1.This Act may be cited as the
Pathways to College
Act
.
2.Congress finds the following:
(1)An educated
workforce is crucial to the success of the United States economy. Access to
higher education for all students is critical to maintaining an educated
workforce. More than 80 percent of the 23,000,000 jobs that will be created in
the next 10 years will require postsecondary education. Only 36 percent of all
18- to 24-year-olds are currently enrolled in postsecondary education.
(2)Workers with
bachelor’s degrees earn on average $17,000 more annually than workers with only
high school diplomas. Workers who earn bachelor’s degrees can be expected to
earn $1,000,000 more over a lifetime than those who only finished high
school.
(3)In order to
prepare students for college, all schools should—
(A)provide student
guidance to engage students in college and career awareness; and
(B)ensure that
students enroll in a rigorous curriculum to prepare for postsecondary
education.
(4)The Department of
Education reports that the average student-to-counselor ratio in high schools
is 315:1. This falls far above the ratio recommended by the American School
Counselor Association, which is 250:1. While school counselors at private
schools spend an average of 58 percent of their time on postsecondary education
counseling, school counselors in public schools spend an average of 25 percent
of their time on postsecondary education counseling.
(5)While just 57
percent of students from the lowest income quartile enroll in college, 87
percent of students from the top income quartile enroll. Of students who were
in eighth grade in 2000, only 20 percent of the lowest-income students are
projected to attain a bachelor’s degree by 2012, compared to 68 percent of the
highest income group, according to the Advisory Committee on Student Financial
Assistance in 2006.
(6)Research shows that school counselors, when
consistently and frequently available and allowed to provide direct services to
students and parents, can be a highly effective group of professionals who
positively affect students’ aspirations, achievements and financial aid
knowledge. College Board research indicates that school counseling services can
have a dramatic effect on students’ education plans.
(7)Repeated academic
studies have found that properly staffing, training, and equipping school
counselors for working with students and families on college planning would
have a significant impact on college access for low-income, rural, and urban
students. Schools complementing access to college preparatory coursework with a
comprehensive academic and social support network, including college
preparatory counseling, hold the most promise for increasing student access to
and success in postsecondary education.
(8)The Federal Advisory Committee on Student
Financial Assistance notes that early information on the availability,
eligibility, and variety of financial aid is essential to promote access and
persistence. Every student should learn that funding an education requires a
reliance on many sources: federal and state governments, institutions, private
resources, and personal financial resources. Each of these sources can provide
financial aid in the form of grants and scholarships, loans, and work-study
opportunities. Delivering information on the differences between need-based aid
and merit-based aid will help students better predict which aid options will be
available for them. Understanding the intricacies among such options is vital
to successfully financing higher education.
(9)The National
Association for College Admission Counseling reports that nearly 90 percent of
high schools in the United States rely on school counselors to provide
information about paying for college to students and families. The same
research found that 70 percent of school counselors reporting needing more
information, training, and assistance in delivering information about paying
for college to students and families.
(10)Low-income and
first-generation families often overestimate the cost of tuition and
underestimate available aid; students from these backgrounds have access to
fewer college application resources and financial aid resources than other
groups, and are less likely to fulfill their postsecondary plans as a
result.
(11)College
preparation intervention programs can double the college-going rates for
at-risk youth, can expand students’ educational aspirations, and can boost
college enrollment and graduation rates.
3.
(a)In
this Act:
(1)The term college-going rate means the
percentage of high school graduates who enroll at an institution of higher
education in the school year immediately following graduation from high
school.
(2)Eligible local
educational agencyThe term eligible local educational
agency means a local educational agency in which a majority of the high
schools served by the agency are high-need high schools.
(3)The term high-need high school means a high
school in which not less than 50 percent of the students enrolled in the school
are—
(A)eligible to
receive a free or reduced price lunch under the Richard B. Russell National
School Lunch Act (42 U.S.C. 1751 et seq.);
(B)eligible to be
counted under section 1124(c) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6333(c)); or
(C)in families
eligible for assistance under the State program funded under part A of title IV
of the Social Security Act (42 U.S.C. 601 et seq.).
(4)The term high school means a nonprofit
institutional day or residential school, including a public charter high
school, that provides high school education, as determined under State
law.
(5)High school
graduation rateThe term high school graduation
rate—
(A)means the
percentage of students who graduate from high school with a regular diploma in
the standard number of years; and
(B)is clarified in
section 200.19(b)(1) of title 34, Code of Federal Regulations.
(6)Institution of
higher educationThe term institution of higher
education has the meaning given the term in section 101(a) of the Higher
Education Act of 1965 (20 U.S.C. 1001(a)).
(7)The term local educational agency
has the meaning given the term in section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).
(8)The
term parent has the meaning given the term in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
(9)The
term Secretary means the Secretary of Education.
(b)Competitive
grants to eligible local educational agenciesThe Secretary is
authorized to award grants, on a competitive basis, to eligible local
educational agencies to carry out the activities described in this
section.
(c)Grants
awarded under this section shall be 5 years in duration.
(d)In
awarding grants under this section, the Secretary shall ensure that the grants
are distributed among the different geographic regions of the United States,
and among eligible local educational agencies serving urban and rural
areas.
(e)
(1)Each eligible local educational agency desiring a grant
under this section shall submit an application to the Secretary at such time,
in such manner, and accompanied by such information as the Secretary may
reasonably require.
(2)Each
application submitted under paragraph (1) shall include a description of the
program to be carried out with grant funds and—
(A)a description of
the high school population to be targeted by the program, the particular
college-access needs of such population, and the resources available for
meeting such needs;
(B)an outline of the
objectives of the program, including goals for increasing the number of college
applications submitted by each student and the number of students submitting
applications, increasing Free Application for Federal Student Aid completion
rates, and increasing school-wide college-going rates across the local
educational agency;
(C)a description of
the local educational agency’s plan to work cooperatively, where applicable,
with programs funded under chapters 1 and 2 of subpart 2 of part A of title IV
of the Higher Education Act of 1965 (20 U.S.C. 1070a–11 et seq. and 1070a–21 et
seq.), including the extent to which the agency commits to sharing facilities,
providing access to students, and developing compatible record-keeping
systems;
(D)a description of
the activities, services, and training to be provided by the program, including
a plan to provide structure and support for all students in the college search,
planning, and application process;
(E)a description of
the methods to be used to evaluate the outcomes and effectiveness of the
program;
(F)an assurance that
grant funds will be used to supplement, and not supplant, any other Federal,
State, or local funds available to carry out activities of the type carried out
under the grant;
(G)an explanation of
the method used for calculating college enrollment rates for each high school
served by the eligible local educational agency that is based on externally
verified data, and, when possible, aligned with existing State or local
methods;
(H)a plan to make the
program sustainable over time, including the use of matching funds from
non-Federal sources; and
(I)a description of
the local educational agency’s plan to work cooperatively, where applicable,
with the program funded under part H of title VIII of the Higher Education Act
of 1965 (20 U.S.C. 1161h et seq.), including the extent to which the agency
commits to using and leveraging—
(i)the
needs assessment and recommendations;
(ii)the
model for measuring college enrollment; and
(iii)comprehensive
services.
(3)Method of
calculating enrollment rates
(A)A method included in an application under paragraph
(2)(G)—
(i)shall, at a
minimum, track students’ first-time enrollment in institutions of higher
education; and
(ii)may
track progress toward completion of a postsecondary degree.
(B)Development in
conjunctionAn eligible local educational agency may develop a
method pursuant to paragraph (2)(G) in conjunction with an existing public or
private entity that currently maintains such a method.
(f)In awarding grants under this section, the
Secretary shall give special consideration to applications from eligible local
educational agencies serving schools with the highest percentages of
poverty.
(g)
(1)An eligible local educational agency that receives a
grant under this section shall develop and implement, or expand, a program to
increase the number of low-income students who enroll in postsecondary
educational institutions, including institutions with competitive admissions
criteria.
(2)Each program funded under this section shall—
(A)provide
professional development to high school teachers and school counselors in
postsecondary education advising;
(B)implement a
comprehensive college guidance program for all students in a high school served
by an eligible local educational agency under this section that—
(i)ensures that all
students and their parents, are regularly notified throughout the students'
time in high school, beginning in the first year of high school, of—
(I)high school
graduation requirements;
(II)college entrance
requirements;
(III)the economic and
social benefits of higher education;
(IV)college expenses,
including information about expenses by institutional type, differences between
sticker price and net price, and expenses beyond tuition; and
(V)the resources for
paying for college, including the availability, eligibility, and variety of
financial aid;
(ii)provides
assistance to students in registering for and preparing for college entrance
tests;
(iii)provides
one-on-one guidance and assistance to students in applying to an institution of
higher education and in applying for Federal financial aid assistance and other
State, local, and private financial aid assistance and scholarships;
(iv)provides
opportunities for students to explore postsecondary opportunities outside of
the school setting, such as college fairs, career fairs, college tours,
workplace visits, or other similar activities; and
(v)provides not less
than 1 meeting for each student, not later than the first semester of the first
year of high school, with a school counselor, college access personnel
(including personnel involved in programs funded under chapters 1 and 2 of
subpart 2 of part A of title IV of the Higher Education Act of 1965 (20 U.S.C.
1070a–11 et seq. and 1070a–21 et seq.)), trained teacher, or other professional
or organization, such as a community-based organization, approved by the
school, to discuss postsecondary options, outline postsecondary goals, and
create a plan to achieve those goals, and provides not less than 2 meetings in
each subsequent year to discuss progress on the plan;
(C)ensure that each
high school served by the eligible local educational agency develops a
comprehensive, school-wide plan of action to strengthen the college-going
culture within the high school; and
(D)create or maintain
a postsecondary access center in the school setting that provides information
on colleges and universities, career opportunities, and financial aid options
and provide a setting in which professionals working in college access
programs, such as those funded under chapters 1 and 2 of subpart 2 of part A of
title IV of the Higher Education Act of 1965 (20 U.S.C. 1070a–11 et seq. and
1070a–21 et seq.), can meet with students.
(3)Each program funded under this section may—
(A)establish
postsecondary planning classes for high school students to assist in the
college preparation and application process;
(B)hire and train
postsecondary coaches with expertise in the college-going process to supplement
existing school counselors;
(C)increase the
number of school counselors who specialize in the college-going process serving
students;
(D)train student
leaders to assist in the creation of a college-going culture in their
schools;
(E)establish
partnerships with programs funded under chapters 1 and 2 of subpart 2 of part A
of title IV of the Higher Education Act of 1965 (20 U.S.C. 1070a–11 et seq. and
1070a–21 et seq.)), and with community and nonprofit organizations to increase
college-going rates at high schools served by the eligible local educational
agency;
(F)provide long-term
postsecondary follow up with graduates of the high schools served by the
eligible local educational agencies, including increasing alumni involvement in
mentoring and advising roles within the high school; and
(G)deliver college
and career planning curriculum as a stand-alone course, or embedded in other
classes, or delivered through the guidance curriculum by the school counselor
for all students in high school.
(h)Funds made available under this section shall be used to
supplement, and not supplant, other Federal, State, and local funds available
to carry out the activities described in this section.
(i)The Secretary, directly or through contracting through
a full and open process with 1 or more organizations that have demonstrated
experience providing technical assistance to raise school-wide college-going
rates in local educational agencies in not less than 3 States, shall provide
technical assistance to grantees in carrying out this section. The technical
assistance shall—
(1)provide assistance
in the calculation and analysis of college-going rates for all grant
recipients;
(2)provide
semi-annual analysis to each grant recipient recommending best practices based
on a comparison of the recipient's data with that of high schools with similar
demographics; and
(3)provide annual
best practices conferences for all grant recipients.
(j)Each eligible local educational agency receiving a
grant under this section shall collect and report annually to the Secretary
such information for the local educational agency and for each high school
assisted under this section on the results of the activities assisted under the
grant as the Secretary may reasonably require, including information on—
(1)the number and
percentage of students who enroll in an institution of higher education in the
school year immediately following the students' high school graduation as
measured by externally verified school-wide college enrollment data;
(2)the number and
percentage of students who graduate from high school on time with a regular
high school diploma;
(3)the number and
percentage of students, at each grade level, who are on track to graduate from
high school on time and with a regular high school diploma;
(4)the number and
percentage of senior high school students who apply to an institution of higher
education and the average number of applications completed and submitted by
students;
(5)the number and
percentage of senior high school students who file the Free Application for
Federal Student Aid forms;
(6)the number and
percentage of students, in grade 10, who take early admissions assessments,
such as the PSAT;
(7)the number and
percentage of students, in grades 11 and 12, who take the SAT or ACT, and the
students' mean scores on such assessments;
(8)where data are
available, the number and percentage of students enrolled in remedial
mathematics or English courses during their freshman year at an institution of
higher education;
(9)the number and
percentage of students, in grades 11 and 12, enrolled in not less than 2 of the
following:
(A)a dual credit
course; or
(B)an Advanced
Placement or International Baccalaureate course; and
(10)the number and
percentage of students who meet or exceed State reading or language arts,
mathematics, or science standards, as measured by State academic assessments
required under section 1111(b)(3) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311(b)(3)).
(k)Each eligible local educational agency receiving a grant
under this section shall report to the Secretary, where possible, the
information required under subsection (j) disaggregated in the same manner as
information is desegregated under section 1111(h)(1)(C)(i) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(i)).
(l)Each eligible local educational agency that receives a
grant under this section shall—
(1)conduct periodic
evaluations of the effectiveness of the activities carried out under the grant
toward increasing school-wide college-going rates;
(2)use such
evaluations to refine and improve activities conducted with the grant and the
performance measures for such activities; and
(3)make the results
of such evaluations publicly available, including by providing public notice of
such availability.
(m)From
the amount appropriated for any fiscal year, the Secretary shall reserve such
sums as may be necessary—
(1)to conduct an
independent evaluation, by grant or by contract, of the programs carried out
under this section, which shall include an assessment of the impact of the
program on high school graduation rates and college-going rates; and
(2)to prepare and
submit a report on the results of the evaluation described in paragraph (1) to
the Committee on Health, Education, Labor, and Pensions of the Senate and the
Committee on Education and Labor of the House of Representatives.
(n)Authorization of
appropriationsThere are authorized to be appropriated to carry
out this section such sums as may be necessary for fiscal year 2010 and each of
the 5 succeeding fiscal years.