virginia Foxx (R-NC), and Rep. Alcee
Hastings (D-FL) to H.R. 1, the Disaster Relief Appropriations
Act of 2013. The amendment prohibited the use of funds by the
U.S. Department of Education to implement and enforce the
gainful employment regulation. The amendment was agreed to by a
bipartisan vote of 289 to 136.
On February 19, 2011, the House of Representatives passed
H.R. 1 by a vote of 235 to 189. This bill was not signed into
law.
On June 3, 2011, Chairman John Kline (R-MN) and
Subcommittee Chairwoman Virginia Foxx (R-NC) introduced H.R.
2117, the Protecting Academic Freedom in Higher Education Act.
The bill repealed the state authorization regulation, one piece
of the credit hour regulation, and prohibited the Secretary of
Education (Secretary) from defining credit hour for any purpose
under the Higher Education Act of 1965.
On June 15, 2011, the Committee considered H.R. 2117 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a bipartisan vote of 27 to 11.
The Committee considered and adopted the following
amendment to H.R. 2117:
Subcommittee Chairwoman Virginia Foxx (R-NC)
offered an amendment in the nature of a substitute to add a
short title to the legislation. The amendment was adopted by
voice vote.
The Committee further considered the following amendments
to H.R. 2117, which were not adopted:
Rep. Raul Grijalva (D-AZ) offered an amendment to
maintain pieces of the state authorization regulation,
including the complaint process. The amendment failed by a vote
of 17 to 22.
Ranking Member George Miller (D-CA) offered an
amendment to prohibit implementation until the U.S. Department
of Education Inspector General certifies there are equal or
greater protections in place related to program integrity under
Title IV of the Higher Education Act of 1965. The amendment
failed by a vote of 17 to 22.
Rep. Rush Holt (D-NJ) offered an amendment to
stipulate the act would be effective only if the maximum Pell
Grant award is at least $5,550 for the 2012-2013 school year.
The amendment was ruled out of order.
Rep. Tim Bishop (D-NY) offered an amendment to
strike the repeal of the credit hour regulation that
establishes a federal definition of a credit hour. The
amendment failed by a vote of 11 to 27.
Rep. Tim Bishop (D-NY) offered an amendment to
strike the prohibition on the Secretary of Education from
defining credit hour in the future. The amendment failed by a
vote of 16 to 22.
Hearings--Second session
On July 18, 2012, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Keeping
College Within Reach: Exploring State Efforts to Curb Costs.''
The purpose of the hearing was to highlight innovative
practices at the state level to assist postsecondary
institutions in keeping costs affordable and to promote
accountability of public funds. Testifying before the
Subcommittee were Mr. Scott Pattison, Executive Director,
National Association of State Budget Officers, Washington,
D.C.; Ms. Teresa Lubbers, Commissioner for Higher Education,
State of Indiana, Indianapolis, Indiana; Mr. Stan Jones,
President, Complete College America, Zionsville, Indiana; and
Dr. Joe May, President, Louisiana Community and Technical
College System, Baton Rouge, Louisiana.
On September 20, 2012, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Assessing
College Data: Helping to Provide Valuable Information to
Students, Institutions, and Taxpayers.'' The purpose of the
hearing was to examine data collected by the federal government
from institutions of higher education, including data
requirements established during the last reauthorization of the
Higher Education Act. Testifying before the Subcommittee were
Dr. Mark Schneider, Vice President, American Institutes for
Research, Washington, D.C.; Dr. James Hallmark, Vice Chancellor
for Academic Affairs, Texas A&M; System, College Station, Texas;
Dr. Jose Cruz, Vice President for Higher Education Policy and
Practice, The Education Trust, Washington, D.C.; and Dr. Tracy
Fitzsimmons, President, Shenandoah University, Winchester,
Virginia.
Legislative action--Second session
On February 28, 2012, the House of Representatives passed
H.R. 2117 by a bipartisan vote of 303 to 114. The bill was sent
to the Senate and referred to the Senate Committee on Health,
Education, Labor, and Pensions.
On April 25, 2012, Rep. Judy Biggert (R-IL) introduced H.R.
4628, the Interest Rate Reduction Act. The bill reduced the
interest rate on subsidized Stafford loans made to
undergraduate students from 6.8 percent to 3.4 percent for one
year, from July 1, 2012, through June 30, 2013. To offset the
increase in mandatory spending, the bill repealed the
Prevention and Public Health Fund authorized under Section 4002
of the Patient Protection and Affordable Care Act and rescinded
the balance of unobligated monies made available for the fund.
On April 27, 2012, the House of Representatives passed H.R.
4628 by a vote of 215 to 195.
While H.R. 4628 was never considered by the Senate, its
provisions were included in the Conference Report for H.R.
4348, the Moving Ahead for Progress in the 21st Century Act
(MAP-21), sponsored by Rep. John Mica (R-FL). To partially
offset the increase in mandatory spending that resulted from
the temporary reduction in interest rates on subsidized
Stafford loans, the bill permanently restricted the period of
eligibility to borrow subsidized Stafford loans to 150 percent
of the published length of a student's educational program.
On June 29, 2012, the House of Representatives passed the
Conference Report to H.R. 4348 by a bipartisan vote of 373 to
52.
On June 29, 2012, the Senate passed the Conference Report
to H.R. 4348 by a bipartisan vote of 74 to 19.
On July 6, 2012, the President of the United States signed
H.R. 4348 into law (P.L. 112-141).
113TH CONGRESS
Hearings--First session
On March 13, 2013, the Committee held a hearing in
Washington, D.C., on ``Keeping College Within Reach: Examining
Opportunities to Strengthen Federal Student Loan Programs.''
The purpose of the hearing was to examine ways to strengthen
federal student loans, as well as how moving to a market-based
or variable interest rate on all federal student loans could
benefit both students and taxpayers. Testifying before the
Committee were Dr. Deborah J. Lucas, Sloan Distinguished
Professor of Finance, Massachusetts Institute of Technology,
Cambridge, Massachusetts; Mr. Jason Delisle, Director, Federal
Education Budget Project, The New America Foundation,
Washington, D.C.; Mr. Justin Draeger, President and Chief
Executive Officer, National Association of Student Financial
Aid Administrators, Washington, D.C.; and Dr. Charmaine Mercer,
Vice President of Policy, Alliance for Excellent Education,
Washington, D.C.
On April 9, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Monroe, Michigan, entitled
``Reviving Our Economy: The Role of Higher Education in Job
Growth and Development.'' The purpose of the hearing was to
highlight work being done by local colleges and universities to
respond to local and state economic needs. Testifying before
the Subcommittee were Mr. Henry Lievens, Commissioner, Monroe
County, Monroe, Michigan; Ms. Lynette Dowler, Plant Director,
Fossil Generation, DTE Energy, Detroit, Michigan; Ms. Susan
Smith, Executive Director, Economic Development Partnership of
Hillsdale County, Jonesville, Michigan; Mr. Dan Fairbanks,
United Auto Workers International Representative, UAW-GM Skill
Development and Training Department, Detroit, Michigan; Dr.
David E. Nixon, President, Monroe County Community College,
Monroe, Michigan; Sister Peg Albert, OP, Ph.D., President,
Siena Heights University, Adrian, Michigan; Dr. Michelle
Shields, Career Coach/Workforce Development Director, Jackson
Community College, Jackson, Michigan; and Mr. Douglas A. Levy,
Director of Financial Aid, Macomb Community College, Warren,
Michigan.
On April 16, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: The Role of Federal Student Aid
Programs.'' The purpose of the hearing was to examine shifting
the focus of federal student aid programs from enhancing access
to improving student outcomes. Testifying before the
Subcommittee were Mr. Terry W. Hartle, Senior Vice President,
Division of Government and Public Affairs, American Council on
Education, Washington, D.C.; Ms. Moriah Miles, State Chair,
Minnesota State University Student Association, Mankato,
Minnesota; Ms. Patricia McGuire, President, Trinity Washington
University, Washington, D.C.; and Mr. Dan Madzelan, Former
Employee (Retired), U.S. Department of Education, University
Park, Maryland.
On April 24, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Enhancing Transparency for Students,
Families, and Taxpayers.'' The purpose of the hearing was to
examine ways to improve the information provided by the federal
government to inform students and families about their
postsecondary education options. Testifying before the
Subcommittee were Dr. Donald E. Heller, Dean, College of
Education, Michigan State University, East Lansing, Michigan;
Mr. Alex Garrido, Student, Keiser University, Miami, Florida;
Dr. Nicole Farmer Hurd, Founder and Executive Director,
National College Advising Corps, Carrboro, North Carolina; and
Mr. Travis Reindl, Program Director, Postsecondary Education,
National Governors Association Center for Best Practices,
Washington, D.C.
On June 13, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Discussing Program Quality through
Accreditation.'' The purpose of the hearing was to examine the
historical role of accreditation, discuss the role of regional
and national accreditors in measuring institutional quality,
and contemplate areas for reform. Testifying before the
Subcommittee were Dr. Elizabeth H. Sibolski, President, Middle
States Commission on Higher Education, Philadelphia,
Pennsylvania; Dr. Michale McComis, Executive Director,
Accrediting Commission of Career Schools and Colleges,
Arlington, Virginia; Ms. Anne D. Neal, President, American
Council of Trustees and Alumni, Washington, D.C.; and Mr. Kevin
Carey, Director of the Education Policy Program, The New
America Foundation, Washington, D.C.
On July 9, 2013, the Committee held a hearing in
Washington, D.C., entitled ``Keeping College Within Reach:
Improving Higher Education through Innovation.'' The purpose of
the hearing was to highlight innovation in higher education
occurring at the state and institutional level and in the
private sector. Testifying before the Committee were Mr. Scott
Jenkins, Director of External Relations, Western Governors
University, Salt Lake City, Utah; Dr. Pamela J. Tate, President
and Chief Executive Officer, Council for Adult and Experiential
Learning, Chicago, Illinois; Dr. Joann A. Boughman, Senior Vice
Chancellor for Academic Affairs, University System of Maryland,
Adelphi, Maryland; and Mr. Burck Smith, Chief Executive Officer
and Founder, StraighterLine, Baltimore, Maryland.
On September 11, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Supporting Higher Education Opportunities
for America's Servicemembers and Veterans.'' The purpose of the
hearing was to examine the efforts of higher education to
improve postsecondary education opportunities for
servicemembers and veterans. Testifying before the Subcommittee
were Mrs. Kimrey W. Rhinehardt, Vice President for Federal and
Military Affairs, The University of North Carolina, Chapel
Hill, North Carolina; Dr. Arthur F. Kirk, Jr., President, Saint
Leo University, Saint Leo, Florida; Dr. Russell S. Kitchner,
Vice President for Regulatory and Governmental Relations,
American Public University System, Charles Town, West Virginia;
and Dr. Ken Sauer, Senior Associate Commissioner for Research
and Academic Affairs, Indiana Commission for Higher Education,
Indianapolis, Indiana.
On September 18, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Improving Access and Affordability
through Innovative Partnerships.'' The purpose of the hearing
was to examine the efforts of higher education institutions to
expand access and reduce costs by partnering with local
employers, other colleges, or online course providers.
Testifying before the Subcommittee were Dr. Jeffrey Docking,
President, Adrian College, Adrian, Michigan; Ms. Paula R.
Singer, President and Chief Executive Officer, Laureate Global
Products and Services, Baltimore, Maryland; Dr. Rich Baraniuk,
Professor, Rice University, and Founder, Connexions, Houston,
Texas; and Dr. Charles Lee Isbell, Jr., Professor and Senior
Associate Dean, College of Computing, Georgia Institute of
Technology, Atlanta, Georgia.
On November 13, 2013, the Committee held a hearing in
Washington, D.C., entitled ``Keeping College Within Reach:
Simplifying Federal Student Aid.'' The purpose of the hearing
was to examine the need to streamline, consolidate, and
simplify federal student aid programs. Testifying before the
Committee were Ms. Kristin D. Conklin, Founding Partner, HCM
Strategies, LLC, Washington, D.C.; Dr. Sandy Baum, Research
Professor of Education Policy, George Washington University
Graduate School of Education and Human Development, and Senior
Fellow, Urban Institute, Washington, D.C.; Ms. Jennifer
Mishory, J.D., Deputy Director, Young Invincibles, Washington,
D.C.; and Mr. Jason Delisle, Director, Federal Education Budget
Project, New America Foundation, Washington, D.C.
On December 3, 2013, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Strengthening Pell Grants for Future
Generations.'' The purpose of the hearing was to examine Pell
Grant program reform proposals to better target funds to the
neediest students and put the program on a fiscally responsible
and sustainable path. Testifying before the Subcommittee were
Mr. Justin Draeger, President and Chief Executive Officer,
National Association of Student Financial Aid Administrators,
Washington, D.C.; Dr. Jenna Ashley Robinson, Director of
Outreach, John W. Pope Center for Higher Education Policy,
Raleigh, North Carolina; Mr. Michael Dannenberg, Director of
Higher Education and Education Finance Policy, The Education
Trust, Washington, D.C.; and Mr. Richard C. Heath, Director of
Student Financial Services, Anne Arundel Community College,
Arnold, Maryland.
Legislative action--First session
On May 9, 2013, Chairman John Kline (R-MN) and Subcommittee
Chairwoman Virginia Foxx (R-NC) introduced H.R. 1911, the
Smarter Solutions for Students Act. The bill moved all federal
student loans (except Perkins loans) to a market-based interest
rate.
On May 16, 2013, the Committee considered H.R. 1911 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a bipartisan vote of 24 to 13.
The Committee considered and adopted the following
amendment to H.R. 1911:
Subcommittee Chairwoman Virginia Foxx (R-NC)
offered an amendment in the nature of a substitute to make a
technical change to the bill. The amendment was adopted by
voice vote.
The Committee further considered the following amendments
to H.R. 1911, which were not adopted:
Rep. Joe Heck (R-NV) offered an amendment to
allocate a portion of the savings generated under the bill to
Pell Grants. The amendment was withdrawn.
Rep. Joe Heck (R-NV) offered an amendment to
provide the Secretary of Education with authority to reduce the
interest rate on student loans if a borrower makes the first 48
payments on time. The amendment was withdrawn.
Rep. John Tierney (D-MA) offered an amendment to
set the federal student loan interest rates at the same rate
the Federal Reserve charges to banks for two years. The
amendment failed by a vote of 14 to 23.
Rep. Joe Courtney (D-CT) offered an amendment to
extend the 3.4 percent interest rate on subsidized Stafford
loans for two years. The amendment failed by a vote of 15 to
21.
On May 23, 2013, the House of Representatives passed H.R.
1911 by a bipartisan vote of 221 to 198.
On July 24, 2013, the Senate passed a substitute version of
H.R. 1911, the Bipartisan Student Loan Certainty Act, by a
bipartisan vote of 81 to 18. The legislation allowed student
loan interest rates to reset once a year by the market, but
they would be locked into a fixed rate once the loan is
disbursed to the student. Interest rates would be set using the
following formulas:
Undergraduate Stafford loans (subsidized and
unsubsidized): 10-year Treasury Note plus 2.05 percent, capped
at 8.25 percent.
Graduate Stafford loans: 10-year Treasury Note
plus 3.6 percent, capped at 9.5 percent
PLUS loans (graduate and parent): 10-year Treasury
Note plus 4.6 percent, capped at 10.5 percent.
On July 31, 2013, the House of Representatives agreed to
suspend the rules and agree to the Senate amendment to H.R.
1911 by a bipartisan vote of 392 to 31.
On August 9, 2013, the President of the United States
signed H.R. 1911 into law (P.L. 113-28).
On May 13, 2013, Rep. Luke Messer (R-IN) introduced H.R.
1949, the Improving Postsecondary Education Data for Students
Act. The bill directed the Secretary to convene an Advisory
Committee on Improving Postsecondary Education Data to conduct
a study on the factors students and families want, need, and
already consider when choosing a higher education institution.
On May 16, 2013, the Committee considered H.R. 1949 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a voice vote. The Committee
considered and adopted the following amendment to H.R. 1949:
Rep. Luke Messer (R-IN) offered an amendment in
the nature of a substitute to H.R. 1949 to (1) include
individuals who represent undergraduate and graduate education;
college and career counselors at secondary schools; experts in
data policy, collection, and use; and experts in labor markets
on the list of individuals required to be represented on the
Advisory Committee on Improving Postsecondary Education Data;
(2) ensure individuals on the advisory committee represent
economic, racial, and geographically diverse populations; (3)
require the advisory committee to examine information related
to the sources of financial assistance, including federal
student loans, as part of the required aspects of the study;
(4) require the advisory committee to examine how information
regarding student outcomes should be disaggregated for first-
generation students; and (5) provide other conforming and
technical changes to the bill. The amendment was adopted by
voice vote.
On May 22, 2013, the House of Representatives agreed to
suspend the rules and pass H.R. 1949 by voice vote. The bill
was sent to the Senate and referred to the Senate Committee on
Health, Education, Labor, and Pensions.
On July 10, 2013, Chairman John Kline (R-MN), Subcommittee
Chairwoman Virginia Foxx (R-NC), and Rep. Alcee Hastings (D-FL)
introduced H.R. 2637, the Supporting Academic Freedom through
Regulatory Relief Act. The bill, which included the text of the
Protecting Academic Freedom in Higher Education Act (H.R. 2117)
and the Kline/Foxx/Hastings amendment to H.R. 1 from the 112th
Congress, repealed the credit hour, state authorization, and
gainful employment regulations and amended the statute to
clarify the incentive compensation regulation. Additionally,
the bill prohibited the U.S. Department of Education from
issuing related regulations until after Congress reauthorizes
the Higher Education Act.
On July 24, 2013, the Committee considered H.R. 2637 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a bipartisan vote of 22 to 13.
The Committee considered and adopted the following
amendment to H.R. 2637:
Subcommittee Chairwoman Virginia Foxx (R-NC)
offered an amendment in the nature of a substitute to change a
subsection title in the legislation. The amendment was adopted
by voice vote.
The Committee further considered the following amendment to
H.R. 2637, which was not adopted:
Rep. Tim Bishop (D-NY) offered an amendment to
strike the prohibition on the U.S. Department of Education from
issuing regulations related to state authorization, gainful
employment, and credit hour. The amendment failed by a vote of
13 to 22.
Hearings--Second session
On January 28, 2014, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., entitled ``Keeping
College Within Reach: Sharing Best Practices for Serving Low-
Income and First Generation Students.'' The purpose of the
hearing was to highlight best practices at institutions of
higher education for serving low-income and first generation
students. Testifying before the Subcommittee were Dr. James
Anderson, Chancellor, Fayetteville State University,
Fayetteville, North Carolina; Mrs. Mary Beth Del Balzo, Senior
Executive Vice President and Chief Executive Officer, The
College of Westchester, White Plains, New York; Mr. Josse Alex
Garrido, Graduate Student, University of Texas Pan American,
Edinburg, Texas; and Rev. Dennis H. Holtschneider, President,
DePaul University, Chicago, Illinois.
On February 27, 2013, the Committee on Education and the
Workforce Subcommittee on Early Childhood, Elementary, and
Secondary Education and Subcommittee on Higher Education and
Workforce Training held a joint hearing in Washington, D.C., on
``Exploring Efforts to Strengthen the Teaching Profession.''
The purpose of the hearing was to discuss the state of teacher
preparation nationwide. Testifying before the subcommittees
were Dr. Deborah A. Gist, Commissioner, Rhode Island Department
of Elementary and Secondary Education, Providence, Rhode
Island; Dr. Marcy Singer-Gabella, Professor of the Practice of
Education, Vanderbilt University, Nashville, Tennessee; Dr.
Heather Peske, Associate Commissioner for Educator Quality,
Massachusetts Department of Elementary and Secondary Education,
Malden, Massachusetts; and Ms. Christina Hall, Co-Founder and
Co-Director, Urban Teacher Center, Baltimore, Maryland.
On March 12, 2014, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Examining the
Mismanagement of the Student Loan Rehabilitation Process.'' The
purpose of the hearing was to examine the U.S. Department of
Education's ability to oversee the processing of rehabilitated
loans issued under the Direct Loan program. Testifying before
the Subcommittee were Ms. Melissa Emrey-Arras, Director of
Education, Workforce, and Income Security Issues, U.S.
Government Accountability Office, Boston, Massachusetts; The
Honorable Kathleen Tighe, Inspector General, U.S. Department of
Education, Washington, D.C.; Mr. James Runcie, Chief Operating
Officer, Federal Student Aid, U.S. Department of Education,
Washington, D.C.; and Ms. Peg Julius, Executive Director of
Enrollment Management, Kirkwood Community College, Cedar
Rapids, Iowa.
On March 20, 2014, the Committee held a hearing in Mesa,
Arizona, entitled ``Reviving our Economy: Supporting a 21st
Century Workforce.'' The purpose of the hearing was to explore
the role of local higher education institutions in fostering
job creation and growth through innovative partnerships with
the business community and new modes of teaching delivery.
Testifying before the Committee were The Honorable Rick
Heumann, Vice Mayor, City of Chandler, Chandler, Arizona; Ms.
Cathleen Barton, Education Manager, Intel Corporate Affairs,
Southwestern United States, Intel Corporation, Chandler,
Arizona; Mr. Lee D. Lambert, J.D., Chancellor, Pima Community
College, Tucson, Arizona; Dr. William Pepicello, President,
University of Phoenix, Tempe, Arizona; Dr. Michael Crow,
President, Arizona State University, Tempe, Arizona; Dr. Ann
Weaver Hart, President, The University of Arizona, Tucson,
Arizona; Dr. Ernest A. Lara, President, Estrella Mountain
Community College, Avondale, Arizona; and Ms. Christy Farley,
Vice President of Government Affairs and Business Partnerships,
Northern Arizona University, Phoenix, Arizona.
On April 2, 2014, the Committee on Education and the
Workforce held a hearing in Washington, D.C., entitled
``Keeping College Within Reach: Meeting the Needs of
Contemporary Students.'' The purpose of the hearing was to
examine how institutions, states, and other entities assist
contemporary college students in accessing and completing
postsecondary education. Testifying before the Committee were
Dr. George A. Pruitt, President, Thomas Edison State College,
Trenton, New Jersey; Dr. Kevin Gilligan, Chairman and Chief
Executive Officer, Capella Education Company, Minneapolis,
Minnesota; Mr. David Moldoff, Chief Executive Officer and
Founder, AcademyOne, Inc., West Chester, Pennsylvania; Dr.
Joann A. Boughman, Senior Vice Chancellor for Academic Affairs,
University System of Maryland, Adelphi, Maryland; Mr. Stan
Jones, President, Complete College America, Indianapolis,
Indiana; and Dr. Brooks A. Keel, President, Georgia Southern
University, Statesboro, Georgia.
Legislative action--Second session
On September 19, 2013, Rep. Matt Salmon (R-AZ), Rep. Susan
Brooks (R-IN), and Rep. Jared Polis (D-CO) introduced H.R.
3136, the Advancing Competency-Based Education Demonstration
Project Act of 2013. The bill directed the Secretary to select
institutions or consortia of institutions for voluntary
participation in competency-based education demonstration
projects. The demonstration projects would have provided
participating entities with the ability to offer competency-
based education programs that do not meet certain statutory and
regulatory requirements which would otherwise prevent them from
participating in federal student aid programs.
On July 10, 2014, the Committee considered H.R. 3136 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a voice vote. The Committee
considered and adopted the following amendment to H.R. 3136:
Rep. Matt Salmon (R-AZ) and Rep. Jared Polis (D-
CO) offered an amendment in the nature of a substitute to add
certain requirements to the applications to participate in a
competency-based education project; allow eligible entities to
submit amendments to their previously-approved applications;
set requirements for the entities the Secretary must choose to
participate in the programs; require institutions to provide
student information to the director of the Institute of
Education Sciences (IES); require the Director of IES to
annually evaluate each project and provide a report with
specified information to the authorizing committees; authorize
funds to be available from the amount appropriated for salaries
and expenses of the U.S. Department of Education, and make
conforming and technical changes to the introduced bill. The
amendment was adopted by voice vote.
The Committee further considered the following amendment to
H.R. 3136, which was not adopted:
Rep. Tierney (D-MA) offered an amendment that
would have allowed students with federal student loans and
private student loans issued prior to 2013 to refinance those
loans into new federal loans at the interest rate set for the
2013-2014 academic year. The amendment was ruled non-germane.
Ranking Member George Miller (D-CA) appealed the ruling of the
chair. Rep. Glenn Thompson (R-PA) offered a motion to table the
appeal of the ruling of the chair, which was adopted by a vote
of 22 to 16.
On July 23, 2014, the House of Representatives considered
H.R. 3136 and passed it, as amended, by a recorded vote of 414-
0 on July 23, 2014. The bill was sent to the Senate and was
referred to the Senate Committee on Health, Education, Labor,
and Pensions.
On June 26, 2014, Subcommittee Chairwoman Virginia Foxx (R-
NC) and Rep. Luke Messer (R-IN) introduced H.R. 4983, the
Strengthening Transparency in Higher Education Act. The bill
simplified and streamlined the information made publicly
available by the Secretary regarding institutions of higher
education.
On July 10, 2014, the Committee considered H.R. 4983 in
legislative session and reported it favorably, as amended, to
the House of Representatives by a voice vote. The Committee
considered and adopted the following amendment to H.R. 4983:
Subcommittee Chairwoman Virginia Foxx (R-NC)
offered an amendment in the nature of a substitute that
required additional information on the College Dashboard;
required the Secretary to conduct consumer testing in
consultation with appropriate federal departments and agencies;
ensured consumer testing addresses whether the College
Dashboard provides useful and relevant information to students
and families; required the Secretary to submit to the
authorizing committees recommendations based on the results of
consumer testing; set new minimum requirements for net price
calculators, required funding to come from funds already
appropriated to maintain the College Navigator; and made other
conforming and technical changes. The amendment was adopted by
voice vote.
The Committee further considered the following amendment to
H.R. 4983, which was not adopted:
Ranking Member George Miller (D-CA) offered an
amendment that required the Commissioner of Education
Statistics to establish a formula for determining the
percentage of student borrowers who have completed their course
of study and who are in repayment or in an authorized deferment
period at three, five and 10 years after completion of a
program of study. The amendment failed by a vote of 13 to 21.
On July 23, 2014, the House of Representatives considered
H.R. 4983 under suspension of the rules. The bill was agreed to
by voice vote, sent to the Senate, and referred to the Senate
Committee on Health, Education, Labor, and Pensions.
On June 26, 2014, Rep. Brett Guthrie (R-KY) and Rep.
Richard Hudson (R-NC) introduced H.R. 4984, the Empowering
Students through Enhanced Financial Counseling Act. The bill
amended the loan counseling requirements under the Higher
Education Act and required counseling for Federal Pell Grant
recipients.
On July 10, 2014, the Committee considered H.R. 4984 in
legislative session and reported it favorably, as amended, to
the House of Representatives by voice vote. The Committee
considered and adopted the following amendment to H.R. 4984:
Reps. Brett Guthrie (R-KY) and Suzanne Bonamici
(D-OR) offered an amendment in the nature of a substitute that
removed the requirement that annual counseling for Pell Grant
recipients be tied to disbursement of the grant; required
additional information be disclosed to borrowers during annual
counseling and exit counseling sessions; required institutions
to provide annual counseling to borrowers receiving Parent PLUS
loans; required any funds used to carry out the act to come
from funds already appropriated to maintain the Financial
Awareness Counseling Tool; and made conforming and technical
changes. The amendment was adopted by voice vote.
The Committee further considered the following amendment to
H.R. 4984, which was not adopted:
Rep. Susan Davis (D-CA) offered an amendment to
modify the rule requiring for-profit colleges to receive at
least 10 percent of their revenue from sources other than the
U.S. Department of Education to remain eligible for federal
student aid to include all federal aid, including veterans'
educational benefits and some Workforce Investment Act funds,
in the 90 percent portion of the calculation and only private
funds in the 10 percent portion of the calculation. The
amendment was ruled non-germane. Ranking Member George Miller
(D-CA) appealed the ruling of the chair. Rep. Glenn Thompson
(R-PA) offered a motion to table the appeal of the ruling of
the chair, which was adopted by a vote of 20 to 13.
On July 24, 2014, the House of Representatives considered
H.R. 4984 and passed it, as amended, by a vote of 405-11. The
bill was sent to the Senate and referred to the Senate
Committee on Health, Education, Labor, and Pensions.
114TH CONGRESS
Hearings--First session
On February 4, 2015, the Committee held a hearing in
Washington, D.C., on ``Expanding Opportunity in America's
Schools and Workplaces.'' The purpose of the hearing was to
allow Committee members to learn about efforts made by state
leaders to strengthen education, to make sure those who
graduate are prepared to pursue a postsecondary education and
compete in the workforce, and promote efforts to spur job
creation. Testifying before the Committee were Dr. Michael
Amiridis, Provost and Executive Vice President for Academic
Affairs, University of South Carolina, Columbia, South
Carolina; Mr. Drew Greenblatt, President and CEO, Marlin Steel
Wire Products, Baltimore, Maryland; Dr. Lawrence Mishel, Ph.D.,
President, Economic Policy Institute, Washington, D.C.; and The
Honorable Mike Pence, Governor, State of Indiana, Indianapolis,
Indiana.
On March 17, 2015, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Strengthening
America's Higher Education System.'' The purpose of the hearing
was to explore policy proposals that align with the Committee's
four pillars for reauthorization of the HEA: (1) empowering
students and families to make informed decisions; (2)
simplifying and improving student aid; (3) promoting
innovation, access, and completion; and (4) ensuring strong
accountability and a limited federal role. Testifying before
the Subcommittee were Mr. Willis Goldsmith, Partner, Jones Day,
New York, New York who testified on behalf of the U.S. Chamber
of Commerce; Mr. Stan Soloway, President and CEO, Professional
Services Council, Arlington, Virginia; Ms. Angela Styles,
Partner, Crowell & Moring LLP, Washington, D.C.; and Ms. Karla
Walter, Associate Director, American Worker Project, Center for
American Progress, Washington, D.C.
On April 30, 2015, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Improving
College Access and Completion for Low-Income and First-
Generation Students.'' The purpose of the hearing was to
explore policy proposals and best practices to strengthen
programs to help disadvantaged students access and complete
higher education. Testifying before the Subcommittee were Dr.
Laura Perna, James S. Riepe Professor, Executive Director,
Alliance for Higher Education and Democracy, University of
Pennsylvania, Philadelphia, Pennsylvania; Dr. Charles J.
Alexander, Associate Vice Provost for Student Diversity,
Director, Academic Advancement Program, Associate Adjunct
Professor, University of California, Los Angeles, California;
Dr. Michelle Asha Cooper, President, Institute for Higher
Education Policy, Washington, D.C.; and Dr. Joe D. May,
Chancellor, Dallas County Community College District, Dallas,
Texas.
On September 10, 2015, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training held a hearing in Washington, D.C., on ``Preventing
and Responding to Sexual Assault on College Campuses.'' The
purpose of the hearing was to explore policy proposals and best
practices to help institutions address and respond to campus
sexual assault and violence. Testifying before the Subcommittee
were Ms. Dana Scaduto, General Counsel, Dickinson College,
Carlisle, Pennsylvania; Dr. Penny Rue, Vice President for
Campus Life, Wake Forest University, Winston-Salem, North
Carolina; Ms. Lisa M. Maatz, M.A., Vice President for
Government Relations, American Association of University Women,
Washington, D.C.; and Mr. Joseph Cohn, Legislative and Policy
Director, Foundation for Individual Rights in Education,
Philadelphia, Pennsylvania.
On November 18, 2015, the Committee on Education and the
Workforce Subcommittee on Higher Education and Workforce
Training, together with the House Committee on Oversight and
Government Reform Subcommittee on Government Operations held a
hearing in Washington, D.C., on ``Federal Student Aid:
Performance-Based Organization Review.'' The purpose of the
hearing was to review the Office of Federal Student Aid's (FSA)
responsibilities as a Performance-Based Organization (PBO),
evaluate the PBO's performance, and identify possible areas of
reform. Testifying before the subcommittees were Mr. James
Runcie, Chief Operating Officer, U.S. Department of Education,
Washington, D.C.; Ms. Melissa Emrey-Arras, Director, Education
Workforce, and Income Security, U.S. Government Accountability
Office, Washington, D.C.; The Honorable Kathleen Tighe,
Inspector General, U.S. Department of Education, Washington,
D.C.; Mr. Ben Miller, Senior Director, Postsecondary Education,
Center for American Progress, Washington, D.C.; and Mr. Justin
Draeger, President, National Association of Student Financial
Aid Administrators, Washington, D.C.
Legislative action--First session
On July 23, 2015, Higher Education and Workforce Training
Subcommittee Chairwoman Virginia Foxx along with Chairman John
Kline (R-MN), Ranking Member Robert C. Scott (D-VA), and Reps.
Luke Messer (R-IN), Gregorio Sablan (D-MP), Tim Walberg (R-MI),
Joe Heck (R-NV), Buddy Carter (R-GA), Elise Stefanik (R-NY),
Susan Davis (D-CA), Raul Grijalva (D-AZ), and Mark DeSaulnier
(D-CA) introduced H.R. 3178, the Strengthening Transparency in
Higher Education Act. The bill ensures straightforward and
useful information is easily accessible to students and parents
and improves coordination between federal agencies to publish
information about colleges and universities.
On July 23, 2015, Rep. Brett Guthrie (R-KY) along with
Chairman John Kline (R-MN), Ranking Member Robert C. Scott (D-
VA), and Reps. Rick Allen (R-GA), Suzanne Bonamici (D-OR),
Duncan Hunter (R-CA), Tim Walberg (R-MI), Joe Heck (R-NV), Luke
Messer (R-IN), Buddy Carter (R-GA), Elise Stefanik (R-NY),
Susan Davis (D-CA), Raul Grijalva (D-AZ), Gregorio Sablan (D-
MP), Mark Pocan (D-WI), Mark Takano (D-CA), Katherine Clark (D-
MA), Mark DeSaulnier (D-CA), and Richard Hudson (R-NC)
introduced H.R. 3179, the Empowering Students Through Enhanced
Financial Counseling Act. The bill promotes financial literacy
through enhanced counseling for all recipients of federal
financial aid.
On September 24, 2015, Reps. Mike Bishop (R-MI) and Mark
Pocan (D-WI) introduced H.R. 3594, the Higher Education
Extension Act of 2015. The bill extends the authorization of
the National Advisory Committee on Institutional Quality and
Integrity and the authority of institutions of higher education
to make loans to new borrowers under the federal Perkins loan
program through September 30, 2016.
On September 28, 2015, the House of Representatives passed
H.R. 3594 by a voice vote. The bill was sent to the Senate and
referred to the Senate Committee on Health, Education, Labor,
and Pensions. The Senate amended the bill to extend the
authorization of the federal Perkins loan program to September
30, 2017. The amendment was adopted by unanimous consent, and
the underlying legislation was subsequently passed in the
Senate on December 16, 2015, by voice vote.
On December 17, 2015, the House agreed to the Senate
amendment by unanimous consent. The Higher Education Extension
Act of 2015 was signed into law by the President on December
18, 2015.
Legislative action--Second session
On June 22, 2016, the Committee on Education and the
Workforce considered H.R. 3178 in legislative session and
reported it favorably, as amended, to the House of
Representatives by voice vote. The Committee considered and
adopted the following amendment to H.R. 3178:
Subcommittee Chairwoman Virginia Foxx (R-NC)
offered an amendment in the nature of a substitute to make
conforming and technical changes. The amendment was adopted by
voice vote.
On June 22, 2016, the Committee considered H.R. 3179 in
legislative session and reported it favorably, as amended, to
the House of Representatives by voice vote. The Committee
considered and adopted the following amendment to H.R. 3179:
Rep. Brett Guthrie (R-KY) offered an amendment in
the nature of a substitute to make conforming and technical
changes. The amendment was adopted by voice vote.
On June 20, 2016, Rep. Joe Heck (R-NV) along with Reps.
David ``Phil'' Roe (R-TN), Jared Polis (D-CO), and Mark Pocan
(D-WI) introduced H.R. 5528, the Simplifying the Application
for Student Aid Act. The bill ensures continued allowance for
earlier notification of federal student aid, leverages
technology to make the application for federal student aid more
accessible and easier to fill out, and provides more time for
aid administrators to verify and package student aid.
On June 22, 2016, the Committee considered H.R. 5528 in
legislative session and reported it favorably, as amended, to
the House of Representatives by voice vote. The Committee
considered and adopted the following amendment to H.R. 5528:
Rep. Joe Heck (R-NV) offered an amendment in the
nature of a substitute to make conforming and technical
changes. The amendment was adopted by voice vote.
On June 20, 2016, Rep. Joe Heck (R-NV) along with Reps.
Ruben Hinojosa (D-TX) and Raul Ruiz (D-CA) introduced H.R.
5529, the Accessing Higher Education Opportunities Act. The
bill expands the authorized uses of funds for Hispanic-Serving
Institutions (HSIs) so they may promote dual enrollment
opportunities and encourage Hispanic students to pursue
doctoral degree programs in the healthcare industry.
On June 22, 2016, the Committee considered H.R. 5529 in
legislative session and reported it favorably, as amended, to
the House of Representatives by voice vote. The Committee
considered and adopted the following amendment to H.R. 5529:
Rep. Joe Heck (R-NV) offered an amendment in the
nature of a substitute to make conforming and technical
changes. The amendment was adopted by voice vote.
On June 20, 2016, Reps. Alma Adams (D-NC) and Bradley Byrne
(R-AL) introduced H.R. 5530, the HBCU Capital Financing
Improvement Act. The bill improves the program by requiring the
advisory board to send an annual report to Congress regarding
the status of the Historically Black College and University
(HBCU) Capital Financing Program. Additionally, the bill
renames the escrow account to ``bond insurance fund.'' Lastly,
this bill allows for financial counseling to potential eligible
HBCUs to assist in their preparation to qualify, apply for, and
maintain a capital improvement loan.
On June 22, 2016, the Committee considered H.R. 5530 in
legislative session and reported it favorably, as amended, to
the House of Representatives by voice vote. The Committee
considered and adopted the following amendment to H.R. 5530:
Rep. Alma Adams (D-NC) offered an amendment in the
nature of a substitute to make conforming and technical
changes. The amendment was adopted by voice vote.
Summary
The Accessing Higher Education Opportunities Act allows
HSIs receiving grants through the Developing Hispanic-Serving
Institutions program, authorized under Title V of the Higher
Education Act of 1965, to use the funds in innovative ways to
meet documented needs in higher education. First, institutions
will be able to use funds to assist students in gaining
acceptance into doctoral degree programs in the health care
field by creating student support programs such as counseling,
mentoring, and other services. Second, the Accessing Higher
Education Opportunities Act enhances access to higher education
for students by allowing grant funds to be used to create or
improve access to dual or concurrent enrollment programs and
early college high school programs. The two new uses of funds
are designed to increase access for more students at both ends
of the postsecondary education system.
Committee Views
Introduction
The Developing Hispanic-Serving Institutions program was
created in the Higher Education Amendments of 1992 to enhance
the academic offerings, program quality, and institutional
stability of HSIs. The program also aims to improve the
academic achievement and educational opportunities for Hispanic
students. Thus, these funds can also be used to establish new
programs of study if the school believes establishing the
program helps the institution meet the purpose of the grant. As
of 2014, the Hispanic population stood at over 55 million, and
the U.S. Census Bureau projects that by 2060 Hispanic Americans
will comprise more than 28 percent of the total population.\1\
As the percentage of Hispanic Americans has grown, so has the
number of HSIs. There were only 135 schools with a Hispanic
population of over 25 percent in 1990; today, there are over
400.\2\ In 2012-2013, nearly 60 percent of Hispanic college
students attended a HSI and these institutions were responsible
for graduating 40 percent of all Hispanics in the country.\3\
Notwithstanding this improvement in access, the Hispanic
population remains underrepresented in college completion and
various sectors of the workforce, particularly in the field of
health care.
---------------------------------------------------------------------------
\1\http://www.pewhispanic.org/2016/04/19/statistical-portrait-of-
hispanics-in-the-united-states-key-charts/.
\2\http://www.hacu.net/hacu/HSI__Fact__Sheet.asp; http://
www2.ed.gov/about/offices/list/ope/idues/hsi-eligibles-2016.pdf.
\3\https://www.newamerica.org/post-secondary-national-policy-
institute/our-blog/hispanic-serving-institutions-hsis/.
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Encouraging doctoral degrees in health care
The health care field is one of the fastest growing sectors
of the economy, and the demand for physicians, dentists,
veterinarians, physical therapists, and other occupations
requiring a doctoral medical degree continues to grow.
According to the National Hispanic Medical Association,
Hispanics make up 17 percent of the total population, yet the
number of physicians who identify as Hispanic is just 5
percent. More can be done to increase the representation of
Hispanics in the health care field to better reflect their
commensurate population growth. A 2015 study from the
University of California at Los Angeles indicated the
following:
In 1980, there were 135 Latino physicians for every
100,000 Latinos in the U.S.; by 2010, that figure had
dropped to just 105 per 100,000. Meanwhile, the
national rate of non-Hispanic white physicians
increased from 211 for every 100,000 non-Hispanic
whites to 315 per 100,000.\4\
---------------------------------------------------------------------------
\4\http://newsroom.ucla.edu/releases/rate-of-latino-physicians-
shrinks-even-as-latino-population-swells.
In response, the Accessing Higher Education Opportunities
Act allows HSIs to use grants under the program to assist
students in successfully entering a postbaccalaureate doctoral
degree granting program in health care. Institutions will be
able to use these grants to create student support services to
include mentoring, counseling, advising, and other services
that benefit the students as they navigate the necessary
requirements to be accepted into medical school or other health
care related graduate programs. Studies have shown the lack of
student support services is partially responsible for the
underrepresentation of minorities in many professional
fields.\5\ The Committee expects schools will respond to this
new allowable use by enhancing support for the next generation
of Hispanic Americans to enter the health care field.
---------------------------------------------------------------------------
\5\http://www.asha.org/practice/multicultural/recruit/
litreview.htm.
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Promoting college access
While post baccalaureate doctoral degree attainment is the
``end'' of the higher education system, the Accessing Higher
Education Opportunities Act also focuses on what is the
beginning of higher education for many students. High school
dual enrollment or concurrent enrollment programs can play an
important role in helping students access and complete an
affordable postsecondary education. These types of programs are
created to give high school students, usually beginning in
their junior year, the ability to earn their high school
diploma while also earning college credits, often at a local
college in the community. High school students participating in
dual or concurrent enrollment programs are often able to earn
between 12 and 30 college credits, putting them on the path to
succeed in higher education at an early age. A 2012 study
conducted by the Community College Research Center found that
students participating in these types of programs are more
likely to graduate from high school and transition to a four-
year college, less likely to take remedial courses in college,
and more likely to persist in postsecondary education.\6\
---------------------------------------------------------------------------
\6\ http://www.ccdaily.com/Pages/Campus-Issues/Dual-enrollment-
benefits-at-risk-students.aspx.
---------------------------------------------------------------------------
Programs known as ``early college high schools'' also allow
students, particularly low-income and minority students, to
earn college credit while in high school leading to improved
postsecondary outcomes. These programs vary slightly from dual
or concurrent enrollment programs in that students are able to
earn college credit as early as their freshman year and can
earn up to 60 college credits, the equivalent of an associate's
degree, by the end of high school. Also, early college high
schools often specifically target students who are at risk of
not graduating from high school. According to Jobs for the
Future, early college high school students are outperforming
their peers in high school graduation rates, and almost one-
third of early college high school students earn an associate's
degree or other postsecondary credential while still in high
school.\7\
---------------------------------------------------------------------------
\7\http://www.jff.org/initiatives/early-college-designs.
---------------------------------------------------------------------------
While the high school dropout rates for Hispanics have
declined and their college enrollment rate has increased,\8\
Hispanic students still fall in last place compared to their
peers in obtaining a four-year degree. A 2015 Pew Research
article indicated the following:
---------------------------------------------------------------------------
\8\ In 2013, 2.2 million Hispanics were enrolled in college
compared to the 728,000 that were enrolled in 1993. http://
www.pewresearch.org/fact-tank/2015/05/26/5-facts-about-latinos-and-
education/.
In 2013, among Hispanics ages 25 to 29, just 15% of
Hispanics have a bachelor's degree or higher. By
comparison, among the same age group, about 40% of
whites have a bachelor's degree or higher (as do 20% of
blacks and 60% of Asians). This gap is due in part to
the fact that Hispanics are less likely than some other
groups to enroll in a four-year college, attend an
academically selective college and enroll full-time.\9\
---------------------------------------------------------------------------
\9\Id.
Multiple examples of successful early college high school
programs and dual and concurrent enrollment programs exist
throughout the country. The Pharr-San Juan-Alamo Independent
School District in Texas, a border school district serving more
than 32,000 students (99 percent Hispanic), has scaled up a
network of early college high schools providing several
concurrent and dual enrollment opportunities. Known as the
``College\3\'' initiative, the school district has doubled the
number of high school graduates enrolling in college after high
school.\10\ The district's long term goal is providing every
student the opportunity to earn at least 12 college credits
before he or she graduates from high school.\11\ Furthermore,
the Nevada State High School, a charter school in Nevada with
several campuses, launched a dual or concurrent enrollment
program in 2004. This diverse program consists of students from
all racial backgrounds with the Hispanic population serving as
the largest minority group. Between 2005 and 2015, a total of
945 students--or 99 percent of all students--graduated from the
program.\12\ Ninety-one percent of students who have graduated
from the program so far have enrolled in college and, due to
credits earned in high school, saved up to $80,000 in college
costs. In addition, all graduates of the program have higher
grade point averages than their peers not in the program.\13\
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\10\http://www.psjaisd.us/domain/28.
\11\Id.
\12\http://earlycollegenv.com/wp-content/uploads/2015/12/
151204FACTSHEET.pdf.
\13\Id.
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In an effort to bridge the gap between high school and
college for the Hispanic population, the Accessing Higher
Education Opportunities Act creates opportunity for HSIs to
develop or further expand access to dual enrollment or
concurrent enrollment programs and early college high school
programs. The Committee does not intend for the U.S. Department
of Education to proscribe the exact types of programs that can
be funded under this use. Instead, the Department should allow
HSIs to create or improve access to any of the varying programs
that provide students the opportunity to complete college
classes while in high school.
Conclusion
The Hispanic population is still underrepresented across a
variety of sectors despite its continued growth. Therefore, it
is important to help increase college completion rates and
bolster the representation of the Hispanic community in the
health care field. The Accessing Higher Education Opportunities
Act gives HSIs the ability to create programs and provide
support services to better ensure the success of the Hispanic
community.
Section-by-Section Analysis
Section 1. Short title
States the short title is the Accessing Higher Education
Opportunities Act.
Section 2. Authorized grant activities
Amends section 503 of the Higher Education Act to add two
additional allowable uses to allow HSIs to use awarded Title V
grants to offer student support programs for the successful
advancement of students to doctoral degree programs in the
health care field. It also allows HSIs to use grants to develop
or enhance dual or concurrent enrollment programs and early
college high school programs.
Section 3. Funding
States $107,795,000 is authorized to be appropriated to
enact this Act and Section 422 of the General Education
Provisions Act shall not apply to further extend the duration
of the authority.
Explanation of Amendments
The amendments, including the amendment in the nature of a
substitute, are explained in the body of this report.
Application of Law To The Legislative Branch
Section 102(b)(3) of Public Law 104-1 requires a
description of the application of this bill to the legislative
branch. H.R. 5529, the Accessing Higher Education Opportunities
Act, promotes access to higher education and encourages
students to pursue doctoral degree programs in health care.
Unfunded Mandate Statement
Section 423 of the Congressional Budget and Impoundment
Control Act (as amended by Section 101(a)(2) of the Unfunded
Mandates Reform Act, P.L. 104-4) requires a statement of
whether the provisions of the reported bill include unfunded
mandates. This issue is addressed in the CBO letter.
Earmark Statement
H.R. 5529 does not contain any congressional earmarks,
limited tax benefits, or limited tariff benefits as defined in
clause 9 of House Rule XXI.
Statement of General Performance Goals and Objectives
In accordance with clause (3)(c) of House Rule XIII, the
goals of H.R. 5529 are to promote access to higher education
and encourage students to pursue doctoral degree programs in
health care.
Duplication of Federal Programs
No provision of H.R. 5529 establishes or reauthorizes a
program of the Federal Government known to be duplicative of
another Federal program, a program that was included in any
report from the Government Accountability Office to Congress
pursuant to section 21 of Public Law 111-139, or a program
related to a program identified in the most recent Catalog of
Federal Domestic Assistance.
Disclosure of Directed Rule Makings
The committee estimates that enacting H.R. 5529 does not
specifically direct the completion of any specific rule makings
within the meaning of 5 U.S.C. 551.
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 body of this report.
New Budget Authority and CBO Cost Estimate
With respect to the requirements of clause 3(c)(2) of rule
XIII of the Rules of the House of Representatives and section
308(a) of the Congressional Budget Act of 1974 and with respect
to requirements of clause 3(c)(3) of rule XIII of the Rules of
the House of Representatives and section 402 of the
Congressional Budget Act of 1974, the committee has received
the following estimate for H.R. 5529 from the Director of the
Congressional Budget Office:
U.S. Congress,
Congressional Budget Office,
Washington, DC, July 5, 2016.
Hon. John Kline,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 5529, the
Accessing Higher Education Opportunities Act.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Justin
Humphrey.
Sincerely,
Keith Hall.
Enclosure.
H.R. 5529--Accessing Higher Education Opportunities Act
H.R. 5529 would reauthorize the Developing Hispanic-Serving
Institutions Program and expand the types of activities that
institutions can support with the grant funds. The bill would
authorize the appropriation of $108 million for fiscal year
2016. The underlying authorization for the program has expired
but the Congress has already appropriated $108 million for
those grants in fiscal year 2016.
Enacting the bill would not affect direct spending or
revenues; therefore, pay-as-you-go procedures do not apply.
CBO estimates that enacting H.R. 5529 would not increase
net direct spending or on-budget deficits in any of the four
consecutive 10-year periods beginning in 2027.
H.R. 5529 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act and
would impose no costs on state, local, or tribal governments.
The CBO staff contact for this estimate is Justin Humphrey.
The estimate was approved by H. Samuel Papenfuss, Deputy
Assistant Director for Budget Analysis.
Committee Cost Estimate
Clause 3(d)(1) of rule XIII of the Rules of the House of
Representatives requires an estimate and a comparison of the
costs that would be incurred in carrying out H.R. 5529.
However, clause 3(d)(2)(B) of that rule provides that this
requirement does not apply when the committee has included in
its report a timely submitted cost estimate of the bill
prepared by the Director of the Congressional Budget Office
under section 402 of the Congressional Budget Act.
Changes in Existing Law Made by the Bill, as Reported
In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (new matter is
printed in italic and existing law in which no change is
proposed is shown in roman):
Changes in Existing Law Made by the Bill, as Reported
In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
matter is printed in italic, and existing law in which no
change is proposed is shown in roman):
HIGHER EDUCATION ACT OF 1965
* * * * * * *
TITLE V--DEVELOPING INSTITUTIONS
PART A--HISPANIC-SERVING INSTITUTIONS
* * * * * * *
SEC. 503. AUTHORIZED ACTIVITIES.
(a) Types of Activities Authorized.--Grants awarded under
this title shall be used by Hispanic-serving institutions of
higher education to assist the institutions to plan, develop,
undertake, and carry out programs to improve and expand the
institutions' capacity to serve Hispanic students and other
low-income students.
(b) Authorized Activities.--Grants awarded under this section
shall be used for one or more of the following activities:
(1) Purchase, rental, or lease of scientific or
laboratory equipment for educational purposes,
including instructional and research purposes.
(2) Construction, maintenance, renovation, and
improvement in classrooms, libraries, laboratories, and
other instructional facilities.
(3) Support of faculty exchanges, faculty
development, curriculum development, academic
instruction, and faculty fellowships to assist in
attaining advanced degrees in the fellow's field of
instruction.
(4) Purchase of library books, periodicals, and other
educational materials, including telecommunications
program material.
(5) Tutoring, counseling, and student service
programs designed to improve academic success,
including innovative and customized instruction courses
(which may include remedial education and English
language instruction) designed to help retain students
and move the students rapidly into core courses and
through program completion.
(6) Articulation agreements and student support
programs designed to facilitate the transfer from two-
year to four-year institutions.
(7) Student support programs, which may include
counseling, mentoring, and other support services,
designed to facilitate the successful advancement of
students from four-year institutions to
postbaccalaureate doctoral degree granting programs
that prepare students for health care occupations as
such occupations are described in the most recent
edition of the Occupational Outlook Handbook published
by the Bureau of Labor Statistics.
(8) Developing or expanding access to dual or
concurrent enrollment programs and early college high
school programs.
[(7)] (9) Funds management, administrative
management, and acquisition of equipment for use in
strengthening funds management.
[(8)] (10) Joint use of facilities, such as
laboratories and libraries.
[(9)] (11) Establishing or improving a development
office to strengthen or improve contributions from
alumni and the private sector.
[(10)] (12) Establishing or improving an endowment
fund.
[(11)] (13) Creating or improving facilities for
Internet or other distance education technologies,
including purchase or rental of telecommunications
technology equipment or services.
[(12)] (14) Establishing or enhancing a program of
teacher education designed to qualify students to teach
in public elementary schools and secondary schools.
[(13)] (15) Establishing community outreach programs
that will encourage elementary school and secondary
school students to develop the academic skills and the
interest to pursue postsecondary education.
[(14)] (16) Expanding the number of Hispanic and
other underrepresented graduate and professional
students that can be served by the institution by
expanding courses and institutional resources.
[(15)] (17) Providing education, counseling services,
or financial information designed to improve the
financial literacy and economic literacy of students or
the students' families, especially with regard to
student indebtedness and student assistance programs
under title IV.
[(16)] (18) Other activities proposed in the
application submitted pursuant to section 504 that--
(A) contribute to carrying out the purposes
of this title; and
(B) are approved by the Secretary as part of
the review and acceptance of such application.
(c) Endowment Fund Limitations.--
(1) Portion of grant.--A Hispanic-serving institution
may not use more than 20 percent of the grant funds
provided under this title for any fiscal year for
establishing or improving an endowment fund.
(2) Matching required.--A Hispanic-serving
institution that uses any portion of the grant funds
provided under this title for any fiscal year for
establishing or improving an endowment fund shall
provide from non-Federal funds an amount equal to or
greater than the portion.
(3) Comparability.--The provisions of part C of title
III regarding the establishment or increase of an
endowment fund, that the Secretary determines are not
inconsistent with this subsection, shall apply to funds
used under paragraph (1).
* * * * * * *
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