[Congressional Record Volume 152, Number 23 (Tuesday, February 28, 2006)]
[Senate]
[Pages S1543-S1547]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. LIEBERMAN (for himself, Ms. Snowe, Mr. DeWine, Mr. Kerry, 
        Mr. Akaka, and Mr. Durbin):
  S. 2337. A bill to increase access to postsecondary education, and 
for other purposes; to the Committee on Health, Education, Labor, and 
Pensions.
  Mr. LIEBERMAN. Mr. President, I rise today to introduce, along with 
Senators Snowe, Akaka, Kerry, Durbin, and DeWine, the College Pathway 
Act of 2006. The intent of this bill is to provide a means of 
addressing the critical issue of college access and postsecondary 
academic success. College access for all will continue to be a struggle 
until the predictors of successful college performance are assimilated 
into high school curricula. The degree to which high school students 
are successfully prepared for college continues to be at the forefront 
of educational concerns. Reports abound repeating the same message: our 
high school students, particularly students from low-income and 
minority populations, are not being adequately prepared for the 
challenges of postsecondary education. The College Pathway Act seeks to 
foster alliances among the interested and integral stakeholders in the 
educational arena to create consistency in content and assessment 
standards between P-12 and higher education. We do this by encouraging 
the establishment of P-16 Commissions. We must rise to the challenge 
and forge a pathway to enhance both college access and academic 
success.
  Postsecondary education is an important aspiration for most students 
and the future strength of our economy and workforce will largely 
depend on the postsecondary educational attainments of students across 
the country regardless of ethnicity or economic status. High school 
preparation is a major part of the problem. Published reports on the 
status of this topic stress the lack of preparedness of high school 
graduates for postsecondary education. Most will need remedial help in 
college. More than 70 percent of high school graduates enter two and 
four year colleges, but at least 28 percent immediately take remedial 
English or math courses. At some point during their college years, 53 
percent of students will take one remedial English or math class if not 
more. For low-income and minority students, the percentage is higher. 
States require a certain number of English and math courses to be 
completed prior to graduation, however, the certainty of course content 
reflecting the knowledge and skills important for college success is 
not ensured.
  Students find themselves taking high school courses lacking in rigor 
and challenging content, particularly in the areas of math and science. 
If asked, 39 percent of students who have gone on to a postsecondary 
institution will admit they were not adequately prepared for college 
and there were gaps in their overall preparation. College instructors 
estimate that 42 percent of their students are not adequately prepared. 
The quality and intensity of the secondary school curriculum are the 
most significant predictors of college success; and are more 
significant than race, socioeconomic status, secondary school grade 
point average, or ACT and SAT scores. These findings are particularly 
significant for minority groups enrolling in college. Students who 
engage in challenging secondary coursework will attend and persist in 
pursuing higher education at a greater rate than those who follow 
programs of study that are not rigorous in content. All states have 
English and mathematics standards and assessments at the high school 
level, yet assessment standards and tests often do not reflect the 
demands put on students in postsecondary education and in the 
workplace. High school curricula must be aligned with college entry 
requirements. The American Diploma Project states that the challenge 
ahead is to create a system of assessments and graduation requirements 
that considered together signify readiness for college and work. We, as 
Federal policymakers, have an essential role to play in making this a 
reality and creating college access for all.
  In part, the misalignment between postsecondary institutions and high 
school stems from current governance systems in place for P-12 
educational systems and higher education. Both systems are generally 
governed, financed and operated differently. This gap must be bridged 
between the two systems. Creating a pipeline of shared information 
between the two entities and the business community will promote an 
exchange of necessary and useful information. Working to align 
standards from the early grades through grade 12 recognizes that skill 
acquisition and content assimilation build one upon the other and 
acknowledges that high-school graduation and college success is a 
culmination of preparation originating in the beginning years of 
school. Aligning curricula

[[Page S1544]]

across school levels creates a more seamless education and ensures that 
students are prepared for each subsequent grade with particular 
attention to math, science, and engineering. Aligning P-12 and 
postsecondary education would reduce the number of students who arrive 
at college needing remedial coursework.

  The need to develop high-quality data systems is also critical to 
improving high school student outcomes. Accountability for high school 
graduation numbers and drop-out rates is critical to addressing 
education reform in our high schools. Currently reports have indicated 
that the quality of high school graduation and drop-out data is often 
not reliable and does not reflect the actual numbers.
  Tracking student growth over time using longitudinal student-unit 
databases will provide the most accurate information for policy 
decisions and assessments. Furthermore, information provided about 
student achievement over time can be linked to teachers, programs and 
schools serving those students. The National Governor's Association 
(NGA) recently convened a Task Force on State High School Graduation 
Data--which included representatives from the American Federation of 
Teachers, the Business Roundtable, the Council of Chief State School 
Officers, the Education Commission of the States, the Educational 
Testing Service, the Education Trust, the National Association of State 
Boards of Education, the National Conference of State Legislatures, the 
National Education Association, Standard and Poor's and the State 
Higher Education Executive Officers--to make recommendations about how 
States can develop a high-quality, comparable high school graduation 
measure, as well as complementary indicators of student progress and 
outcomes and data systems capable of collecting, analyzing, and 
reporting the data States need. The task force members concurred as a 
group on their mission and devised a compact to implement efforts to 
guide States in developing high quality data-systems ideally using a 
longitudinal student unit record data system. This compact was signed 
by 51 governors in all States and Puerto Rico. The ultimate goal is 
better outcomes for students. Better information can lead to better 
policies and program implementation. Our bill therefore includes 
incentives for States to develop or enhance such data systems.
  The College Pathway Act supplies a remedy to the critical issue of 
the disconnect existing between high school outcomes and college 
expectations. Through the formation of partnerships between P-12 and 
higher education systems in the States, academic success in 
postsecondary education becomes the priority agenda item for reform. We 
anticipate that P-16 Commissions will bring about an increase in the 
percentage of academically prepared students, particularly low-income 
and minority students, and a decrease in the percentage of college 
students requiring remedial coursework, particularly with respect to 
math, science, and engineering.
  The College Pathway Act of 2006 awards grants to States to establish 
P-16 Commissions in order to align P-12 outcomes with postsecondary 
institutions' expectations. The Commissions under the leadership of the 
governor or governor's designee, will convene stakeholders of the 
statewide P-12 education and higher education community, and may 
include parent groups, State legislative representatives, and 
particularly members of the business community. The commissions' goal 
to create a mission addressing college preparation will be the first 
and critical step of this process.
  Many States across our country have already seen the wisdom of a P-16 
commission and have been working on goals and implementation. The 
results, although preliminary for many States, are vastly encouraging. 
Our bill will provide support both to States with existing P-16 bodies, 
or States seeking to establish such commissions. It will give priority 
to the States also seeking to establish or enhance data systems.
  The College Pathway Act of 2006 can offer States an opportunity to 
craft a vision that will reach all students over time so that their 
educational pathway of access to and success in college will be 
ensured.
  I urge my colleagues to act favorably on this measure. I ask 
unanimous consent that the text of this bill be printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 2337

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``College Pathway Act of 
     2006''.

     SEC. 2. FINDINGS.

       Congress finds the following:
       (1) Postsecondary education is an important aspiration for 
     most students and the future strength of the United States 
     economy and workforce will largely depend on the 
     postsecondary educational attainments of all people of the 
     United States, regardless of sex, race, or ethnic background.
       (2) Parents and students recognize the value of 
     postsecondary education. Ninety-seven percent of secondary 
     school students expect to attend college, and more than 75 
     percent of secondary school graduates enroll in some 
     postsecondary education within 2 years of secondary school 
     graduation.
       (3) Notwithstanding those expectations, only 32 percent of 
     students graduate from secondary school adequately prepared 
     to enter a 4-year institution of higher education. Students 
     living in poverty and students of color are roughly half as 
     likely to be college-ready.
       (4) Despite the reality that most students will enter 
     college after secondary school, secondary school graduation 
     requirements are not aligned with the expectations of 
     postsecondary education.
       (5) Rather than beginning college-level work upon entering 
     postsecondary education, many students (nearly 1 in 3) enroll 
     in developmental coursework, and more than half will take at 
     least 1 class of developmental coursework before leaving 
     postsecondary education. Students who need to take a class of 
     developmental coursework in college have less than a 40 
     percent chance of completing their course of study, and 
     students who take 3 or more classes of developmental 
     coursework face reducing their prospects of completing their 
     course of study to less than 1 in 5.
       (6) The quality and intensity of the secondary school 
     curriculum--
       (A) are the most significant predictors of college success; 
     and
       (B) are more significant than race, socioeconomic status, 
     secondary school grade point average, or ACT and SAT scores.
       (7) States around the Nation have developed secondary 
     school academic standards, but there is often no relationship 
     between those standards and institutional expectations for 
     college-level study. Students, families, and school personnel 
     need information to address the gap that exists between 
     satisfying various kindergarten through grade 12 standards 
     and meeting the standards that indicate success in higher 
     education. The lack of clear information affects all 
     students, but the effect is particularly grave for students 
     living in poverty who are more reliant on schools and public 
     sources of information to gauge their preparedness for 
     college-level work.
       (8) Numerous reports have cited the need to improve 
     mathematics and science achievement in prekindergarten 
     through grade 12.
       (9) Current data systems are not designed to measure the 
     efficacy of State actions intended to prepare students to 
     enter and succeed in postsecondary education. State-level 
     data systems usually contain only data related to 
     kindergarten through grade 12, and often are not compatible 
     with postsecondary education data systems.

     SEC. 3. PURPOSES.

       The purposes of this Act are the following:
       (1) To broaden the focus of Federal, State, and local 
     higher education programs to promote academic success in 
     postsecondary education, particularly with respect to 
     mathematics, science, and engineering.
       (2) To increase the percentage of low-income and minority 
     students who are academically prepared to enter and 
     successfully complete postsecondary-level general education 
     coursework.
       (3) To decrease the percentage of students requiring 
     developmental coursework through grants that enable States to 
     coordinate the public prekindergarten through grade 12 
     education system and the postsecondary education system--
       (A) to ensure that covered institutions articulate and 
     publicize the prerequisite skills and knowledge expected of 
     incoming postsecondary students attending covered 
     institutions, in order to provide students and other 
     interested parties with accurate information pertaining to 
     the students' necessary preparations for postsecondary 
     education;
       (B) to establish and implement middle school and secondary 
     school course enrollment guidelines--
       (i) to ensure that public secondary school students, in all 
     major racial and ethnic groups, and income levels, complete 
     academic courses linked with academic success at the 
     postsecondary level; and
       (ii) to increase the percentage of students in each major 
     racial group, ethnic group, and income level who graduate 
     from secondary school and enter postsecondary education with 
     the academic preparation necessary to successfully complete 
     postsecondary-level

[[Page S1545]]

     general education coursework, particularly with respect to 
     mathematics, science, and engineering;
       (C) to implement programs and policies that increase 
     secondary school graduation rates; and
       (D) to collect and analyze disaggregated longitudinal 
     student data throughout P-16 education in order to--
       (i) understand and improve students' progress throughout 
     the P-16 education system;
       (ii) understand problems and needs throughout the P-16 
     education system; and
       (iii) align prekindergarten through grade 12 academic 
     standards and higher education standards so that more 
     students are prepared to successfully complete postsecondary-
     level general education coursework.

     SEC. 4. DEFINITIONS.

       In this Act:
       (1) In general.--The terms ``local educational agency'', 
     ``parent'', ``secondary school'', and ``State'' have the 
     meanings given the terms in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801).
       (2) Academic assessments.--The term ``academic 
     assessments'' means the academic assessments implemented by a 
     State educational agency pursuant to section 1111(b)(3) of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(3)).
       (3) Academic standards.--The term ``academic standards'' 
     means the challenging academic content standards and 
     challenging student academic achievement standards adopted by 
     a State pursuant to section 1111(b)(1) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)).
       (4) Covered institution.--The term ``covered institution'' 
     means an institution of higher education that participates in 
     a program under title IV of the Higher Education Act of 1965 
     (20 U.S.C. 1070 et seq.).
       (5) Developmental coursework.--The term ``developmental 
     coursework'' means coursework that a student is required to 
     complete in order to attain prerequisite knowledge or skills 
     necessary for entrance into a postsecondary degree or 
     certification program.
       (6) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 102 of the Higher Education Act of 1965 (20 
     U.S.C. 1002).
       (7) P-16 education.--The term ``P-16 education'' means the 
     educational system from prekindergarten through the 
     conferring of a baccalaureate degree.
       (8) P-16 educator.--The term ``P-16 educator'' means an 
     individual teaching in P-16 education.
       (9) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.
       (10) Student.--The term ``student'' means any student 
     enrolled in a public school.

     SEC. 5. P-16 EDUCATION STEWARDSHIP SYSTEM GRANTS.

       (a) Program Authorized.--From amounts appropriated under 
     section 10 for a fiscal year, and subject to subsection (b), 
     the Secretary shall award grants, on a competitive basis, to 
     States to enable the States--
       (1) to establish--
       (A) P-16 education stewardship commissions in accordance 
     with section 7; or
       (B) P-16 education stewardship systems consisting of--
       (i) a P-16 education stewardship commission in accordance 
     with section 7; and
       (ii) a P-16 education data system in accordance with 
     section 8; and
       (2) to carry out the activities and programs described in 
     the State application and plan submitted under section 6.
       (b) Award Basis.--In determining the approval and amount of 
     a grant under subsection (a), the Secretary shall give 
     priority to an application from a State that desires the 
     grant to establish a P-16 education stewardship system 
     described in subsection (a)(1)(B).
       (c) Period of Grants.--
       (1) States establishing p-16 education stewardship 
     systems.--Each grant made under this section to a State to 
     establish a P-16 education stewardship system described in 
     subsection (a)(1)(B) shall be awarded for a period of 5 
     years.
       (2) States establishing p-16 education stewardship 
     commissions.--Each grant made under this section to a State 
     to establish a P-16 education stewardship commission 
     described in subsection (a)(1)(A) shall be awarded for a 
     period of 3 years.

     SEC. 6. STATE APPLICATION AND PLAN.

       (a) In General.--A State desiring a grant under section 5 
     shall submit an application to the Secretary at such time, in 
     such manner, and containing such information as the Secretary 
     may reasonably require.
       (b) Contents.--Each application submitted under this 
     section shall include, at a minimum, the following:
       (1) A demonstration that the State, not later than 5 months 
     after receiving grant funds under this Act, will establish a 
     P-16 education stewardship commission described in section 7.
       (2) For a State applying for a grant under section 
     5(a)(1)(B), a demonstration that the State, not later than 2 
     years after receiving grant funds under this Act, will 
     implement, expand, or improve a P-16 education data system 
     described in section 8.
       (3) A demonstration that the State will work with the State 
     P-16 education stewardship commission and others as necessary 
     to examine the relationship among the content of 
     postsecondary education admission and placement exams, the 
     prerequisite skills and knowledge required to successfully 
     take postsecondary-level general education coursework, the 
     prekindergarten through grade 12 courses and academic factors 
     associated with academic success at the postsecondary level, 
     particularly with respect to mathematics, science, and 
     engineering, and existing academic standards and academic 
     assessments.
       (4) A description of how the State will, using the 
     information from the State P-16 education stewardship 
     commission, increase the percentage of students taking 
     courses that have the highest correlation of academic success 
     at the postsecondary level, for each of the following groups 
     of students:
       (A) Economically disadvantaged students.
       (B) Students from each major racial and ethnic group.
       (C) Students with disabilities.
       (D) Students with limited English proficiency.
       (5) A description of how the State will distribute the 
     information in the P-16 education stewardship commission's 
     report under section 7(c)(4) to the public in the State, 
     including public secondary schools, local educational 
     agencies, school counselors, P-16 educators, institutions of 
     higher education, students, and parents.
       (6) An assurance that the State will continue to pursue 
     effective P-16 education alignment strategies after the end 
     of the grant period.

     SEC. 7. P-16 EDUCATION STEWARDSHIP COMMISSION.

       (a) P-16 Education Stewardship Commission.--
       (1) In general.--Each State receiving a grant under section 
     5 shall establish a P-16 education stewardship commission 
     that has the policymaking ability to meet the requirements of 
     this section.
       (2) Existing commission.--The State may designate an 
     existing coordinating body or commission as the State P-16 
     education stewardship commission for purposes of this Act, if 
     the body or commission meets, or is amended to meet, the 
     basic requirements of this section.
       (b) Membership.--
       (1) Composition.--Each P-16 education stewardship 
     commission shall be composed of the Governor of the State, or 
     the designee of the Governor, and the stakeholders of the 
     statewide education community, as determined by the Governor 
     or the designee of the Governor, such as--
       (A) the chief State official responsible for administering 
     prekindergarten through grade 12 education in the State;
       (B) the chief State official of the entity primarily 
     responsible for the supervision of institutions of higher 
     education in the State;
       (C) bipartisan representation from the State legislative 
     committee with jurisdiction over prekindergarten through 
     grade 12 education and higher education;
       (D) representatives of 2- and 4-year institutions of higher 
     education in the State;
       (E) representatives of the business community; and
       (F) at the discretion of the Governor, or the designee of 
     the Governor, representatives from prekindergarten through 
     grade 12 and higher education governing boards and other 
     organizations.
       (2) Chairperson; meetings.--The Governor of the State, or 
     the designee of the Governor, shall serve as chairperson of 
     the P-16 education stewardship commission and shall convene 
     regular meetings of the commission.
       (c) Duties of the Commission.--
       (1) Meetings of covered institutions.--
       (A) In general.--Each State P-16 education stewardship 
     commission shall convene regular meetings of the covered 
     institutions in the State for the purpose of assessing and 
     reaching consensus regarding--
       (i) the prerequisite skills and knowledge expected of 
     incoming freshmen to successfully engage in and complete 
     postsecondary-level general education coursework without the 
     prior need to enroll in developmental coursework, 
     particularly with respect to mathematics, science, and 
     engineering; and
       (ii) patterns of coursework and other academic factors that 
     demonstrate the highest correlation with success in 
     completing postsecondary-level general education coursework 
     and degree or certification programs.
       (B) Findings of covered institutions.--The covered 
     institutions shall communicate to the P-16 education 
     stewardship commission the findings of the covered 
     institutions, which--
       (i) shall include the consensus on the prerequisite skills 
     and knowledge, patterns of coursework, and other academic 
     factors described in subparagraph (A);
       (ii) shall address, at minimum, the subjects of reading, 
     mathematics, science, grammar, and writing, and may cover 
     additional academic content areas;
       (iii) shall be descriptive of content and purpose, and 
     shall not be limited to a simple listing of secondary course 
     names; and
       (iv) may be different for 2- and 4-year institutions of 
     higher education.
       (2) Commission recommendations.--Not later than 18 months 
     after a State receives a grant under section 5, and annually 
     thereafter for each year in the grant period, the State P-16 
     education stewardship commission shall--

[[Page S1546]]

       (A) develop recommendations regarding the prerequisite 
     skills and knowledge, patterns of coursework, and other 
     academic factors described in paragraph (1)(A); and
       (B) develop recommendations and enact policies to increase 
     the success rate of students in the students' transition from 
     secondary school to postsecondary education.
       (3) Commission findings.--Not later than 3 years after a 
     State receives a grant under section 5(a)(1)(B), the State P-
     16 education stewardship commission shall--
       (A) compile and interpret the findings from the P-16 
     education data system; and
       (B) include the compilation and interpretation of the 
     findings in the report described in paragraph (4)(A).
       (4) Reports.--
       (A) In general.--Not later than 18 months after a State 
     receives a grant under section 5, and annually thereafter for 
     each year in the grant period, the State P-16 education 
     stewardship commission shall prepare and submit to the 
     Secretary a clear and concise report that shall include the 
     recommendations described in subparagraphs (A) and (B) of 
     paragraph (2).
       (B) Distribution to the public.--Not later than 60 days 
     after the submission of a report under subparagraph (A), each 
     State P-16 education stewardship commission shall publish and 
     widely distribute the information in the report to the public 
     in the State, including--
       (i) all public secondary schools and local educational 
     agencies;
       (ii) school counselors;
       (iii) P-16 educators;
       (iv) institutions of higher education; and
       (v) students and parents, especially students entering 
     grade 9 in the next academic year and the parents of such 
     students, to assist the students and the parents in making 
     informed and strategic course enrollment decisions.

     SEC. 8. P-16 EDUCATION DATA SYSTEM.

       (a) Establishment.--Not later than 2 years after a State 
     receives a grant under section 5(a)(1)(B), the State shall 
     establish a State-level longitudinal data system that 
     provides each student, upon enrollment in a public school or 
     in a covered institution in the State, with a unique 
     identifier that is retained throughout the student's 
     enrollment in P-16 education in the State.
       (b) Functions of Data System.--The State shall, through the 
     implementation of the data system described in subsection 
     (a), carry out the following:
       (1) Identify factors that correlate to students' ability to 
     successfully engage in and complete postsecondary-level 
     general education coursework without the need for prior 
     developmental coursework.
       (2) Implement procedures to track developmental coursework 
     enrollment rates.
       (3) Implement procedures to assist with identifying 
     correlations between course-taking patterns in public 
     secondary education and increased academic performance in 
     higher education.
       (4) Implement procedures to assist with identifying the 
     points at which students exit the P-16 education system, 
     including the assimilation of valid and reliable secondary 
     school dropout data.
       (5) Incorporate data to track postsecondary degree and 
     certification completion rates and student persistence 
     patterns.
       (6) Ensure that the data system is compliant with the 
     Family Educational Rights and Privacy Act of 1974 (20 U.S.C. 
     1232g).
       (7) Disaggregate the data described in paragraphs (1) 
     through (5) by race, ethnicity, income level, sex, secondary 
     school attended, and type of institution of higher education 
     attended.
       (c) Existing Data Systems.--A State may employ, coordinate, 
     or revise an existing data system for purposes of this 
     section if such data system produces valid and reliable 
     information that satisfies the requirements of subsection 
     (b).

     SEC. 9. REPORTS; TECHNICAL ASSISTANCE.

       (a) State Reports.--
       (1) Annual report.--Each State that receives a grant under 
     section 5 shall submit an annual report to the Secretary for 
     each year of the grant period that shall include a 
     description of the activities undertaken under the grant to 
     improve academic readiness for postsecondary-level general 
     education coursework and course completion.
       (2) Dissemination.--Each State shall prepare, publish, and 
     widely disseminate the report described in paragraph (1) to 
     the public in the State, including secondary schools, local 
     educational agencies, school counselors, P-16 educators, 
     institutions of higher education, students, and parents.
       (b) Secretary Reports.--
       (1) Annual report.--The Secretary shall submit an annual 
     report to Congress that includes--
       (A) findings from the State reports submitted under 
     subsection (a)(1);
       (B) a description of the actions taken by the Department of 
     Education to assist States with creating P-16 education 
     stewardship commissions and P-16 education data systems;
       (C) a description of the actions and incentives planned by 
     the States' P-16 education stewardship commissions--
       (i) to help States align academic standards, courses, and 
     academic assessments with postsecondary academic 
     expectations, courses, and assessments;
       (ii) to help States increase the percentage of minority and 
     low-income students prepared to enter and succeed at the 
     postsecondary level; and
       (iii) to reduce postsecondary developmental coursework 
     enrollment rates of minority and low-income students;
       (D) a description of the actions and incentives planned to 
     help States reduce postsecondary developmental coursework 
     enrollment rates;
       (E) an assessment of the effectiveness of P-16 education 
     stewardship commissions in improving college readiness and 
     eliminating the need for developmental coursework; and
       (F) recommendations regarding how to make the P-16 
     education stewardship commissions more effective, and whether 
     the establishment of such commissions should be encouraged 
     throughout the United States.
       (2) Availability.--The Secretary shall make the annual 
     report described in paragraph (1) available to the public and 
     to each State and institution of higher education.
       (c) Technical Assistance.--The Secretary shall provide, 
     upon request, technical assistance to States and institutions 
     of higher education seeking technical assistance under this 
     Act.

     SEC. 10. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to carry out this 
     Act $55,000,000 for fiscal year 2007 and such sums as may be 
     necessary for each of fiscal years 2008 through 2011.

  Ms. SNOWE. Mr. President, I rise today to talk about a bill that will 
improve college access by creating a framework to ensure that high 
school graduates amass the skills and knowledge they need to succeed in 
college--the College Pathway Act. My colleague, Senator Lieberman, and 
I have been working hand-in-hand to identify the degree to which high 
school students are unsuccessfully prepared for college and develop 
practical solutions to this issue. The bill we introduce today is the 
product of our combined efforts.
  Today, 97 percent of secondary school students expect to attend 
college, however, high school students are not prepared academically 
for the rigors of college coursework. Although States around the 
country have developed high school standards, there is often a 
disconnect that exists between high school standards and college 
expectations. Today, 53 percent of post-secondary students require 
remedial English or mathematics. Graduation rates for those requiring 
remedial classes are less then 40 percent. And that is why Senator 
Leiberman and I are working together in response to the concerns that 
too many students start college without the proper tools.
  Part of the problem is that colleges and high schools generally have 
separate statewide governing boards for their pre-kindergarten through 
12th grade and higher education systems. The College Pathway Act awards 
grants enabling States the opportunity of a voluntary establishment of 
pre-kindergarten through the 16th grade commissions in States, 
consisting of representatives of the pre-kindergarten through 12th 
grade and higher education communities, the governor's office, 
appropriate State legislators and members of the business community. 
These partnerships within the commission would promote academic success 
in postsecondary education, increase the percentage of academically 
prepared low-income and minority students, and decrease the percentage 
of college students requiring remedial coursework, particularly with 
respect to math, science and engineering.
  This commission offers a framework for aligning lower, middle and 
high school curriculum and assessment standards with post-secondary 
expectations. Students who are properly prepared before entering 
college are far more likely to succeed in college. Indeed, many States 
across the Nation are looking to the pre-kindergarten through 12th 
grade concept to improve alignment. Federal funding for establishment 
of pre-kindergarten through 12th grade commissions would allow States 
to implement or expand their current programs. In addition, many States 
are attempting to improve data collection systems in order to better 
evaluate those programs that lead to success. Our bill would also offer 
support to those States which voluntarily seek to enhance and improve 
the effectiveness of their data systems. We believe that by promoting 
coordination of grades pre-kindergarten through 12th grade, States will 
better align education systems helping to ensure that all students are 
prepared to successfully engage in and complete post-secondary level 
coursework.
  Our Nation must make a solid commitment to ensuring that every 
individual has the opportunity to pursue a higher education. We should 
pursue

[[Page S1547]]

policies that will prepare students to begin their college career. I 
believe that education is the great equalizer in our society that gives 
every citizen of our Nation the same opportunity to succeed in the 
global economy of the 21st century. That's why I will continue to 
target access to higher education for America's students. The College 
Pathway Act will help to further this goal.
  Mr. AKAKA. Mr. President, I would like to voice my strong support as 
an original cosponsor of The College Pathway Act, introduced by my 
colleagues from Connecticut and Maine, Senators Lieberman and Snowe. I 
greatly appreciate their foresight in creating legislation that will 
help Hawaii and other states bring greater links between education at 
all levels, as well as with business and industry.
  I know the field of education well, having served as a teacher, vice 
principal, principal, and school administrator in Hawaii before holding 
public office. I taught at the elementary, middle, and secondary 
levels, and continue to hold great interest in developments in these 
areas, as well as in early childhood and higher education. From these 
experiences, I have advocated that education should be an 
interconnected pathway, from pre-kindergarten through postsecondary 
levels and beyond, into the workforce.
  We need all stakeholders in education and the labor force to work 
together, seamlessly. The Lieberman-Snowe bill will help to further 
this very aim in Hawaii and other States with existing entities, and to 
assist other States in meeting similar, meaningful goals through the 
creation of similar entities. By encouraging States to establish P-16, 
or as in Hawaii's case, P-20 commissions, to align lower, middle, and 
high school curricular and assessment standards with what is expected 
in higher education, we will better assure college readiness and reach 
a fundamental goal: greater rates of college completion.
  To describe the Hawaii P-20 initiative in more detail, the initiative 
brings together public and private educators at all levels, working in 
collaboration with representatives of state government, the business 
community, labor, and educational support agencies to focus on 
improving learner achievement. Its vision statement says, all Hawaii 
residents will be educated, caring, self-sufficient, and able to 
contribute to their families, to the economy, and to the common good, 
and will be encouraged to continue learning throughout their lives.
  The initiative, which recently unveiled its strategic plan, is a 
joint commitment of the Hawaii Department of Education, the Good 
Beginnings Alliance, and the University of Hawaii, working with a 
statewide P-20 Council to develop a seamless system of educational 
delivery. I encourage anyone with interest in this effort to view 
the details of the plan at www.p20hawaii.org. A main goal of the 
initiative is to prepare my State's learners to succeed in a society 
fast becoming more global, technological and complex. Ultimately, it 
seeks to improve the quality of life for all of Hawaii.
  I am pleased to support this effort and work toward providing this 
and similar programs in other states with the resources to achieve 
their aims. The Lieberman-Snowe bill does this, and I look forward to 
working with my colleagues toward its enactment.
                                 ______