[Congressional Record Volume 152, Number 37 (Wednesday, March 29, 2006)]
[House]
[Pages H1211-H1281]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




               COLLEGE ACCESS AND OPPORTUNITY ACT OF 2005

  The SPEAKER pro tempore. Pursuant to House Resolution 741 and rule 
XVIII, the Chair declares the House in the Committee of the Whole House 
on the State of the Union for the consideration of the bill, H.R. 609.

                              {time}  1202


                     In the Committee of the Whole

  Accordingly, the House resolved itself into the Committee of the 
Whole House on the State of the Union for the consideration of the bill 
(H.R. 609) to amend and extend the Higher Education Act of 1965, with 
Mr. Bishop of Utah in the chair.
  The Clerk read the title of the bill.
  The CHAIRMAN. Pursuant to the rule, the bill is considered read the 
first time.
  The gentleman from California (Mr. McKeon) and the gentleman from 
California (Mr. George Miller) each will control 30 minutes.
  The Chair recognizes the gentleman from California.
  Mr. McKEON. Mr. Chairman, I yield myself such time as I may consume.
  I rise in support of this bill to reform, reauthorize and strengthen 
programs under the Higher Education Act. I want to thank my former 
chairman and our current majority leader, Mr. Boehner, for working with 
me to craft this legislation.
  It has been a long process, but the bill that we are bringing to the 
floor today is a good one, one worthy of healthy debate and bipartisan 
support. I would like to thank the new chairman of the 21st Century 
Subcommittee, Representative Ric Keller from Florida, for his work on 
key elements of this legislation, notably the improvements we make on 
the Pell Grant program.
  I would also like to take a moment to recognize Representatives 
Kildee and Miller for their continued work on college access issues.
  In addition to the strong underlying bill we have before us today, 
the legislation also incorporates a manager's amendment which is the 
product of substantial bipartisan negotiations. Through our work 
together over the past several weeks and months, we have drafted a 
manager's amendment that addresses many concerns.
  Those concerns include some of those of my friends across the aisle. 
For example, the manager's amendment eliminates an Inspector General's 
rule as part of the college affordability index provisions.
  It clarifies that a State cannot require an institution to be 
accredited by that same State and also makes clear that schools can 
continue to choose their own accreditor. It adds a new post-secondary 
institution to the list of historically black graduate institutions. It 
increases the minimum grant for tribally controlled colleges and 
universities. It enhances coordination within the TRIO and GEAR UP 
programs to better serve foster care students, and it allows the U.S. 
Department of Education to reserve funds within the high school 
equivalency program, college assistance, migrant program for technical 
assistance activities.
  Often this type of bipartisan work does not come easily, and I am 
pleased that we were able to find common ground on issues important to 
Members on both sides of the aisle. At the outset of this debate today, 
I am hopeful that the spirit of bipartisanship can carry on. If we 
disagree, we should not be disagreeable, and above all, our 
consideration of this important bill should not turn into an election-
year fight led by those who may seek to play fast and loose with the 
facts about what the bill does and does not do.
  Mr. Chairman, we cannot lose sight of the fact that each year 
American taxpayers invest tens of billions of dollars in aid to college 
students and funding for U.S. institutions of higher education, as you 
can see on the chart here.
  Our Federal commitment to student aid is great, and gets greater with 
each passing year. More than four decades ago, when the Higher 
Education Act was enacted, the purpose of this hefty investment was 
clear, to expand college access to all people.
  However, today, faced with an increasingly competitive global 
economy, in which post-secondary education is more necessary than ever, 
ensuring that Federal dollars are spent effectively and efficiently is 
a bottom-line issue for students, parents and taxpayers alike, again, 
as you can see from this chart.
  Mr. Chairman, costs at both private and public colleges are spiraling 
upward and fast. Indeed, consistent increases in college costs have 
made it clear that colleges and universities must remain accountable to 
consumers of higher education. At the same time, students, parents and 
taxpayers have the right to know that Federal dollars are being 
invested in ways that respond to a changing marketplace, expanding 
college access and protecting students' interest. The College Access 
and Opportunity Act does just that. I urge my colleagues to join with 
me in supporting that.
  Mr. Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 5 minutes to 
the gentleman from Michigan (Mr. Kildee).
  Mr. KILDEE. Mr. Chairman, after a highly contentious debate over a 
$12 billion raid on student aid, I was hoping to build some bridges and 
work together with the rest of the higher education reauthorization. 
Unfortunately, after countless hours of negotiations, we reached an 
impasse, and we are considering another bill that falls short of my 
hopes.
  We were able to reach agreement on year-round Pell Grants pilot 
program, student aid application simplification, loan forgiveness in 
areas of national need and minimum grants for tribal colleges. I am 
pleased that Chairman McKeon was willing to work with me on these 
important improvements, but my concerns in the bill still outweigh 
these improvements.
  Additionally, it is incumbent upon me to both lead and serve the 
members of my committee, and my Democratic colleagues on the Education 
and Workforce Committee have spoken loud and clear. They cannot support 
this bill. They, too, are pleased with the modifications I mentioned, 
but it just is not enough to call this a bipartisan bill.
  In truth, H.R. 609 does little to help make college more affordable 
for students and families already struggling to pay increasing tuition 
costs.
  H.R. 609 does not increase student aid; does not lower interest rates 
to make loans more manageable; does not promote greater State 
investment in higher education. It freezes the authorized level of the 
maximum Pell Grant scholarship, at just $200 above current levels, 
through 2013 and it does not include any mandatory increase in Pell.
  H.R. 609 establishes a troublesome standard for transfer of credit, 
creating an unprecedented Federal role in college curriculum standards 
which discourages schools from setting high academic standards.
  At a time when America's workforce is facing fierce global 
competition, the Federal Government should not be encouraging our 
colleges to reduce their academic standards.

[[Page H1212]]

  H.R. 609 many puts forth a drastic plan to allow States to act as 
accreditors. Colleges currently have to meet three independent 
standards: one set for eligibility for Federal aid; the second one for 
State licensing; and another for regional or national accreditation.
  A classic example of consolidation of power, H.R. 609 would allow 
States too much control over accreditation. The current trinity of 
independent standards is key to maintaining America's high quality 
higher education. Here, too, undermining such standards will undermine 
America's global competitiveness.
  It is unsettling for me to know that we are missing a real 
opportunity to make college more affordable and accessible, to boost 
America's economic competitiveness and to invest in America's continued 
prosperity. But that is what we have here today, a missed opportunity.
  With major national student groups, unions and countless colleges, 
including my own University of Michigan, opposed to the bill, it has 
become clear that this is not a bill we should send to the Senate. 
Fortunately, Mr. Chairman, this debate is not over after today's vote.
  I hope we can revisit our attempts at bipartisanship once this bill 
goes to conference. I wish I was down here on the floor to say great 
things about this bill, but I have to oppose H.R. 609, and I would ask 
my colleagues to do the same.
  Mr. McKEON. Mr. Chairman, I yield 5 minutes to the gentleman from 
Florida (Mr. Keller), the chairman of the Higher Education 
Subcommittee.
  Mr. KELLER. Mr. Chairman, I thank the chairman for yielding me time.
  Mr. Chairman, I rise to proudly support H.R. 609, the College Access 
and Opportunity Act, which reauthorizes the Higher Education Act. Don't 
believe the hype from the critics of this legislation.
  Here is some straight talk. Not one single student in America will 
receive less financial aid under this bill. Not one.
  This legislation expands college access for millions of American 
students by strengthening the Pell Grant program and reauthorizing the 
Perkins student loan program. I will focus my comments on the heart of 
this legislation, which is the Perkins loans and Pell Grants. Both of 
these worthy programs enjoyed broad bipartisan support.
  As one from humble beginnings who would not have been able to go to 
college without Pell Grants or student loans, and as chairman of the 
subcommittee with jurisdiction over higher education, I am a strong 
supporter of both Perkins loans and Pell Grants. Now, it is true the 
President's budget did call for eliminating the Perkins student loan 
program but we said no. The leaders on the House Education Committee 
worked in a bipartisan manner and agreed that we would reauthorize this 
worthy program.
  Let me first discuss the Perkins loans. This legislation reauthorized 
the Perkins loan program, a critical program that offers financial 
assistance to more than 10 million students. The Perkins program helps 
our neediest students borrow extra money for college at a fixed low 5 
percent interest rate. In this bill we increase the loan limits to help 
the Perkins loans students so undergrads can get from $4,000 up to 
$5,500 and graduate students can get from $6,000 now up to $8,000. 
These Perkins loans are especially important for teachers, nurses, 
police officers and other public servants who are eligible for Perkins 
loans forgiveness.
  I will next discuss Pell Grants. This legislation strengthens the 
Pell Grant program by increasing the authorized maximum Pell Grant to 
$6,000 and by providing year-round Pell Grant aid for students 
attending school throughout the year.
  Both of these improvements enjoy broad bipartisan support. In fact, 
when we drafted this legislation during the full House Education 
Committee markup, 100 percent of Democrats and Republicans voted in 
favor of my amendment to increase the maximum award to $6,000, the 
largest level in the history of the program.
  Let me show you some charts to indicate our strong support for the 
Pell Grant program. Pell Grants and student loans should be bipartisan. 
I think in large part they are but some have made comments that 
Republicans are not doing enough to support Pell Grants. So let me show 
you a chart that reflects the reality. This shows the last 20 years of 
the Pell Grant program. The yellow shows the years when the Democrats 
were in control of the Congress and you see the Pell Grants at this low 
amount. The red shows when Republicans took control of Congress, and 
you see that they spiked dramatically.
  If you really want to learn what happened historically, look at the 
year 1992. At that year, Pell Grants were appropriated at $2,400, even 
though they were authorized at $3,100. So they were not fully funded by 
the Democrats. The next year, 1993, you had Bill Clinton in office. 
That is a Democrat President. You had a Democrat Congress and what 
happened to Pell Grants? They were slashed. They went from $2,400 to 
$2,300.

                              {time}  1215

  They were cut the next year and the next year, 3 years in a row. 
Finally, they got to $2,340, still less than the $2,400. So the last 3 
years in power they were actually cut. Does that mean President Clinton 
doesn't care about Pell Grants or our House Democrat leaders don't? I 
don't think so. I think they care a lot about poor people. I think they 
wished they had more money.
  My point is, don't say the Republicans haven't done enough on Pell 
Grants, because we have got a pretty good record.
  I was elected in 2000, and I made a promise to myself and my 
constituents, we would do all we can to increase the Pell Grant 
program, and let's see what happened since 2000.
  Since 2000, Pell Grant funding has increased 71 percent from $7.6 
billion to $13 billion. Since 2000, the Pell Grant maximum award has 
gone up $3,300 to $4,050, and this year there will be an extra $1,000 
for the high-achieving, low-income students; and the number of Pell 
Grant recipients has gone up 36 percent from 3.9 million to 5.3 
million.
  Mr. Chairman, Pell Grants and Perkins student loans are the passport 
out of poverty for so many worthy young people. They are the heart of 
this legislation. I urge my colleagues to vote ``yes.''
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield myself 1 
minute.
  The gentleman tells an interesting story on Pell Grants, but the 
problem is the amount of money for Pell Grants has gone up simply 
because more students are eligible for that. More students are applying 
for that, but the Pell Grant that they get is worth less now than it 
was in the year 2000, worth less than it was in 1995.
  The fact of the matter is, it is covering only about 30 percent of 
the cost of the college, and it is getting worse every day.
  Mr. Chairman, I yield 3 minutes to the gentleman from Wisconsin (Mr. 
Kind).
  (Mr. KIND asked and was given permission to revise and extend his 
remarks.)
  Mr. KIND. Mr. Chairman, I thank the gentleman for yielding me this 
time.
  Mr. Chairman, I reluctantly rise in opposition of the bill, not 
because I do not appreciate the hard work that has gone on in committee 
and the attempt of the chairman and the ranking member, everyone 
involved, to try to produce a bipartisan bill, but because the bill 
before us is really a missed opportunity bill, as my friend from 
Michigan described it.
  This bill is one of the most important pieces of legislation that 
will come out of the Congress this year because it is a bill that will 
directly affect who we are going to be as a Nation in this century, 
whether we will retain our leadership in being the most innovative and 
creative country in the world or whether we will start sounding the 
retreat and waving countries like China and India good-bye as they make 
major investment in their education infrastructure, especially in the 
fields of math, science, engineering and technology, because they want 
to be on the cutting edge of scientific and technological discovery.
  Last year, I was with the chairman on a 2-week tour of some of the 
higher education institutions in China. China has graduated nine times 
the number of engineers we did in this country. They graduated more 
English-speaking

[[Page H1213]]

engineers than we did in our own country. This is one of the keys to 
how creative we will be and what type of economic growth and job 
creation we will realize and what type of national security we will 
have.
  This bill also speaks to the anxiety that many American families feel 
throughout the country, and that is a fear that they are not going to 
be able to afford to give their child postsecondary educational 
opportunities because they do not have the financial means to do so.
  A recent study shows that close to one-half of the low-income 
students in this country who are qualified and want to go on to school 
cannot because of financial reasons; and for a country as wealthy and 
as powerful as ours to be closing the door of educational opportunity 
because of finance alone is a recipe for economic disaster.
  More can be done. There are good features in this bill, but this bill 
also appears before us in the shadow of the largest raid on student aid 
in our Nation's history, over $12 billion worth of cuts in the budget 
reconciliation bill that just passed weeks before in this Congress. The 
budget resolution that we are marking up in committee today is 
requiring an additional $1.3 billion in cuts in the Education and 
Workforce Committee budget, and we are going to have to try to figure 
out where those are going to come from.
  The bottom line is, if we are going to remain innovative, if we are 
going to retain our economic strength and grow the economy, we have to 
make crucial investments in the education field.
  I am glad that we were able to put a token scholarship program for 
students entering the math, science, engineering and technology fields; 
and I commend the chairman for working with some of us to get that 
accomplished, but it is just that, a token effort because the studies 
are coming in and they are hitting us between the eyes. The national 
academy, ``Rising Above the Gathering Storm''; the Glenn Commission, 
years before, titled ``Before It Is Too Late''; other studies that are 
telling us that we really do need to ramp up this investment in 
education before it is too late.
  This is a missed opportunity, and hopefully, we will have a chance to 
correct it.
  Mr. KIND. Mr. Chairman, college is an investment that pays off over a 
lifetime. Median annual earnings for a year-round, full-time worker 
with a bachelor's degree are about 60 percent higher than earnings for 
those with a high school diploma. Congress passed the Higher Education 
Act in 1965 to provide all Americans with greater post-secondary 
educational opportunities.
  This bill is a missed opportunity to make college more affordable, to 
boost America's economic competitiveness, and to invest in American's 
continued prosperity. If I supported this bill, I would not be able to 
look the students in my congressional district in the eye because I 
would know I had not done all I could to help better their futures. 
Cost factors already prevent 48 percent of college-qualified high 
school graduates from attending a four-year institution and 22 percent 
from attending any college at all. No person in this country should 
ever be excluded from attending college because they cannot afford it.
  During Committee consideration, we offered an alternative that would 
have saved the typical student more than $6,000 on his or her college 
loans and provided a $500 boost to the maximum Pell grant--at no 
additional cost to taxpayers. I am disappointed that our colleagues on 
the other side of the aisle were unwilling to work with us to include 
this proposal in the final bill.
  There are, however, several provisions in the bill that I support. I 
am pleased to have worked with Chairman McKeon, and Representatives 
Ehlers and Holt in successfully passing an amendment to the Higher 
Education Act to provide scholarships and grants for students to study 
and enter into careers in science, technology, engineering and math, 
STEM, fields.
  America is suffering from a shrinking talent pool of students who are 
proficient in fields of math, sciences, engineering and technology, and 
is consequently in danger of losing its unique position of world 
leadership in innovation and creativity. We must do more to make 
Americans employable in 21st century jobs by putting greater emphasis 
on student achievement in these areas and giving our students the tools 
and skills they need to compete in the today's economy. Our global 
competitors are doing it--we can't afford to stand idly and watch them 
pass us by.
  In addition, I was pleased to have worked with my good friend, 
Representative Tierney, in preventing changes to the campus-based aid 
formula that would have cut $7.56 million in campus-based aid for the 
University of Wisconsin System. This money is critical for students in 
Wisconsin and the loss of these funds would have further reduced 
opportunities for students to attend college.
  Another provision included in H.R. 609 that I worked on with my 
colleague from Wisconsin, Representative Petri, will allow our 13 two-
year colleges in the University of Wisconsin System to qualify 
individually for TRIO grants.
  Finally, during debate in Committee, my amendment requesting the 
Department of Education to study the trends of adult learners was 
accepted. Older people are heading back to the classroom in large 
numbers, and we must not ignore their individual needs.
  In closing, I would like to remind all my colleagues what President 
Bush said in his State of the Union speech in January. He said ``We 
must continue to lead the world in human talent and creativity. Our 
greatest advantage in the world has always been our educated, 
hardworking, ambitious people--and we are going to keep that edge.'' 
Yet, the President and the Congressional majority have already begun to 
walk away from that promise by supporting the higher education bill 
before us today.
  As you know, Mr. Chairman, America is number one in the global 
economy, and we can stay number one if we make aggressive investments 
in education, innovation, and future generations. At a time when 
education is at a premium and we need to be growing the economy, we 
should be making it easier, not harder, for students to attend college.
  Mr. McKEON. Mr. Chairman, I am happy to yield 3 minutes to the 
gentleman from Ohio (Mr. Boehner), the majority leader of the House, 
former chairman of the committee.
  Mr. BOEHNER. Mr. Chairman, I want to thank my colleague for yielding 
and congratulate him on his selection as chairman of the Committee on 
Education and the Workforce, a committee that I used to chair and 
worked closely with Mr. McKeon over the last 5 years on a variety of 
issues, including the issue that is being debated on the floor today, 
and that is the reauthorization of the Higher Education Act.
  Forty years ago, Congress established the Higher Education Act to 
ensure all students, regardless of their financial circumstances, would 
have the opportunity to pursue a postsecondary education.
  Today, after 3 years of hard work on the part of the members of the 
Education and Workforce Committee and its staff, on both sides of the 
aisle, I believe we have produced a bill that finally lives up to that 
legacy.
  The College Access and Opportunity Act does just what its name 
suggests. It expands access and provides new opportunities for millions 
of low- and middle-income students, and by opening the door to a 
college education, even more Americans will be able to take advantage 
of the strong economy that has had 30 consecutive months of robust job 
creation.
  Let us take a look at some of the most important provisions in this 
bill. It provides extra Pell Grant aid for high-achieving first- and 
second-year students; provides year-round Pell aid for students 
attending school throughout the year and encourages students to make 
progress toward completing a degree; reduces redtape for students and 
graduates; removes barriers for nontraditional students; empowers 
consumers with more transparency in college costs and accreditation; 
repeals duplicative and unnecessary programs; establishes an Academic 
Bill of Rights; and safeguards the privacy of students; promotes merit-
based pay for teachers; and demands accountability in Federal college 
access programs.
  Mr. Chairman, a report released last week confirms that Republican 
pro-growth policies have led us to the best job market in 5 years, and 
this bill builds on that momentum and helps strengthen American 
competitiveness to ensure America's students are prepared for the 
strong challenges of the 21st century.
  Mr. Chairman, if I could, there is a member of the committee staff 
who last month celebrated her 25th anniversary as a member of the 
committee staff; and Sally Lovejoy has worked on this bill, worked on 
No Child Left Behind and a variety of education programs throughout her 
25 years as a member of our staff. I want to say thank you on behalf of 
myself, as the former chairman of the committee, and all the Members on 
both sides of the

[[Page H1214]]

aisle who have had the chance to work with you.
  Mr. GEORGE MILLER of California. Mr. Chairman, will the gentleman 
yield?
  Mr. BOEHNER. I yield to the gentleman from California.
  Mr. GEORGE MILLER of California. Mr. Chairman, I thank the gentleman 
for yielding. I hope this will not come out of his time, but I 
certainly want to associate myself with your remarks in thanking Sally 
for all of her work in a most cooperative way, but keeping us on our 
toes a lot of the time over here. So we thank you and wish her well for 
all of her service to the committee.
  I thank the gentleman.
  Mr. Chairman, I yield 3 minutes to the gentleman from Virginia (Mr. 
Scott).
  Mr. SCOTT of Virginia. Mr. Chairman, I thank the gentleman for 
yielding.
  Mr. Chairman, the bill before us purports to strengthen and improve 
the Nation's higher education system by expanding college access for 
low- and middle-income students, but in reality, it fails to provide 
the urgently needed assistance for millions of low- and middle-income 
families that are trying to figure out how to pay for their children to 
go to college.
  This past December, the House majority voted to cut the student loan 
program by $12 billion, and these cuts included many significant 
changes in the Higher Education Act, none of which expand access to 
college or make college more affordable for students and their 
families. This bill, put forward by the majority, does nothing to make 
up for those draconian cuts.
  Mr. Chairman, the Democratic substitute will be offered later this 
afternoon, which will offer real financial assistance to needy 
families. For example, it will lower the costs of student loan interest 
rates for middle- and low-income families, specifically by lowering the 
direct and Federal Family Education Loans by cutting them in half from 
6.8 percent to 3.4 percent.
  That substitute will also repeal what is called the Pell tuition 
sensitivity by making sure that all students receive the full benefit 
of the Pell Grant program without regard to whether they are attending 
a 2-year community college or a private 4-year institution.
  That substitute will also boost college participation rates for 
minority students, establishing graduate Hispanic Serving Institution 
programs. It also establishes a Predominantly Black Institution program 
that would boost college opportunities for low-income and first-
generation African American college students.
  Our substitute will also increase the tribal college minimum grant 
and stabilization of tribal college construction by ensuring that the 
title III program currently used for construction is guaranteed.
  Mr. Chairman, we all know that a college education significantly 
increases the future earning power for students today, and the cost of 
tuition should not stand between a qualified student and a college 
education. The Democratic alternative will offer families a real 
solution to the problem of rising tuition costs and make good on our 
promise to put college education within the reach of American students 
and families. The underlying bill does not.
  I urge my colleagues, therefore, to support the Democratic 
substitute, and if it is not adopted, to oppose the bill.
  Mr. McKEON. Mr. Chairman, I am happy to yield 2 minutes to the 
gentlewoman from Florida (Ms. Ginny Brown-Waite).
  Ms. GINNY BROWN-WAITE of Florida. Mr. Chairman, I rise today in 
support of H.R. 609, the College Access Opportunity Act. I would like 
to thank our majority leader and former chairman, as well as the 
current chairman, Mr. McKeon, for their extensive work on this 
legislation.
  I am very pleased that within the underlying legislation is the 
reauthorization of the TRIO program which reaches out to motivate and 
support students from disadvantaged backgrounds.
  This inclusion is especially important to my constituents in the 
Fifth District of Florida because the bill ensures that veterans are 
eligible to participate in TRIO programs and services. The Fifth 
District is home to approximately 110,000 veterans, and as their 
representative, it is a top priority of mine to see that they receive 
the assistance that they need.
  The Upward Bound program within TRIO extended its scope in 1972 with 
the creation of the Veterans Upward Bound program. This is aimed at 
providing educational and support services to enable veterans to 
transition to a post-secondary education. It also addresses the fact 
that most of our veterans have different education and life experiences 
than do secondary-school-aged Upward Bound participants.
  The percentage of the veteran population that has not completed high 
school has dropped from 33 percent to 12 percent in the last 30 years 
as a result of a number of Federal initiatives. The bill we have before 
us today will ensure that this trend continues to help not only 
veterans, but also so many students from modest backgrounds, obtain a 
higher education.
  I urge my colleagues to join me in voting in favor of this very 
important piece of legislation.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 3 minutes to 
the gentleman from Maryland (Mr. Van Hollen).
  Mr. VAN HOLLEN. Mr. Chairman, I, too, want to thank the chairman of 
the committee and the ranking member and the chairman and ranking 
member of the subcommittee for their work on this important issue.
  However, I, too, reluctantly must oppose this bill because I believe 
it falls short, and I think it would be wrong to give the American 
people the impression that we are meeting the challenges in higher 
education when we are not.
  It was just 2 months ago that the President of the United States 
stood before this Chamber at the podium before us and delivered his 
State of the Union address. In that address, he told the people of this 
country the United States must do more to maintain our competitive edge 
in the global economy. He was right about that. Those were fine words, 
and in fact, the Education and Workforce Committee has been debating 
and looking into those issues for some time now, but the issue is not 
identifying the problem.

                              {time}  1230

  That is the easy part. The challenge is doing something about the 
problem. And in that regard, this body and the Bush administration, 
unfortunately, get failing grades, because we all understand that a key 
part of maintaining our competitive edge in the global economy is to 
make sure we invest in the skills and education of our workforce.
  We need to make sure our people have the training they need in what 
is increasingly a knowledge-based economy, and to do that, we need to 
make the necessary investments. Yet the day after the President stood 
before this Chamber and delivered his State of the Union address was 
the day this House passed a reconciliation bill that cut $12 billion 
out of the Federal student loan program: $12 billion.
  Now, we all know that usually when this higher education bill comes 
before this House, it contains those funding provisions, the provisions 
for student assistance in this country. But, unfortunately, those were 
taken out of this bill and dealt with separately and cut by $12 
billion. So now this body doesn't have to deal with that issue with the 
bill before us today. But those are the facts.
  We also need to invest more in our K-12 education system. And it was 
just shortly after the President delivered his State of the Union 
address that he delivered a budget that cut the No Child Left Behind 
from its authorized level. It was $15 billion short of what we had 
promised there.
  If we are going to be serious about this issue, we need to make a 
commitment at the national level to address the competitiveness 
challenges in our country. We don't do right by the American people 
when we say one thing on the big day of the State of the Union address 
and then we bring a bill before the Congress that doesn't contain the 
necessary investments in funding to make sure that we meet the 
challenges.
  And so, Mr. Chairman, I must reluctantly oppose this bill because it 
would be wrong to send a message we are doing something about the 
challenges when in fact we are not.

[[Page H1215]]

  Mr. McKEON. Mr. Chairman, I am happy to yield 2 minutes to the 
chairman of the Education Reform Subcommittee, the gentleman from 
Delaware (Mr. Castle).
  Mr. CASTLE. To Chairman McKeon, congratulations on rising to the top 
of this very significant committee. I would also like to express my 
accolades to Sally Lovejoy, who has had occasion to straighten me out, 
even when I didn't want to be straightened out from time to time, and 
we appreciate that and do wish her the best.
  I do rise in support of this legislation and congratulate all those 
who worked hard on this, because this was a very open process with a 
huge number of amendments as we got to where we are now. I think it is 
unfortunate that we are not all together on it, but I understand how 
those things work.
  One concern that continues to rise and has done so since I came to 
Congress is the continuously rising cost of a college education. 
Tuition increases are outpacing the rate of inflation, increases in 
family income, and even increases in State and Federal financial aid, 
which have grown frequently in recent years, as we have seen. These 
cost increases are pricing students and families out of the college 
market in a time when we have reports suggesting that for the first 
time high school students recognize the importance of obtaining a 
college education. These students should not shy away because of 
skyrocketing costs.
  It is my belief that one of the best things we can do is to talk 
about the issue and to force transparency into the process. H.R. 609 
does just that. Parents and students, as consumers, deserve the 
opportunity to understand why tuition is increasing at their 
universities and colleges. As educated consumers, it is my hope that 
they will in turn have the power to demand more, to demand answers and, 
ultimately, drive down costs. Understanding that there are many moving 
parts to a solution, transparency is a good step in the right 
direction.
  Truly, the Higher Education Act covers a great deal of ground, from 
student loans to campus-based aid to teacher education to graduate 
schools to international education. In such a large act, one of the 
most important jobs of Congress in the reauthorization is to ensure 
that fraud and abuse protections are in place and are working. During 
committee, two amendments I offered to meet this goal were accepted. 
The first would prevent for-profit institutions from competing for 
Federal funds; the second would retain and clarify what is known as the 
90-10 rule. Both of these amendments were intended to recognize the 
evolution of the for-profit industry in higher education while 
protecting Federal funds.
  Again, I support H.R. 609 and urge my colleagues to do the same.
  The CHAIRMAN. The gentleman from Michigan controls the time.
  Mr. KILDEE. Mr. Chairman, I yield 2 minutes to the gentlewoman from 
California (Ms. Waters).
  Ms. WATERS. Mr. Chairman, I rise to oppose this legislation. I have 
an appreciation for those members on the Education Committee, many of 
whom have worked hard to try and put a decent product before this body, 
but this just doesn't make it.
  I am disappointed that my amendment that would have helped to 
increase the teacher capacity and supply in the areas affected by 
Katrina and Rita and future disasters was not made in order. But I am 
more disappointed in that section of the bill that deals with the 
private post-secondary schools.
  There is something called the 90-10 rule. The rationale for the 90-10 
rule was that if the education provided was worth paying for, a company 
should be able to attract at least 10 percent of its students on a 
paying basis. But, no, these private post-secondary lobbyists have come 
in here, and they have thrown in the nonprofit schools and they have 
manipulated the rules so that this won't apply, so that basically they 
can get 100 percent of their money from the taxpayers. They go out and 
they recruit illiterates, they recruit the most vulnerable people, who 
should perhaps be trying to get a GED someplace, but they recruit them, 
and they help them to fill out the Pell Grants. They get the money. 
Many of them don't have qualified teachers, they do not have computers, 
and some even close down the schools, take the money, and then they 
show up under another name.
  They are ripping off billions of dollars from the American taxpayers, 
and why they are able to wield their influence in this subcommittee, I 
just don't understand. It is a scandal. It has been reviewed and 
exposed by ``60 Minutes'' and others on television, but we keep 
allowing the lobbyists to come in here and do what they want to do, to 
get richer and richer and basically undermine the ability of these 
vulnerable people who really do want to get an education.
  The CHAIRMAN. The gentleman from Florida is in charge of the time.
  Mr. KELLER. Mr. Chairman, I yield 2 minutes to the gentleman from 
Michigan (Mr. Ehlers).
  Mr. EHLERS. Thank you, Mr. Chairman, and I thank the chairman for 
yielding me time. I rise in support of H.R. 609, the College Access and 
Opportunity Act. I thank Majority Mr. Leader Boehner and Chairman 
McKeon for their endless hard work on this bill.
  I will vote in favor of the bill and wish to highlight provisions I 
strongly support. I may also comment about a few that I hope will be 
modified as we go through the process.
  I strongly support an independent evaluation of distance education 
programs, and I would like to thank Chairman McKeon for including my 
study in his manager's amendment. Section 931 will require the National 
Academy of Sciences to conduct a scientifically correct and 
statistically valid evaluation of the quality of distance education 
programs as compared to the quality of campus-based education programs. 
I am not opposed to distance education, but I want to make certain that 
we do a good job of this and we develop good accreditation standards.
  Also, I am very supportive of strengthening U.S. competitiveness 
through math and science programs and teacher training. During the 
committee process, I worked with Chairmen Boehner and McKeon, and with 
Representative Wolf, to craft provisions that provide scholarships and 
interest payments on loans for students pursuing an undergraduate or 
graduate degree in science, math and engineering.
  I understand that Representative McMorris will be offering an 
amendment to further strengthen U.S. competitiveness, and I urge 
Members to support her amendment as well.
  I do have some concerns about the college affordability index. My 
local colleges contacted me, very concerned. They are low-cost 
institutions but realize tuition increases are inevitable, and the 
index will handicap them more than it would handicap other higher-
tuition schools. We should encourage schools with low tuition and not 
increase their problems.
  I should also mention a concern about State accreditation. Again, the 
institutions in Michigan are concerned about that, and we have to 
clarify the bill to make certain that the accreditation language 
applies only to those States that are already doing it.
  I strongly support this bill and urge my colleagues to support it as 
well.
  Mr. KILDEE. Mr. Chairman, I yield 3 minutes to the gentlewoman from 
California (Ms. Woolsey).
  Ms. WOOLSEY. Mr. Chairman, the bill before us is mistitled the 
College Access and Opportunity Act. It ought to be called the Reducing 
College Access and Missed Opportunity Act.
  Last month, the Republican Congress passed and the President signed a 
$12 billion cut in student aid, the largest student aid cut in history. 
This raid on student aid made college more expensive for low- and 
middle-income students at the very time a college education is more 
critical than ever for young men and young women throughout our entire 
country. Today, Congress is finishing the raid on student aid. This 
bill is a missed opportunity to make college more affordable.
  Democrats have offered an alternative that would lower interest rates 
on student loans, increase Pell Grants, help colleges hit by the gulf 
coast hurricanes to rebuild and recover, and boost college 
participation rates for minority students. If history is any guide, 
however, the Republican House will reject this alternative, because 
like President Bush they value tax cuts

[[Page H1216]]

for the wealthiest Americans over assisting low- and middle-income 
Americans in their quest for a college education.
  Mr. Chairman, those are not the values of the American people, and I 
encourage my colleagues to reject the Republican raid on student aid 
and to support the Democratic alternative because we have to keep in 
mind that these students are the very future of the United States of 
America.
  Mr. KELLER. Mr. Chairman, I yield 2 minutes to the gentleman from 
Georgia (Mr. Price).
  Mr. PRICE of Georgia. I thank the chairman for yielding and for his 
hard work on this bill and the importance of this bill.
  I am kind of stunned, because virtually every speaker from the other 
side has come down to the well or talked up there and talked about the 
``$12 billion raid on student aid'' in the Deficit Reduction Act. Well, 
aside from the fact that that is not true, it is not what we are here 
to talk about. We are talking about bill 609.
  We have heard this bill doesn't do much to help students attend 
college. We have heard if you vote for it, it is a missed opportunity. 
Well, Mr. Chairman, anyone voting against this bill, anyone voting 
against this bill is truly missing an opportunity to continue a very 
positive program.
  Now, opponents can say what they want, but if you look at the 
figures, they don't lie. And what they tell you is that year after year 
after year we are increasing student aid.
  What does this bill do? It strengthens Pell Grants, strengthens 
student aid, reduces red tape for students and graduates, removes 
barriers for nontraditional students, empowers consumers through 
sunshine and transparency in college costs. Also, it safeguards the 
privacy of students, eases college access for members and veterans of 
the armed services. It repeals duplicative and expired or unnecessary 
programs, and it promotes merit-based pay for teachers through the 
Teacher Incentive Fund, which is something I have a particular interest 
in.
  The Teacher Incentive Fund specifically targets high-poverty schools, 
and it provides some extra compensation for teachers who achieve. The 
initiative rewards those who have delivered on student achievement. It 
was a recommendation of the bipartisan National Governors Association, 
which called for the creation of the Teacher Incentive Fund, and we 
responded.
  Mr. Chairman, this bill is a positive move in the right direction, 
and I urge all Members, Republicans and Democrats, to put politics 
aside and vote for education for our young people. Vote ``yes'' on 609.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 3 minutes to 
the gentleman from Ohio (Mr. Kucinich).
  Mr. KUCINICH. I thank the gentleman.
  In February, this House passed a reconciliation bill that cut $12 
billion from the student aid program. That bill raised student loan 
interest rate caps and raised student loan taxes and fees. It placed 
billions of dollars in student aid at risk by cutting $2.2 billion in 
critical funds used to carry out and administer the student aid 
program.
  Just as the reconciliation bill did not help students, H.R. 609 will 
not improve access to college. The reauthorization bill we are debating 
today is not about making college affordable, and it is not about 
helping students pay for college. This bill makes significant changes 
in the Higher Education Act, but the purpose of many of the changes is 
not to benefit students.

                              {time}  1245

  H.R. 609 certainly helps for-profit colleges. Proprietary schools, 
which have faced a number of controls and regulations to protect 
taxpayers and students from abuse, will see markedly less oversight. 
The new single definition of an institution of higher education will 
allow for-profit colleges access to additional student aid Federal 
funding. At the same time, changes to the sanctions of the 90-10 rule 
will leave students at risk, allowing for-profit colleges to remain out 
of compliance for 3 consecutive years before losing eligibility to 
participate in Federal student aid programs.
  The purpose of the 90-10 rule was to ensure that schools were not 
relying on student aid programs for the entirety of their funding. 
Easing requirements previously placed on for-profit schools places 
student aid programs at greater risk of misuse. They will be vulnerable 
to subsidizing short-term for-profit ventures. These changes in the 90-
10 rule will benefit for-profit colleges, but they will not help 
students.
  The Higher Education Act was intended to provide help for all 
Americans, regardless of their income level, with greater educational 
opportunities. The act recognizes the shared benefits by both society 
and the individual of a higher education. H.R. 609 will not help 
students and will not expand access to college.
  I urge my colleagues to join me in voting ``no.''
  Mr. KELLER. Mr. Chairman, I yield 2 minutes to the gentleman from 
Louisiana (Mr. Boustany).
  Mr. BOUSTANY. Mr. Chairman, I rise in strong support of H.R. 609, and 
I want to congratulate Majority Leader Boehner and Chairman McKeon for 
bringing this important legislation to the floor.
  H.R. 609 is critical to improving college access and includes a host 
of reforms to safeguard the interest of students and parents and the 
pocketbooks of American taxpayers.
  I want to highlight three provisions that I believe will have a 
significant impact. First, it promotes merit-based pay for teachers. 
The bill establishes a teacher incentive fund to provide funds to 
States and local school districts to help pay and help develop pay-for-
performance systems. These systems would offer teachers and principals 
recognition pay for demonstrating progress in raising student 
achievement and closing the achievement gap.
  Another provision is increasing public access to information about 
colleges and universities. This bill would provide parents and students 
valuable information currently sent to the U.S. Department of Education 
about college costs, student/faculty ratios, graduation rates, and 
average amounts of financial aid being received by students. And 
furthermore, institutions that increase tuition and fees at more than 
twice the rate of inflation over a 3-year interval will be publicly 
identified and asked to provide information to the public about the 
causes of tuition increases as well as strategies to help hold down 
tuition in the future.
  A third provision would ease college access for members and veterans 
of our armed services. The legislation ensures the eligibility of all 
veterans to participate in the TRIO college access programs. The bill 
also classifies members of the armed services as independent students 
which could increase access to financial aid.
  These reforms build on important education benefits for military 
personnel enacted in February 2006 under the Deficit Reduction Act. 
That measure provided that active duty members of the military may 
receive loan deferment, meaning payments are not required and interest 
will not accrue when serving our Nation.
  As a member of the Education and Workforce Committee, I am very proud 
to support this legislation and urge my colleagues also to support this 
measure.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 3 minutes to 
the gentleman from New York (Mr. Bishop).
  Mr. BISHOP of New York. Mr. Chairman, I rise in strong opposition to 
this bill. I spent nearly 30 years working on a college campus, and 
based on my experience, I have three major concerns with H.R. 609.
  First, in my view, this legislation, coupled with the budget cuts 
authorized by this Congress and further cuts proposed by the President, 
threatens to return the state of higher education in America to the 
pre-World War II era. Back then, only 5 percent of Americans had a 
college degree compared with nearly 30 percent today. This bill does 
little, if anything, to make college more affordable or expand access 
to Americans pursuing the dream of a college education. The bill is 
another step backward in a retreat from affordability and access.
  Second, I oppose this bill because the Federal Government should not 
be in the business of telling colleges and universities that we know 
better than them when it comes to making decisions concerning the price 
of tuition, the transfer of credit, and academic freedom and integrity, 
yet that is what this bill does.

[[Page H1217]]

  This bill is based on the flawed notion that colleges and 
universities are not capable of governing themselves and thus need to 
be directed by Congress. Our solution to this accountability problem is 
more intrusion into the day-to-day operations of colleges and 
universities. It is wrong for us to be dictating these decisions, and 
it is insulting to the colleges.
  Worse, this ideology is inconsistent with the reality of what is 
actually happening on the college campus. It is illogical that Congress 
imposes government oversight into academia, but does not conduct the 
same oversight for the oil and pharmaceutical industries, to name just 
two.
  Third, while this bill demonstrates a lack of confidence in the not-
for-profit higher education sector, it shows strong confidence in the 
for-profit sector. As a result, there is less accountability and 
oversight for that sector.
  I want to be clear that there are a great many for-profit schools 
which are excellent and have been doing a great job for a long, long 
time; but there is also a long history in the for-profit sector of 
defrauding students, parents, taxpayers and Congress, and there is 
skepticism toward the sector of higher education with a stellar record 
of achievement, that being the not-for-profit sector.
  By relaxing safeguards put into place to keep students and taxpayers 
safe against fraud by proprietary institutions, Congress is essentially 
giving the for-profit sector their stamp of approval.
  For these reasons, I urge my colleagues to vote for the Democratic 
substitute and vote against final passage of H.R. 609.
  Mr. McKEON. Mr. Chairman, I yield 2\1/2\ minutes to the gentlewoman 
from North Carolina (Ms. Foxx), a former community college president, a 
university administrator, a former TRIO director, someone with great 
credibility on this subject, and a member of the committee.
  Ms. FOXX. Mr. Chairman, I thank the chairman, Majority Leader Boehner 
and the Education and Workforce Committee staff for their hard work on 
and dedication to the College Access and Opportunity Act.
  For many reasons the United States must have a highly educated 
workforce. This legislation does just that by strengthening math, 
science and foreign language instruction. It includes incentives to 
recruit and better prepare more teachers in these critical areas.
  Most importantly, to adhere to the initial purpose of the Higher 
Education Act of 1965, this bill further offers low-income and middle-
income youth the opportunity to better themselves and their 
socioeconomic status through a variety of important reforms.
  This bill repeals duplicative and unnecessary programs and removes 
barriers for a greater number of potential, not to mention current, 
students.
  Two additional parts of the bill about which I am particularly 
excited are, one, protecting the privacy of students; and, two, helping 
TRIO programs better demonstrate their effectiveness and results.
  In the committee markup, I was able to work with the chairman and 
staff to offer an amendment ensuring that a unit record database with 
students' personal information would not be allowed. Privacy of the 
individual is one of the main tenets on which our great Nation was 
founded.
  I was also able to offer an amendment in committee that would improve 
and strengthen TRIO programs. As a former director of Upward Bound 
Special Services programs at a large State university in North 
Carolina, I know these programs firsthand and how they have helped many 
achieve their goals of a higher education. I am a believer in the TRIO 
programs, and that is why I am committed to making them stronger.
  There is nothing in current law that provides a way for these 
programs to demonstrate their effectiveness. If we want to help these 
programs prove that they are doing all that we know they are, we must 
institute accountability measures so their purpose and effectiveness 
will not continue to be questioned.
  As a former community college president, university administrator and 
instructor, I am deeply committed to our students and to seeing that 
they get the full value of their education. The bottom line is, this 
bill is much needed and provides greater access for those of lesser 
means who need it; and I am simply appalled at my colleagues on the 
other side of the aisle for the misrepresentation of this bill and the 
good things that it would do for the students of this country.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 3 minutes to 
the gentleman from Illinois (Mr. Emanuel).
  Mr. EMANUEL. Mr. Chairman, the prior speaker said she was appalled by 
some of the characterizations. Funny, that was my emotion when this 
Congress just 2 months ago cut $12.5 billion from college assistance, 
the largest cut in the history of the United States for college 
assistance. So when you want to get appalled, try getting appalled by 
the biggest cut, $12.5 billion, from college assistance.
  We have all read many articles that in the 21st century a college 
education is as essential to economic success as a high school 
education was in the 20th century. In a century in which you earn what 
you learn, what does the Republican Congress do as one of its first 
acts? The largest cut in history in college assistance, $12.5 billion.
  And on the heels of that, they propose this act which, literally on 
the heels of a $12.5 billion cut, a bill that would freeze Pell Grants 
2 years in a row at the level they are at.
  The average Illinois graduate today graduates $15,000 in debt. You 
are supposed to get your diploma on graduation day. You get your 
diploma and your Visa credit bill. That is what is happening to our 
kids. Parents in my district are working second jobs, taking second 
mortgages so their kids get a chance at a future where doors are 
opening.
  And what are we doing in this Congress? We are slamming the door on 
their future. We can do better than that. We owe it to our children.
  College costs in the last 4 years have gone up, on average, 38 
percent; and the United States Congress, under Republican stewardship, 
has had the largest cut in the history of the country, $12.5 billion, 
frozen Pell Grants, and not made it easier for parents to give their 
children the most important thing besides love, an education.
  So what are we offering them? More of the same at a time when we all 
know you need an education. We know about the importance of a college 
education, and we have done nothing to make it easier for parents to 
afford an education for their kids, except for a second job or a second 
mortgage. And that is after the largest cut in the history of the 
country.
  I think that we can do better. I know we can do better. We must 
rethink the way we apply and get assistance to families so they can 
send their kids to college. A college education is important for the 
21st century.
  When World War II was over, we had a GI bill for our returning vets 
that built the middle class. The GI bill, after a high school 
education, built America and made the 20th century the American 
century. It is time now that we make a college education as universal 
in the 21st century as a high school education was in the 20th century.
  This is a step backwards, closing doors on families rather than 
opening doors and giving kids a chance to do better for the next 
generation, as their parents have done, and build on their shoulders. 
We must restore the $12.5 billion of cuts through an amendment that I 
offered that was denied, and make sure that we do not freeze college 
assistance, but enrich it and make it stronger.
  Mr. McKEON. Mr. Chairman, I yield 3 minutes to the gentleman from 
Indiana (Mr. Souder), a member of the committee.
  (Mr. SOUDER asked and was given permission to revise and extend his 
remarks.)
  Mr. SOUDER. Mr. Chairman, the last speaker, I realize he is not on 
the Education Committee, but stated an appalling misrepresentation of 
what has happened on two different fronts. First off, as he probably 
realizes, or should, this is not an appropriations bill, this is an 
authorizing bill.
  Secondly, what cuts? We readjusted the student loan rates, made them 
more fair. We went through committee, watched the misrepresentations of 
how this proceeded, and it continues today.
  There are fixed rates now that as the interest rates go up, students 
around

[[Page H1218]]

America are actually going to save tremendous amounts of money. Where 
this cut language comes from is baffling. As a budgeting technique, the 
exposed risk of the Federal Government, because we are on fixed versus 
variable, budgets as a cut, but in reality could have saved the 
government and saved the students in the long run here if you believe 
interest rates are going to rise, which most people believe they are 
going to.
  It is just an appalling misrepresentation to walk down to Congress 
and say that we have been cutting education when, if anything, 
education has been the fastest growing discretionary part of our 
budget. We have steadily increased funding for education, and now we 
have an authorizing bill, not a spending bill, an authorizing bill, and 
any number in there is funny money. What really matters is what you 
appropriate in education.
  The bottom line is this: at two ends we have a problem. One is higher 
education is changing in America as we go to more online, more lifelong 
learning; and this bill attempts to accommodate the diversity in the 
changing nature of higher education.

                              {time}  1300

  But I wanted to particularly talk about one subsection that is 
important because, as we are moving in international competition, we 
can't leave people behind. I first came into Congress in 1995 and 
worked with my friend, Congressman Fattah on the other side, with the 
program he had called High Hopes that turned into GEAR UP, which said 
to kids in the eighth grade who were disadvantaged that we are not 
going to leave you behind.
  In Indiana, it is called the 21st Century Scholars Program. And then 
Governor Evan Bayh worked with this to say that if you got your Indiana 
degree from a high school, kept a GPA of 2, stayed clean of drugs and 
alcohol and didn't commit another crime, went to an Indiana college and 
applied for Federal aid, we were going to guarantee that you could get 
some sort of Federal aid or Pell Grant with the State scholarship 
program.
  Here we are continuing GEAR UP. I have been frustrated every year for 
the past few that the President of the United States has zeroed it out 
in his budget proposals, but the House has put it back in and gone 
along with the Senate to keep this program funded. It gives kids an 
opportunity to say, many kids who thought they would never get a chance 
to go to college, to say, if you do your part, we will do our part in 
the government. And part of this GEAR UP High Hopes program is to, just 
like we do with special needs kids, to say that the State has to have a 
way to not just make this promise, but to have these field 
organizations go and work with the individual kids to help them with 
milestones. Much like the TRIO program has done in college, this now 
takes it to the high school level to make sure that those who come from 
disadvantaged backgrounds have some opportunity at least to get a 
higher education or we are not going to be able to compete in the 
world. We have to help all Americans and GEAR UP will help give all 
Americans that chance.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 1 minute to 
the gentleman from New York (Mr. Engel).
  Mr. ENGEL. Mr. Chairman, I just want to take this time to highlight a 
proprietary school in my home county of Bronx, New York. I am delighted 
that proprietary schools are mentioned in the district and I just want 
to highlight this degree-granting proprietary school called Monroe 
College, Bronx, New York, my district, Mr. Serrano's district. Last 
June, they graduated 2,000 students, and I have seen firsthand the 
wonderful job that they do. And these students are particularly 
minority students, people who want to go back to school and want to 
have the opportunity to move forward. So with all the other discussions 
about what is going on with the bill, I just want to say that I am 
delighted that proprietary schools, particularly degree-granting 
proprietary schools like Monroe College, are finally getting the 
recognition that they deserve, and I think that they do deserve 
recognition because they do good work, again, particularly Monroe 
College in Bronx, New York.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield myself the 
remainder of the time.
  (Mr. GEORGE MILLER of California asked and was given permission to 
revise and extend his remarks.)
  Mr. GEORGE MILLER of California. Mr. Chairman, Members of the House, 
there is some suggestion that somehow this bill has become a partisan 
bill. The fact of the matter is that this bill has continued, as we 
have done so many bills in the Education Committee, started out on a 
bipartisan basis, and we worked on that basis over the last couple of 
years. And then in the last session of Congress, the decision was made 
in the reconciliation bill to split out the student loan portions of 
this bill and to make the cut, the now famous $12 billion cut, in the 
student aid accounts.
  We continued to work with the majority, and up until yesterday, when 
I went in and talked to Mr. McKeon and told him I just didn't think we 
were going to be able to arrive at a conclusion, and he was getting 
ready to go to Rules Committee, and I said that we are just not going 
to get to that point where the Members on my side of the aisle, 
significant players in the education community and on our committee 
would not support the legislation. We look forward to continuing to 
work with him as we go into conference. But the fact of the matter is, 
I think what Members see in this legislation, when we talk about a 
missed opportunity, when we talk about a failure to respond is you can 
continue to put up charts that we are spending more money. Yes, the 
entitlement programs of Pell and the entitlement loan program are 
spending more because more students are becoming eligible for them, 
some because of a bad economy, some because they have decided to go to 
college.
  But the fact of the matter is you are spending more money and you are 
purchasing less. And the gap that the maximum Pell Grant covers now, it 
used to cover 40 percent of that student's education. If that student 
worked full-time during the summer, part-time during school, they could 
close that gap. Starting this year, they can no longer close that gap. 
They are going to be about $2,000 short. They are going to be about 
$2,000 short if they work over that period of time. So the Pell Grant 
is purchasing less and less of the college education. In just a couple 
of years, a couple of years from now, that gap will dramatically 
increase even more.
  So what the problem is, and what the Republicans haven't yet 
recognized is, the conversations that are taking place in families 
right now as students are trying to put together their aid package, 
that the student loans, the Pell Grant are purchasing less and less of 
the cost of that education. And this bill fails to address that. This 
bill fails to address that because they chose, when they made that $20 
billion in cuts, the $12 billion net, they chose not to reinvest those 
savings in the education programs on behalf of these families and their 
students. Families will continue and students will continue to pay 
excessive fees and excessive charges. They will not let the lenders 
keep them, and they shouldn't let the lenders keep them. But they take 
what they admit are excessive payments by these families, and they give 
it for the tax cut. They don't say, here, take this money back; return 
this to the borrower, let them keep the money, let them pay for their 
child's education. They take it off and give it off to the tax cuts for 
the oil companies and the tax cuts to the wealthy.
  That is what we talk about when we say a missed opportunity. The 
Republicans just aren't hearing huge numbers of American families who 
are struggling with the decision on how to pay for their kids' college 
education. In that cut, they raise the interest rates on those parents 
from 7.9 percent to 8.5 percent. The parents are going to have to 
borrow more under this program. They charge them a 1 percent insurance 
fee. They say, well, it is waivable, all that. The fact of the matter 
is they are raising costs at a time when it is harder and harder for 
families in America to put together the package to pay for that 
education. And as we see now, even if the students work full time in 
the summer, part time through the school year, they cannot close that 
gap. That is what we mean. That is

[[Page H1219]]

why some of the speakers got up here and said they are worried about 
the affordability. That is what we mean by the inability to address the 
needs of families and students who want to pursue a higher education.
  Mr. Chairman, I yield back the balance of my time.
  Mr. McKEON. Mr. Chairman, I yield myself the balance of my time.
  Mr. Chairman, a report released last week by a leading consulting 
firm confirmed that the pro-growth policies championed by this Congress 
and this President are working. In fact, they have been so successful 
that, this spring, we are poised to see the strongest job market for 
our Nation's 1.4 million college graduates since the dot-com bubble 
burst in 2001. The firm also cited a recent survey that showed 
employers plan to hire 14.5 percent more new college graduates this 
year than they did a year ago.
  There is a great deal of doom and gloom here in Washington. Some 
taking part in this debate today certainly are no exception. But the 
fact is our economy is growing, and the college graduates are feeling 
the effect. That is why this bill before us is so important today. The 
legislation will empower students with more information and more 
resources than ever before as they seek to achieve the dream of 
attending college.
  The College Access and Opportunity Act that we have before us today 
strengthens the Pell Grant program by providing year-round Pell Grant 
aid for students attending school throughout the year, and removes an 
incentive for colleges to raise tuition by repealing the Pell Grant 
tuition sensitivity language.
  It gives higher education consumers more information about what they 
are getting for their money by establishing college consumer profiles.
  It shines a spotlight on excessive tuition hikes through the college 
affordability index, and it strengthens U.S. competitiveness by 
sharpening our focus on improving math, science and critical foreign 
language programs.
  Mr. Chairman, simply put, this bill is comprehensive. It is fiscally 
responsible, and it is worthy of our support.
  Again, I thank my colleagues on the committee for their work in 
crafting the College Access and Accountability Act, and I urge my 
colleagues to support it on final passage.
  Mr. Chairman, before I finish, I have spent 14 years almost now on 
this committee. I would like to recognize a member of the Education and 
the Workforce Committee staff, Sally Lovejoy. I have just become 
chairman of this committee and I was really offended when she let me 
know that she was leaving. I thought it was because of me. But then I 
heard that she has been offered a great job, to work with the first 
lady, representing us in Paris. And that is where she did some of her 
college work. I think it is a wonderful opportunity, and I am happy 
that she has the opportunity. We are going to miss her, and we 
appreciate all of the years, 25 years' work that she has put in on this 
committee. On behalf of our entire committee and the rest of the staff, 
I want to thank her for all of her great work.
  Mrs. CAPITO. Mr. Chairman, I rise to highlight the designation of 
West Virginia State University as an eligible school for the 
Historically Black Graduate Institutions (HBGI) program in H.R. 609, 
the College Access and Opportunity Act of 2006. The designation was 
included today in the McKeon Manager's Amendment.
  The HBGI program is an important tool in enhancing innovative math 
and science education programs at our Nation's Historically Black 
Colleges and Universities. West Virginia State University was 
designated as a Title III University under the Higher Education Act of 
1965 and has participated as an undergraduate Title III Part B 
institution since 1989.
  In 2003, West Virginia State began offering a unique Master's Degree 
in Biotechnology that emphasizes the skills a biologist will need in 
the 21st century. The program also studies new technologies and 
concepts in the biotechnology field. Graduates will be prepared for 
careers or further studies in Health Care, Biotechnology, or 
Environmental Sciences.
  It is important that our Nation provide the resources necessary to 
remain the world's leader in science and technology research. Our 
Nation's education system and especially our colleges and universities 
are on the front lines in keeping America competitive in the world 
economy.
  I want to recognize Dr. Hazo Carter, President of West Virginia State 
University and Dr. Orlando McMeans for their hard work in establishing 
the University as an eligible HBGI institution. I also want to thank 
Chairman McKeon and the Education and Workforce Committee for working 
with me to include this important designation in H.R. 609.
  Mr. BONILLA. Mr. Chairman, I rise today in support of H.R. 609, the 
College Access and Opportunity Act of 2006. This legislation will take 
important steps toward strengthening access, accountability, and 
affordability for students, teachers, and higher education institutions 
across our country.
  I am particularly pleased by provisions in this legislation to 
provide year-round and increased Pell Grant aid to certain students. In 
addition, H.R. 609 will strengthen the TRIO programs, which I have 
strongly supported since my first election to Congress. Specifically, 
this bill will increase the minimum grant levels for TRIO programs and 
ensure our country's veterans are eligible to participate in all TRIO 
programs and services. I am also pleased that this legislation will 
reduce red tape and improve flexibility for Hispanic Serving 
Institutions.
  Education is one of the foundations of our Nation's prosperity. This 
legislation will aid our Nation's students, teachers, and higher 
education institutions to undoubtedly continue this prosperity. While I 
do support this legislation, I am, however, very concerned with several 
provisions regarding private higher education institutions within this 
bill. Private higher education institutions serve as valuable centers 
of ideas and innovation in our country. I strongly urge my colleagues 
to find an equitable agreement to address the issues of concern to 
private higher education institutions within this bill as it moves 
forward in the legislative process.
  Mr. LEWIS of Kentucky. Mr. Chairman, I am pleased that the House 
today took essential steps to make college tuition more affordable for 
middle and low-income students. Ensuring quality higher education is 
one of the most important things we can do for future generations.
  H.R. 609, the College Access and Opportunity Act, will expand access 
to higher education for millions of students by strengthening Pell 
Grants, improving access for non-traditional students, reducing red 
tape, and instituting transparency in tuition costs.
  As a cosponsor of this legislation, I am especially pleased that the 
legislation will strengthen college access programs such as TRIO and 
GEAR UP. These are important programs that have benefited students in 
my district, aiding in their ability to attend college.
  I would like to mention two provisions in the bill that were brought 
to my attention by small, independent colleges in my district. Their 
concerns centered around the affordability provision and the ability 
for States to become accreditors. There was great fear that the 
publishing of tuition rate increases and other financial information 
could lead to a price control or other Federal intervention in tuition 
increases. Also, there was apprehension that States could be granted 
the ability to intervene in the accreditation process of private 
institutions or offer incentives for institutions to choose State 
accreditation over other regional options.
  I appreciate the Committee on Education and the Workforce for their 
willingness to address the concerns of these institutions. Chairman 
McKeon's Managers' Amendment made great strides to ease the burdens 
that both of these provisions could have potentially placed on higher 
education institutions. The Manager's Amendment makes changes to the 
penalties for offending institutions and expressly forbids States to 
offer incentives to encourage schools to choose State accreditation.
  I originally filed an amendment with the Rules Committee to address 
the concern of State intervention in the accreditation process, but the 
changes by Chairman McKeon were sufficient to ease my concerns. The 
bill in its current form will prohibit potential overreaching by State 
accreditors.
  The College Access and Opportunity Act addresses the important need 
to make higher education more affordable and easier to access for low 
and middle-income students. I am proud to support this legislation and 
am hopeful that it will sufficiently boost the competitiveness of 
American students in the global economy.
  Mr. PETRI. Mr. Chairman, I want to express my disappointment that the 
rule to H.R. 609 does not allow my colleagues the opportunity to 
consider the Student Aid Reward Amendment that I sought to offer with 
Representative George Miller to H.R. 609, the College Access and 
Opportunity Act. This amendment was based on H.R. 1425, the Student Aid 
Reward Act, that we introduced last March. Senator Kennedy and Senator 
Gordon Smith have sponsored a companion bill in the Senate.
  The STAR program is rooted in my long-standing belief that we have a 
fundamental obligation to our constituents to eliminate

[[Page H1220]]

waste, fraud, and abuse in government spending wherever it exists. This 
amendment would have done just that by cutting $13.4 billion in waste 
over the next 10 years. Furthermore, it would reinvest those savings 
both into Pell Grant aid and towards reducing the deficit at no 
additional taxpayer expense.
  The STAR program would reward colleges and universities that choose 
to participate in the Federal student loan program that is most cost-
effective for taxpayers and, in turn, return half of those savings to 
the schools in the form of Pell Grants for low and middle-income 
students. This would increase student aid as much as an additional 
$1,000 per recipient, per year.
  The real opportunity in this amendment was that it allowed for an 
increased investment in education while not costing taxpayers a single 
penny more. In fact, under the STAR program, there would be enough 
savings not only to return half to schools that switch to the more 
cost-effective program, but also to provide an additional 25 percent of 
those savings to schools that were previously enrolled in the cost-
effective program and thus already saving taxpayers money. The final 25 
percent would be devoted towards deficit reduction.
  All these savings are be made possible due to the startling 
difference in the cost between the two Federal student loan programs. 
For the current fiscal year, the Federal Family Education Loan (FFEL) 
program costs taxpayers nearly three times as much as the exact same 
loan administered under the Direct Loan (DL) program. For example, if 
the Federal Government loans a student $100 through the FFEL program, 
taxpayers will subsidize nearly $11 (10.7 percent) of that loan. 
However, the same loan under the DL program costs taxpayers only one-
third, less than $4 (3.6 percent). In fact, the President's budget 
office projects that taxpayers will spend $3 billion more this year 
alone to issue identical loans through the FFEL program than it would 
cost through the DL program.
  Beyond the Office of Management and Budget, other budget experts 
continue to confirm this cost difference. Earlier this week, the 
Congressional Budget Office released a score that projected savings 
from this amendment in the amount of $13.4 billion over the next 10 
years--and that's if only 15 percent of colleges choose to participate 
in the Student Aid Reward program by switching from the FFEL to the DL 
program. Those savings would be even more substantial with increased 
participation.
  It is important to note that the STAR amendment would not mandate 
that schools select the most cost-effective program, although we hope 
that they would. Under this amendment, each college retains their 
ability to choose their student loan program. Those who choose to be 
more responsible with taxpayers money would be rewarded with a portion 
of the savings. Those that decide to continue with the more expensive 
program face no penalties, other than a missed opportunity to use 
taxpayer savings to boost their students' Pell Grants. Furthermore, 
each school would have the choice to leave the STAR program at the end 
of their five year contract if they are not satisfied with the results 
for their students.
  A critical tenant of this program is that it is budget neutral. Any 
reward payments to schools are contingent upon actual taxpayer savings 
that year. We are confident that these savings not only exist, but 
amount to several billion dollars annually. Both the CBO and OMB 
continue to confirm this year after year.
  The overarching reason that the FFEL program is so much more 
expensive than the DL program is the excessive subsidies paid to 
lenders each year to issue loans. As all lenders are guaranteed the 
exact same subsidies, regardless of their costs and efficiency, lenders 
do not compete for the benefit of taxpayers, only among themselves for 
market share. This practice is not only unnecessary but it is 
irresponsible--especially when the DL program has no similar costs.
  The taxpayers not only pay interest subsidies to private lenders, 
they also subsidize the 13 guaranty agencies that purchase loans from 
the lenders after a certain period of time has passed. This is also a 
wasteful practice--especially when the DL program has no similar cost.
  I would like to reiterate that this amendment would have in no way 
mandated that schools choose the DL program over the FFEL program, or 
even that the DL program will always necessarily be the most cost-
effective program. Instead, the amendment stipulated that the Secretary 
of Education shall determine each year which program is most cost-
effective to taxpayers and that schools who participate in that program 
receive some of the savings. The Secretary would do this by making use 
of the best data available each year.
  I believe that as stewards of taxpayers' money, Congress should 
always seek to make government more efficient and more accountable. 
This amendment would have been an important step in that direction. 
Given the current budget environment, it is shameful that we are not 
taking full advantage of this opportunity to save money while 
rededicating some of those savings towards much-needed financial aid. 
This amendment would have invested over $10 billion in Pell Grants 
while devoting over $3 billion towards reducing the deficit without 
costing taxpayers a penny more. Given that this program is budget 
neutral for taxpayers and completely voluntary for schools, there is 
absolutely no reason why we should not have taken a close look at this 
tremendous opportunity.
  Fiscal responsibility is a solidly Republican value and, in fact, one 
that every Member of Congress should support. That is why I am 
disappointed that my colleagues have been denied the opportunity to 
consider this amendment. I would encourage all House Members, instead, 
to consider cosponsoring H.R. 1425, the Student Aid Reward Act, to show 
their support for increased government efficiency and maximizing 
taxpayer investment in education.
  Mr. WOLF. Mr. Chairman, I rise today in support of H.R. 609, the 
College Access and Opportunity Act. This bill recognizes the 
unprecedented challenges that America is facing from countries like 
China and India and targets resources to increase the number of math, 
science and engineering professionals.
  As chairman of the House Science-State-Justice-Commerce 
Appropriations subcommittee, which controls the budget of NASA, the 
National Science Foundation, the White House Office of Science and 
Technology policy and NOAA, I have spoken with groups of leading 
Americans who represent a cross section of our nation. Over the past 
few months, groups that advocate for business, education, and research 
and development have all told me that America is at the very least in a 
stall, and many believe in a decline, when it comes to global 
competition in science and technology. Three key measuring sticks are 
down: patents awarded to American scientists; papers published by 
American scientists; and Nobel prizes won by American scientists.
  There is a critical shortage of math, science and engineering 
students in the United States. Unfortunately, there has been little 
public awareness of this downward trend and its implications for jobs, 
industry or national security in America's future. With the president's 
American Competitiveness Initiative announced at the State of the Union 
earlier this year, public awareness is increasing, but we still need to 
do everything we can to help attract more students to these fields.
  Last April, I introduced legislation with Representative Vern Ehlers, 
MI, and Representative Sherry Boehlert, NY, aimed at attracting more 
students to math, science, engineering and related fields. H.R. 1547, 
the Math and Science Incentive Act, would forgive interest on 
undergraduate student loans for math, science and engineering majors 
who agree to work 5 years in their field upon graduation.
  I appreciate Chairman McKeon and former Chairman Boehner's 
recognition of the value of using loan forgiveness as an incentive to 
attract and retain more students, particularly undergraduates, into 
these critical fields and the inclusion of this provision of this 
legislation as a provision in H.R. 609.
  Authorizing the Secretary of Education to pay up to $5,000 of the 
interest accrued on student loans for math, science and engineering 
majors who agree to work for 5 years in their field of study may make 
all the difference in the world for a student considering whether or 
not to stick with an engineering degree program. These are certainly 
challenging subjects.
  Recognizing how critical the competitiveness issue is today, the 
Education and Workforce Committee also included in H.R. 609 a provision 
for Honors Scholarships for students pursuing a baccalaureate, 
master's, or doctoral degree in science, math, or engineering as well 
as a provision for grants to better coordinate and implement reforms 
that improve math and science education, as well as better teacher 
recruitment and training.
  H.R. 609 augments the recently approved National Science and 
Mathematics Access to Retain Talent Grants, National SMART Grants. 
National SMART Grants provide grants of up to $4,000 to Pell Grant-
eligible students in their third and fourth academic year of 
undergraduate education at a 4-year, degree-granting institution of 
higher education. The student must be pursuing a major in the physical, 
life, or computer sciences, math, technology, or engineering, or a 
foreign language. The student must also have a grade-point average of 
at least 3.0.
  America is poised to mobilize again to ensure that our country 
remains the world leader in innovation. This bill helps our country 
face the challenge before us all. I believe our future as the solid 
world leader in innovation is again looking bright, particularly in 
light of the resources we're targeting at the higher education level.
  I urge my colleagues to join me in supporting H.R. 609 and thank the 
committee for its good work on this legislation.

[[Page H1221]]

  Mr. GREEN of Wisconsin. Mr. Chairman, we have an important 
opportunity before us today to protect the rights of all students who 
attend higher education institutions. H.R. 609, the ``College Access 
and Opportunity Act,'' includes ``Academic Bill of Rights'' language 
that would ensure the rights of all students to express their 
ideological, religious, and political beliefs without fear of 
retribution. I am pleased that this language has been included in the 
House's efforts to improve the accessibility of higher education.
  No student attending college in America should have to worry that 
they are being graded on anything other than their knowledge of a 
subject. This portion of H.R. 609 would simply express the sense of 
Congress that higher learning institutions are places for diverse 
approaches and viewpoints, that campus funds should be used for the 
selection of a variety of speakers and presentations, and that every 
student should feel confident in their ability to speak freely in the 
classroom without fear of reprisal from their teachers, classmates, or 
administrators.
  Unfortunately, I have seen first-hand how students' individual 
liberties can be compromised by their school's officials. Earlier this 
year, the administration of my alma mater, the University of Wisconsin-
Eau Claire, enforced a ban on resident assistants having private, non-
mandatory Bible studies in their own room. This was a blatant disregard 
of student's religious freedom, and thankfully, the university reversed 
their position on the matter after extensive debate and pressure from 
myself and members of the community.
  Simply put, this is not a conservative or liberal issue--it's just a 
common sense way for Congress to urge schools to take academic freedom 
seriously. I'm also pleased that this language would not impose any 
controls or limits on institutions, but would help to ensure students 
are afforded some protection in expressing a variety of viewpoints.
  Once again, I applaud efforts by the House Education and Workforce 
community, along with members of the higher education community, to 
include Academic Bill of Rights language in H.R. 609. It can only serve 
to strengthen the academic standards of free speech and diversity that 
universities already work so hard to develop, and I urge my colleagues 
to join me in supporting academic freedom for all of our nation's 
higher education students.
  Mrs. JONES of Ohio. Mr. Chairman, I rise today to voice my strong 
opposition to H.R. 609, the Higher Education Reauthorization Act. I 
believe this is a missed opportunity to make a genuine effort to 
provide educational opportunities to our children. I am disappointed 
that this bill does not effectively address the financial needs of low 
and middle income students.
  After passage of the Deficit Reduction Act, the Republicans put 
another financial hurdle in the way of many students ability to pay for 
college. They cut funding for student loans while raising the interest 
rate. I am also bothered that the Academic Competitiveness Grants that 
were created make part-time students ineligible for them. This 
effectively exempts 62 percent of community college students. If we are 
to create grants aimed at assisting students attending college we need 
to make them available to all students who qualify full and part-time.
  H.R. 609 is the vehicle to correct the wrong that has been done to 
underprivileged students, but sadly it does not address it. H.R. 609 
caps Pell Grants at $6000, this amount does not adequately address the 
needs of low income students. It does not decrease the interest rates 
on students' loans, and it does not increase the authorization of 
Perkins Loans. With growing tuition costs we need to be doing 
everything we can to assist students in seeking a higher education.
  H.R. 609 does not adequately address the needs of our Nation's 
students, and I want to express my oppositions to its passage.
  Ms. JACKSON of Texas. Mr. Chairman, the bill before us today is a 
crucial authorization bill for the future of our Nation, and yet, I am 
disappointed because an opportunity has been missed.
  I am pleased that certain cornerstones of higher education policy 
remain strong and supported in this bill, such as the overall 
continuation of Federal assistance for students in need of help to 
afford higher education, as well as the ongoing recognition of the 
value of Historically Black Colleges and Universities and institutions 
serving other minority populations.
  This bill represents a wonderful opportunity both to improve access 
to higher education for America's low- and middle-income students and 
to improve the quality of teacher education and preparation programs. 
Every HEA reauthorization since 1965 has focused on the expansion of 
college opportunity. Unfortunately, H.R. 609 in its current form does 
not carry forward this legacy because it fails to provide the necessary 
supports to enable students to enter and succeed in college such as 
increased need-based aid and lessening the loan burden.
  We believe that the future of our youth is the future of our country; 
an investment in our children is an investment for America. Teachers 
are responsible for the development of the United States through their 
impact in our classrooms. It is greatly appreciated when teachers begin 
the process of intellectual development for our children, but there is 
an even greater appreciation when teachers continue working with those 
children throughout the years. Teachers are quite often the role models 
of the children who eventually go on to serve the United States through 
avenues of public service.
  For our country to move in the direction of progress, we Members, as 
representatives of the people, must follow the provisions of the Higher 
Education Act, especially in regards to the activities addressed in 
Title II of that document. Activities such as the disbursement of 
teacher quality enhancement grants for our states and grants preparing 
the teachers of tomorrow with the newest technology of today benefit 
society as a whole.
  Many amendments under consideration will help this bill achieve its 
goal and I encourage my colleagues to consider each carefully. I, 
unfortunately, have a difficult time supporting this bill as it is 
currently written--it could have been so much more. The closed rule 
inhibits an open process and also contributes to my inability to 
support this legislation. I know that several amendments attempted to 
try to increase the Pell Grant maximum, for example--and yet none of 
them were announced for consideration by the Rules committee.
  We are talking about our future here--we are talking about students 
who are pursuing programs that will help us manage our financial and 
economic systems, grow diplomatic relations, communicate more 
effectively, and most of all, teach us how to successfully administer 
and secure our country. A lot is at stake--and I wish this bill 
answered this need completely.
  Mr. Chairman, I rise to speak on a corner stone of our Nation's 
future: higher education.


                               Pell Grant

  The average public institution tuition in 2005-2006 was $5,490 
dollars, and tuition increased 7.1 percent from the year before. If 
tuition continues to increase even 5 percent every year as it has for 
the last decade, in 2012 the average tuition will rise to an average of 
$7,350 dollars. The maximum amount of aid available should increase as 
well to reflect the growing cost of education.
  The current bill provides for the maximum of $6,000 that would barely 
cover the average cost of a public institution for 1 year today. This 
bill provides the Pell grant maximum in this current version of the 
bill. If $6,000 isn't enough today it won't be enough in 6 years.
  This modest increase to $7,300 in my amendment is not a required 
minimum, it is the allowable maximum. This is a critical amendment that 
will help students in need of Federal assistance to access to higher 
education.


                   Blind and Vision-Impaired Students

  Literacy--the ability to read and write--is vital to a successful 
education, career, and quality of life in today's world.
  Whether in the form of curling up with a good book, jotting down a 
phone number, making a shopping list, or writing a report, being 
literate means participating effectively at home and in society.
  Currently, nearly 94,000 children in the United States who are blind 
or visually impaired are being helped by some form of special 
education. These students are an extremely diverse group ranging from 
infants to young adults through age 21.
  The nature and degree of their visual impairments are equally 
diverse, as are the ways they adapt to their vision loss. Some students 
have other disabilities in addition to visual impairment. Their level 
of academic functioning spans a great range. And in every way they are 
as disparate as any other group of individuals in terms of ethnic and 
racial background, religion, geographic location, and income. Given 
this diversity, it is important to , remember that each child needs to 
be viewed as an individual with unique needs.
  Literacy is a crucial skill for success for the blind and visually-
impaired, not only quality of life as individual, but also employment 
opportunities.
  Fewer than one-third of the working-age visually impaired population 
in the United States is in the labor force. Today, underemployment and 
unemployment have remained a serious issue for adults with visual 
impairments. Whether from insufficient attention given to developing 
appropriate work skills or other causes, these statistics are alarming 
and unacceptable.
  Several research studies found that successful individuals with 
visual impairments often share the following common characteristics: 
positive attitudes about work and about themselves, realistic 
occupational goals, good orientation and mobility skills, good 
communication skills, expanded social networks, involvement within the 
community, and good

[[Page H1222]]

independent living skills. For students who are blind or visually 
impaired, it is not enough to merely discuss appropriate attributes 
related to work and adult responsibilities. These students must also be 
offered work-related experiences to build their life skills.
  Of those employed, 93 percent read Braille. This simple statistic 
demonstrates just how powerful knowledge accessibility can be. Blind 
and visually impaired higher education students depend on Braille texts 
for access to higher education across the board, and this amendment 
encourages publishers, professors, and universities to help each and 
every student achieve.
  This bill also does not adequately address the needs of blind or 
vision impaired students. Students in higher education classes 
regularly face unnecessary barriers to the content of the class.
  Although textbooks are updated almost yearly and republished, it is 
rare that the book will be published in Braille after the 
initial release. My amendment encourages publishers, professors and 
universities to pay special attention to this accessibility issue.

  I certainly recognize that Braille materials are often costly. I have 
written the amendment in the form of a Sense of Congress in order to 
encourage publishers, professors, and institutions of higher education 
to work together to help students get access to materials.
  Purchasing Braille textbooks is often too expensive for individual 
schools. For example, Webster's Dictionary is 72 volumes in Braille and 
costs $1,381. I am not advocating that publishers release a Braille 
version of each textbook--supplements of updated content may suffice. 
The point is to get these entities with the power to make educational 
materials available to work together and actually make higher education 
accessible to blind and vision-impaired students.
  There is a growing movement to transcribe and transfer textbooks into 
electronic formats. This is a wonderful solution, however, the learning 
curve is prohibitive, and the technology is not mainstreamed quite yet. 
This amendment encourages a re-examination of existing resources, in 
order to ensure that students have in front of them the materials.
  We must continue to ensure equal access to our education system for 
all of the children in our Nation--at the very least, we shouldn't let 
outdated textbooks prevent students from obtaining an education. I hope 
my colleagues will join me in supporting this amendment.


                     Learning Disabilities studies

  My last amendment requires the Education department to do a study on 
students who have achieved higher education even though they have 
learning abilities, in the hope that indications for success can be 
discovered that can be applied to younger grades. The overall goal is 
to encourage and help students with learning disabilities achieve a 
higher education.
  I would add Sec 929, readjusting the subsequent numbers as necessary: 
Sec. 929: Study of Students with Learning Disabilities in Higher 
Education. The Secretary of Education shall conduct a study of the 
occurrence of students attending institutions of higher education 
seeking assistance for learning disabilities how institutions of higher 
education are addressing the needs of this specific population in terms 
of outreach, accessibility, financing, and student support services, 
including online education. The Secretary shall submit a report on the 
study to the Committee on Education and the Workforce of the House of 
Representatives that includes recommendations on measures the Federal 
Government can take to address the needs in regards to education and 
job training for students with learning disabilities pursuing higher 
education, as well as recommendations to encourage and support primary 
and secondary education students with learning disabilities to pursue 
and achieve higher education.
  These 3 amendments are necessary to increase higher education 
opportunities to ease the financial burden on students and provide 
accommodations for students with special needs.
  Mr. LEWIS of Georgia. Mr. Chairman, I rise in strong opposition to 
H.R. 609, the College Access and Opportunity Act of 2006. This 
legislation misses a critical opportunity to provide students from 
moderate and low income families, access to the American dream. This 
legislation further depletes our already under-funded Federal student 
aid programs, placing post-secondary education even further out of 
reach for the students who need it the most. To be sure, I share the 
concerns of my colleagues and my constituents, about the rising costs 
of college and the difficulties of obtaining student aid. However, I am 
convinced that H.R. 609 fails to adequately address these issues.
  Mr. Chairman, my concerns with H.R. 609 extend beyond the fact that 
it squanders an opportunity to enhance America's economic 
competitiveness, by providing a future generation of highly skilled 
workers. I have serious concerns about additional provisions contained 
within the bill. I am terribly concerned about the rising costs of 
college tuitions across the Nation, and I commend the House Education & 
Workforce Committee for attempting to address this issue. In fact, I 
believe that some of the provisions addressing the rising costs of 
college could aid in addressing this issue. However, I believe that we 
must tread carefully when setting price controls on college tuitions. 
It is imperative that we do not infringe upon the independence of our 
Nation's private and religious institutions.
  Mr. Chairman, I also am concerned with provisions contained in H.R. 
609 that would allow states to function as an accrediting body. If we 
are going to legislate a deviation from the existing quasi-independent 
programmatic and institutional accrediting bodies, we must remain 
cognizant of the potential for major conflicts of interest and the 
emergence of divisions among public and independent institutions. 
Politics, demographics, higher education strategies, and economic 
incentives are among the factors that could contribute to the 
unintended result of compromising the independence of our nation's 
private colleges and universities.
  Mr. Chairman, last month the Republican majority of the House of 
Representatives voted to raid Federal student aid programs of $12 
billion, in the budget reconciliation bill. As you may recall, all of 
my Democratic colleagues voted against that misguided legislation. Once 
again I encourage my colleagues, on both sides of the aisle, to stand 
up for the children of America's hard working families and support 
increased access to higher education for all students. I urge my 
colleagues to vote against final passage of H.R. 609, the College 
Access and Opportunity Act of 2006.
  Mr. McKEON. Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN (Mr. Dent). All time for general debate has 
expired.
  In lieu of the amendment printed in the bill, it shall be in order to 
consider as an original bill for the purpose of amendment under the 5-
minute rule an amendment in the nature of a substitute consisting of 
the text of the Rules Committee print dated March 22, 2006. The 
amendment in the nature of a substitute shall be considered read.
  The text of the amendment in the nature of a substitute is as 
follows:

       Strike all after the enacting clause and insert the 
     following:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act may be cited as the ``College 
     Access and Opportunity Act of 2006''.
       (b) Table of Contents.--

Sec. 1. Short title; table of contents.
Sec. 2. References; effective date.

                      TITLE I--GENERAL PROVISIONS

Sec. 101. Definition of institution of higher education.
``Sec. 101. Definition of institution of higher education.
``Sec. 102. Institutions outside the United States.
``Sec. 123. Restrictions on funds for for-profit schools.
Sec. 102. New borrower definition.
Sec. 103. Student speech and association rights.
Sec. 104. National Advisory Committee on Institutional Quality and 
              Integrity.
Sec. 105. Alcohol and drug abuse prevention.
Sec. 106. Prior rights and obligations.
Sec. 107. Limitation on certain uses of funds.
``Sec. 124. Limitation on certain uses of funds.
Sec. 108. Consumer information and public accountability in higher 
              education.
``Sec. 131. Consumer information and public accountability in higher 
              education.
Sec. 109. Databases of student information.
``Sec. 132. Databases of student information prohibited.
Sec. 110. Performance-based organization.

                     TITLE II--TEACHER PREPARATION

Sec. 201.  Teacher quality enhancement grants.

      ``Part A--Teacher Quality Enhancement Grants for States and 
                              Partnerships

``Sec. 201. Purposes; definitions.
``Sec. 202. State grants.
``Sec. 203. Partnership grants.
``Sec. 204. Teacher recruitment grants.
``Sec. 205. Administrative provisions.
``Sec. 206. Accountability and evaluation.
``Sec. 207. Accountability for programs that prepare teachers.
``Sec. 208. State functions.
``Sec. 209. General provisions.
``Sec. 210. Authorization of appropriations.
Sec. 202. Preparing tomorrow's teachers to use technology.
Sec. 203. Centers of excellence.

                    ``Part C--Centers of Excellence

``Sec. 231. Purposes; definitions.
``Sec. 232. Centers of excellence.
``Sec. 233. Authorization of appropriations.
Sec. 204. Teacher incentive fund program.

                ``Part D--Teacher incentive fund program

``Sec. 241. Purpose; definitions.

[[Page H1223]]

``Sec. 242. Teacher incentive fund grants.
``Sec. 243. Evaluations.
``Sec. 244. Authorization of appropriations.
Sec. 205. Transition.

                      TITLE III--INSTITUTIONAL AID

Sec. 301. Title III grants for American Indian Tribally Controlled 
              Colleges and Universities.
Sec. 302. Alaska Native and Native Hawaiian-serving institutions.
Sec. 303. Grants to part B institutions.
Sec. 304. Technical amendments.
Sec. 305. Title III authorizations.

                      TITLE IV--STUDENT ASSISTANCE

                       Part A--Grants to Students

Sec. 401. Pell Grants.
``Sec. 401A. Pell Grants Plus: achievement grants for State scholars.
Sec. 402. TRIO programs.
Sec. 403. TRIO reform.
``Sec. 402G. Staff development activities.
``Sec. 402H. Evaluations.
Sec. 404. GEARUP.
Sec. 405. Federal Supplemental Educational Opportunity Grants.
Sec. 406. LEAP.
Sec. 407. HEP/CAMP program.
Sec. 408. Robert C. Byrd Honors Scholarship Program.


         ``Subpart 6--Robert C. Byrd Honors Scholarship Program

``Sec. 419A. Robert C. Byrd mathematics and science honors scholarship 
              program.
``Sec. 419B. Mathematics and science incentive program.
``Sec. 419C. Mathematics and science education coordinating council 
              grants.
``Sec. 419D. Authorization of appropriations.
Sec. 409. Child care access.
Sec. 410. Learning anytime anywhere partnerships.

             Part B--Federal Family Education Loan Program

Sec. 421. Loan forgiveness for service in areas of national need.
``Sec. 428K. Loan forgiveness for service in areas of national need.
Sec. 422. Additional administrative provisions.

                  Part C--Federal Work-Study Programs

Sec. 441. Authorization of appropriations.
Sec. 442. Community service.
Sec. 443. Allocation of funds.
Sec. 444. Books and supplies.
Sec. 445. Job location and development.
Sec. 446. Work colleges.

                  Part D--Federal Direct Loan Program

Sec. 451. Income contingent repayment.

                  Part E--Federal Perkins Loan Program

Sec. 461. Reauthorization of program.
Sec. 462. Loan terms and conditions.
Sec. 463. Loan cancellation.
Sec. 464. Technical amendments.

                         Part F--Need Analysis

Sec. 471. Significantly simplifying the student aid application 
              process.
Sec. 472. Discretion of student financial aid administrators.

  Part G--General Provisions Relating to Student Financial Assistance

Sec. 481. Expanding information dissemination regarding eligibility for 
              Pell Grants.
Sec. 482. Student eligibility.
Sec. 483. Institutional refunds.
Sec. 484. Institutional and financial assistance information for 
              students.
Sec. 485. Distance education demonstration program.
Sec. 486. College affordability demonstration program.
``Sec. 486A. College affordability demonstration program.
Sec. 487. Program participation agreements.
Sec. 488. Additional technical and conforming amendments.

                       Part H--Program Integrity

Sec. 495. Accreditation.
Sec. 496. Report to Congress on prevention of fraud and abuse in 
              student financial aid programs.
``Sec. 499. Report to Congress on prevention of fraud and abuse in 
              student financial aid programs.

                    TITLE V--DEVELOPING INSTITUTIONS

Sec. 501. Definitional changes.
Sec. 502. Assurance of enrollment of needy students.
Sec. 503. Additional amendments.
Sec. 504. Postbaccalaureate opportunities for Hispanic Americans.

   ``Part B--Promoting Postbaccalaureate Opportunities for Hispanic 
                               Americans

``Sec. 511. Purposes.
``Sec. 512. Program authority and eligibility.
``Sec. 513. Authorized activities.
``Sec. 514. Application and duration.
Sec. 505. Authorization of appropriations.

                     TITLE VI--TITLE VI AMENDMENTS

Sec. 601. International and foreign language studies.
Sec. 602. Business and international education programs.
Sec. 603. Institute for International Public Policy.
``Sec. 621. Program for foreign service professionals.
Sec. 604. Evaluation, outreach, and dissemination.
``Sec. 632. Evaluation, outreach, and dissemination.
Sec. 605. Advisory Board.
``Sec. 633. International Higher Education Advisory Board.
Sec. 606. Recruiter access to students and student recruiting 
              information; safety.
``Sec. 634. Recruiter access to students and student recruiting 
              information.
``Sec. 635. Student safety.
Sec. 607. National study of foreign language heritage communities.
``Sec. 636. National study of foreign language heritage communities.

                    TITLE VII--TITLE VII AMENDMENTS

Sec. 701. Javits fellowship program.
Sec. 702. Graduate assistance in areas of national need.
Sec. 703. Thurgood Marshall legal educational opportunity program.
Sec. 704. Fund for the improvement of postsecondary education.
Sec. 705. Urban community service.
Sec. 706. Demonstration projects to ensure students with disabilities 
              receive a quality higher education.

                    TITLE VIII--CLERICAL AMENDMENTS

Sec. 801. Clerical amendments.

              TITLE IX--AMENDMENTS TO OTHER EDUCATION LAWS

               Part A--Education of the Deaf Act of 1986

Sec. 901. Laurent Clerc National Deaf Education Center.
Sec. 902. Authority.
Sec. 903. Agreement for the National Technical Institute for the Deaf.
Sec. 904. Definitions.
Sec. 905. Audit.
Sec. 906. Reports.
Sec. 907. Liaison for educational programs.
Sec. 908. Federal endowment programs for Gallaudet University and the 
              National Technical Institute for the Deaf.
Sec. 909. Oversight and effect of agreements.
Sec. 910. Authorization of appropriations.
``Sec. 1.  Short title.

                   Part B--Additional Education Laws

Sec. 921. Cancellation of student loan indebtedness for survivors of 
              victims of the September 11, 2001, attacks.
Sec. 922. Amendment to Higher Education Amendments of 1998.
Sec. 923. Tribally Controlled College or University Assistance Act of 
              1978.
Sec. 924. Navajo Community College Act.
Sec. 925. Education Amendments of 1992.
Sec. 926. Study of student learning outcomes and public accountability.
Sec. 927. Study of minority graduation rates.
Sec. 928. Study of education-related indebtedness of medical school 
              graduates.
Sec. 929. Study of adult learners.
Sec. 930.  Increase in college textbook prices.

     SEC. 2. REFERENCES; EFFECTIVE DATE.

       (a) References.--Except as otherwise expressly provided, 
     whenever in this Act an amendment or repeal is expressed in 
     terms of an amendment to, or repeal of, a section or other 
     provision, the reference shall be considered to be made to a 
     section or other provision of the Higher Education Act of 
     1965 (20 U.S.C. 1001 et seq.).
       (b) Effective Date.--Except as otherwise provided in this 
     Act, the amendments made by this Act shall take effect on the 
     date of enactment of this Act.

                      TITLE I--GENERAL PROVISIONS

     SEC. 101. DEFINITION OF INSTITUTION OF HIGHER EDUCATION.

       (a) Amendment.--Title I is amended by striking sections 101 
     and 102 (20 U.S.C. 1001, 1002) and inserting the following:

     ``SEC. 101. DEFINITION OF INSTITUTION OF HIGHER EDUCATION.

       ``(a) Institution of Higher Education.--For purposes of 
     this Act, the term `institution of higher education' means an 
     educational institution in any State that--
       ``(1) admits as regular students only individuals who--
       ``(A) meet the requirements of section 484(d)(3), or have a 
     certificate of graduation from a school providing secondary 
     education, or the recognized equivalent of such a 
     certificate;
       ``(B) are beyond the age of compulsory school attendance in 
     the State in which the institution is located; or
       ``(C) will be dually enrolled in that institution and a 
     secondary school;
       ``(2) is legally authorized within such State to provide a 
     program of education beyond secondary education;
       ``(3)(A) is accredited by a nationally recognized 
     accrediting agency or association; or
       ``(B) if not so accredited, is a public or nonprofit 
     institution that has been granted preaccreditation status by 
     such an agency or association that has been recognized by the 
     Secretary for the granting of preaccreditation status, and 
     the Secretary has determined that there is satisfactory 
     assurance that the institution will meet the accreditation 
     standards of such an agency or association within a 
     reasonable time; and
       ``(4) meets either of the following criteria:
       ``(A) is a nonprofit, for-profit, or public institution 
     that--
       ``(i) provides an educational program for which the 
     institution awards a bachelor's, graduate, or professional 
     degree;

[[Page H1224]]

       ``(ii) provides not less than a 2-year educational program 
     which is acceptable for full credit towards such a degree;
       ``(iii) provides not less than a 1-year program of training 
     that prepares students for gainful employment in a recognized 
     occupation; or
       ``(iv) awards a degree that is acceptable for admission to 
     graduate or professional degree programs, subject to the 
     review and approval of the Secretary; or
       ``(B) is a nonprofit, for-profit, or public institution 
     that provides an eligible program (as defined in section 
     481)--
       ``(i) for which the institution awards a certificate; and
       ``(ii) that prepares students for gainful employment in a 
     recognized occupation.
       ``(b) Additional Limitations.--
       ``(1) For-profit postsecondary institutions.--
       ``(A) Duration of accreditation.--A for-profit institution 
     shall not be considered to be an institution of higher 
     education unless such institution is accredited by a 
     nationally recognized accrediting agency or association and 
     such institution has been in existence for at least 2 years.
       ``(B) Institutional eligibility only for competitive 
     grants.--For the purposes of any program providing grants to 
     institutions for use by the institution (and not for 
     distribution among students), a for-profit institution shall 
     not be considered to be an institution of higher education 
     under this section if such grants are awarded on any basis 
     other than competition on the merits of the grant proposal or 
     application.
       ``(2) Postsecondary vocational institutions.--A nonprofit 
     or public institution that meets the criteria of subsection 
     (a)(4)(B) shall not be considered to be an institution of 
     higher education unless such institution has been in 
     existence for at least 2 years.
       ``(3) Limitations based on management.--An institution 
     shall not be considered to meet the definition of an 
     institution of higher education in this section if--
       ``(A) the institution, or an affiliate of the institution 
     that has the power, by contract or ownership interest, to 
     direct or cause the direction of the management or policies 
     of the institution, has filed for bankruptcy, except that 
     this paragraph shall not apply to a nonprofit institution, 
     the primary function of which is to provide health care 
     educational services (or an affiliate of such an institution 
     that has the power, by contract or ownership interest, to 
     direct or cause the direction of the institution's management 
     or policies) that filed for bankruptcy under chapter 11 of 
     title 11, United States Code, between July 1, 1998, and 
     December 1, 1998; or
       ``(B) the institution, the institution's owner, or the 
     institution's chief executive officer has been convicted of, 
     or has pled nolo contendere or guilty to, a crime involving 
     the acquisition, use, or expenditure of Federal, State, or 
     local government funds, or has been judicially determined to 
     have committed a crime involving the acquisition, use, or 
     expenditure involving Federal, State, or local government 
     funds.
       ``(4) Limitation on course of study or enrollment.--An 
     institution shall not be considered to meet the definition of 
     an institution of higher education in subsection (a) if such 
     institution--
       ``(A) offers more than 50 percent of such institution's 
     courses by correspondence (excluding courses offered by 
     telecommunications as defined in section 484(l)(4)), unless 
     the institution is an institution that meets the definition 
     in section 3(3)(C) of the Carl D. Perkins Vocational and 
     Technical Education Act of 1998;
       ``(B) enrolls 50 percent or more of the institution's 
     students in correspondence courses (excluding courses offered 
     by telecommunications as defined in section 484(l)(4)), 
     unless the institution is an institution that meets the 
     definition in section 3(3)(C) of the Carl D. Perkins 
     Vocational and Technical Education Act of 1998, except that 
     the Secretary, at the request of the institution, may waive 
     the applicability of this subparagraph to the institution for 
     good cause, as determined by the Secretary in the case of an 
     institution of higher education that provides a 2- or 4-year 
     program of instruction (or both) for which the institution 
     awards an associate or baccalaureate degree, respectively;
       ``(C) has a student enrollment in which more than 25 
     percent of the students are incarcerated, except that the 
     Secretary may waive the limitation contained in this 
     subparagraph for an institution that provides a 2- or 4-year 
     program of instruction (or both) for which the institution 
     awards a bachelor's degree, or an associate's degree or a 
     postsecondary certificate, respectively; or
       ``(D) has a student enrollment in which more than 50 
     percent of the students either do not meet the requirements 
     of section 484(d)(3) or do not have a secondary school 
     diploma or its recognized equivalent, and does not provide a 
     2- or 4-year program of instruction (or both) for which the 
     institution awards an associate's degree or a bachelor's 
     degree, respectively, except that the Secretary may waive the 
     limitation contained in this subparagraph if an institution 
     demonstrates to the satisfaction of the Secretary that the 
     institution exceeds such limitation because the institution 
     serves, through contracts with Federal, State, or local 
     government agencies, significant numbers of students who do 
     not meet the requirements of section 484(d)(3) or do not have 
     a secondary school diploma or its recognized equivalent.
       ``(c) List of Accrediting Agencies.--For purposes of this 
     section, the Secretary shall publish a list of nationally 
     recognized accrediting agencies or associations that the 
     Secretary determines, pursuant to subpart 2 of part H of 
     title IV, to be reliable authority as to the quality of the 
     education or training offered.
       ``(d) Certification.--The Secretary shall certify, for the 
     purposes of participation in title IV, an institution's 
     qualification as an institution of higher education in 
     accordance with the requirements of subpart 3 of part H of 
     title IV.
       ``(e) Loss of Eligibility.--An institution of higher 
     education shall not be considered to meet the definition of 
     an institution of higher education in this section for the 
     purposes of participation in title IV if such institution is 
     removed from eligibility for funds under title IV as a result 
     of an action pursuant to part H of title IV.

     ``SEC. 102. INSTITUTIONS OUTSIDE THE UNITED STATES.

       ``(a) Institutions Outside the United States.--
       ``(1) In general.--An institution outside the United States 
     shall be considered to be an institution of higher education 
     only for purposes of part B of title IV if the institution is 
     comparable to an institution of higher education, as defined 
     in section 101, is legally authorized by the education 
     ministry (or comparable agency) of the country in which the 
     school is located, and has been approved by the Secretary for 
     purposes of that part. The Secretary shall establish criteria 
     by regulation for that approval and that determination of 
     comparability. An institution may not be so approved or 
     determined to be comparable unless such institution is a 
     public or nonprofit institution, except that, subject to 
     paragraph (2)(B), a graduate medical school or veterinary 
     school located outside the United States may be a for-profit 
     institution.
       ``(2) Medical and veterinary school criteria.--In the case 
     of a graduate medical or veterinary school outside the United 
     States, such criteria shall include a requirement that a 
     student attending such school outside the United States is 
     ineligible for loans made, insured, or guaranteed under part 
     B of title IV unless--
       ``(A) in the case of a graduate medical school located 
     outside the United States--
       ``(i)(I) at least 60 percent of those enrolled in, and at 
     least 60 percent of the graduates of, the graduate medical 
     school outside the United States were not persons described 
     in section 484(a)(5) in the year preceding the year for which 
     a student is seeking a loan under part B of title IV; and
       ``(II) at least 60 percent of the individuals who were 
     students or graduates of the graduate medical school outside 
     the United States or Canada (both nationals of the United 
     States and others) taking the examinations administered by 
     the Educational Commission for Foreign Medical Graduates 
     received a passing score in the year preceding the year for 
     which a student is seeking a loan under part B of title IV; 
     or
       ``(ii) the institution has a clinical training program that 
     was approved by a State as of January 1, 1992; or
       ``(B) in the case of a veterinary school located outside 
     the United States that is not a public or nonprofit 
     institution, the institution's students complete their 
     clinical training at an approved veterinary school located in 
     the United States.
       ``(b) Advisory Panel.--
       ``(1) In general.--For the purpose of qualifying a foreign 
     medical school as an institution of higher education only for 
     purposes of part B of title IV, the Secretary shall publish 
     qualifying criteria by regulation and establish an advisory 
     panel of medical experts that shall--
       ``(A) evaluate the standards of accreditation applied to 
     applicant foreign medical schools; and
       ``(B) determine the comparability of those standards to 
     standards for accreditation applied to United States medical 
     schools.
       ``(2) Failure to release information.--The failure of an 
     institution outside the United States to provide, release, or 
     authorize release to the Secretary of such information as may 
     be required by subsection (a)(2) shall render such 
     institution ineligible for the purpose of part B of title 
     IV.''.
       (b) Restrictions on Funds for for-Profit Schools.--Part B 
     of title I is amended by inserting after section 122 (20 
     U.S.C. 1011k) the following new section:

     ``SEC. 123. RESTRICTIONS ON FUNDS FOR FOR-PROFIT SCHOOLS.

       ``(a) In General.--Notwithstanding any other provision of 
     this Act authorizing the use of funds by an institution of 
     higher education that receives funds under this Act, none of 
     the funds made available under this Act to a for-profit 
     institution of higher education may be used for--
       ``(1) construction, maintenance, renovation, repair, or 
     improvement of classrooms, libraries, laboratories, or other 
     facilities;
       ``(2) establishing, improving, or increasing an endowment 
     fund; or
       ``(3) establishing or improving an institutional 
     development office to strengthen or improve contributions 
     from alumni and the private sector.
       ``(b) Exception.--Subsection (a) shall not apply to funds 
     received by the institution from the grant, loan, or work 
     assistance that is awarded under title IV to the students 
     attending such institution.
       ``(c) Ineligibility for Certain Programs.--Notwithstanding 
     section 101, a for-

[[Page H1225]]

     profit institution of higher education shall not be 
     considered an eligible institution for the programs under 
     titles III and V of this Act.''.
       (c) Conforming Amendments.--
       (1) Section 114(a) (20 U.S.C. 1011c(a)) is amended by 
     striking ``(as defined in section 102)''.
       (2) Section 435(a)(1) (20 U.S.C. 1085(a)(1)) is amended by 
     striking ``section 102'' and inserting ``section 101''.
       (3) Subsection (d) of section 484 (20 U.S.C. 1091(d)) is 
     amended by striking the designation and heading of such 
     subsection and inserting the following:
       ``(d) Satisfaction of Secondary Education Standards.--''.
       (4) Section 486(b)(2) (20 U.S.C. 1093(b)(2)) is amended by 
     striking ``102(a)(3)(A), 102(a)(3)(B)'' and inserting 
     ``101(b)(4)(A), 101(b)(4)(B)''.
       (5) Section 487(c)(1)(A)(iii) (20 U.S.C. 
     1094(c)(1)(A)(iii)) is amended by striking ``section 
     102(a)(1)(C)'' and inserting ``section 102''.
       (6) Section 487(d) (20 U.S.C. 1094(d)) is amended by 
     striking ``section 102'' and inserting ``section 101''.
       (7) Subsections (j) and (k) of section 496 (20 U.S.C. 
     1099b(j), (k)) are each amended by striking ``section 102'' 
     and inserting ``section 101''.
       (8) Section 498(g)(3) (20 U.S.C. 1099c(g)(3)) is amended by 
     striking ``section 102(a)(1)(C)'' and inserting ``section 
     102''.
       (9) Section 498(i)(1) (20 U.S.C. 1099c(i)(1)) is amended by 
     striking ``section 102'' and inserting ``section 101''.
       (10) Section 498(j)(1) (20 U.S.C. 1099c) is amended by 
     striking ``except that such branch shall not be required to 
     meet the requirements of sections 102(b)(1)(E) and 
     102(c)(1)(C) prior to seeking such certification'' and 
     inserting ``except that such branch shall not be required to 
     be in existence for at least 2 years prior to seeking such 
     certification''.
       (11) Section 498B(b) (20 U.S.C. 1099c-2(b)) is amended by 
     striking ``section 102(a)(1)(C)'' and inserting ``section 
     102''.
       (d) Effect on Other Laws.--
       (1) Inclusion of for-profit institutions in definition.--
     The inclusion of proprietary and for-profit institutions 
     within the definition of the term ``institution of higher 
     education''' in section 101 of the Higher Education Act of 
     1965 (20 U.S.C. 1001) pursuant to the amendment made by 
     subsection (a) of this section shall not apply to any other 
     provision of law (other than the Higher Education Act of 
     1965) enacted before the date of enactment of this Act that 
     references section 101 of the Higher Education Act of 1965 
     (or that term as so defined), except as expressly provided by 
     an amendment to, or other revision of the application of, 
     such law enacted after such date of enactment.
       (2) Inclusion of for-profit institutions as title iii or v 
     eligible institution.--Any reference in any provision of law 
     other than the Higher Education Act of 1965 to institutions 
     of higher education that are eligible to participate in 
     programs under title III or V of such Act (20 U.S.C. 1051 et. 
     seq., 1101 et seq.) shall not be treated, as a consequence of 
     the amendment to section 101 of the Higher Education Act of 
     1965 (20 U.S.C. 1001) by subsection (a) of this section, as 
     including a reference to a for-profit or proprietary 
     institution of higher education, except as expressly provided 
     by an amendment to, or other revision of the application of, 
     such law enacted after such date of enactment.

     SEC. 102. NEW BORROWER DEFINITION.

       Paragraph (7) of section 103 (20 U.S.C. 1003) is amended to 
     read as follows:
       ``(7) New borrower.--The term `new borrower' when used with 
     respect to any date for any loan under any provision of--
       ``(A) part B or part D of title IV means an individual who 
     on that date has no outstanding balance of principal or 
     interest owing on any loan made, insured, or guaranteed under 
     either of those parts; and
       ``(B) part E of title IV means an individual who on that 
     date has no outstanding balance of principal or interest 
     owing on any loan made under that part.''.

     SEC. 103. STUDENT SPEECH AND ASSOCIATION RIGHTS.

       Section 112 (20 U.S.C. 1011a) is amended--
       (1) by amending subsection (a) to read as follows:
       ``(a) Protection of Rights.--
       ``(1) It is the sense of Congress that no student attending 
     an institution of higher education on a full- or part-time 
     basis should, on the basis of participation in protected 
     speech or protected association, be excluded from 
     participation in, be denied the benefits of, or be subjected 
     to discrimination or official sanction under any education 
     program, activity, or division of the institution directly or 
     indirectly receiving financial assistance under this Act, 
     whether or not such program, activity, or division is 
     sponsored or officially sanctioned by the institution; and
       ``(2) It is the sense of Congress that--
       ``(A) the diversity of institutions and educational 
     missions is one of the key strengths of American higher 
     education;
       ``(B) individual colleges and universities have different 
     missions and each institution should design its academic 
     program in accordance with its educational goals;
       ``(C) within the context of its institutional mission, a 
     college should promote intellectual pluralism and facilitate 
     the free and open exchange of ideas;
       ``(D) students should not be intimidated, harassed, 
     discouraged from speaking out, discriminated against, or 
     subject to official sanction because of their personal 
     political, ideological, or religious beliefs; and
       ``(E) students should be treated equally and fairly, 
     including evaluation and grading, without regard to or 
     consideration of their personal political views or 
     ideological beliefs.
       ``(3) Nothing in paragraph (2) shall be construed to 
     modify, change, or infringe upon any constitutionally 
     protected religious liberty, freedom, expression, or 
     association.''; and
       (2) in subsection (b)(1), by inserting after ``higher 
     education'' the following: ``, if the imposition of such 
     sanction is done objectively, fairly, and without regard to 
     the student's personal political, ideological, or religious 
     beliefs''.

     SEC. 104. NATIONAL ADVISORY COMMITTEE ON INSTITUTIONAL 
                   QUALITY AND INTEGRITY.

       (a) Membership.--Section 114(b) (20 U.S.C. 1011c(b)) is 
     amended by adding at the end the following new sentence: ``A 
     member of the Committee may continue to serve after the 
     expiration of a term until a successor has been appointed.''.
       (b) Extension.--Section 114(g) (20 U.S.C. 1011c(g)) is 
     amended by striking ``2004'' and inserting ``2012''.

     SEC. 105. ALCOHOL AND DRUG ABUSE PREVENTION.

       Section 120(e)(5) (20 U.S.C. 1011i(e)(5)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding fiscal years'' and inserting 
     ``5 succeeding fiscal years''.

     SEC. 106. PRIOR RIGHTS AND OBLIGATIONS.

       Section 121(a) (20 U.S.C. 1011j(a)) is amended by striking 
     ``1999 and for each of the 4'' each place it appears and 
     inserting ``2006 and for each of the 5''.

     SEC. 107. LIMITATION ON CERTAIN USES OF FUNDS.

        Part B of title I is further amended by adding after 
     section 123 (as added by section 101(b) of this Act) the 
     following new section:

     ``SEC. 124. LIMITATION ON CERTAIN USES OF FUNDS.

       ``No funds made available to carry out this Act may be 
     used--
       ``(1) for publicity or propaganda purposes not authorized 
     by the Congress before the date of enactment of the College 
     Access and Opportunity Act of 2006; or
       ``(2) unless authorized by law in effect on such date of 
     enactment, to produce any prepackaged news story intended for 
     broadcast or distribution unless such story includes a clear 
     a notification contained within the text or audio of such 
     story stating that the prepackaged news story was prepared or 
     funded by the Department of Education.''.

     SEC. 108. CONSUMER INFORMATION AND PUBLIC ACCOUNTABILITY IN 
                   HIGHER EDUCATION.

       Section 131 (20 U.S.C. 1015) is amended to read as follows:

     ``SEC. 131. CONSUMER INFORMATION AND PUBLIC ACCOUNTABILITY IN 
                   HIGHER EDUCATION.

       ``(a) Purpose.--It is the purpose of this section to--
       ``(1) provide students and families with an easy-to-use, 
     comprehensive web-based tool for researching and comparing 
     institutions of higher education;
       ``(2) increase the transparency of college cost, price, and 
     financial aid; and
       ``(3) raise public awareness of information available about 
     postsecondary education, particularly among low-income 
     families, non-traditional student populations, and first-
     generation college students.
       ``(b) College Opportunity on-Line (COOL) Website Re-Design 
     Process.--In carrying out this section, the Secretary--
       ``(1) shall identify the data elements that are of greatest 
     importance to prospective students, enrolled students, and 
     their families, paying particular attention to low-income, 
     non-traditional student populations, and first-generation 
     college students;
       ``(2) shall convene a group of individuals with expertise 
     in the collection and reporting of data related to 
     institutions of higher education, the measurement of 
     institutional compliance costs, consumer use of data related 
     to institutions of higher education, general consumer 
     marketing, and college intervention services to--
       ``(A) determine the relevance of particular data elements 
     to prospective students, enrolled students, and families;
       ``(B) assess the cost-effectiveness of various ways in 
     which institutions of higher education might produce the data 
     desired by consumers;
       ``(C) determine the general comparability of the data 
     across institutions of higher education;
       ``(D) make recommendations regarding the inclusion of 
     specific data items and the most effective and least 
     burdensome methods to institutions of higher education of 
     collecting and reporting useful data; and
       ``(3) shall assure that the redesigned COOL website--
       ``(A) uses, to the extent practicable, data elements 
     currently provided by institutions of higher education to the 
     Secretary;
       ``(B) includes clear and uniform information determined to 
     be relevant to prospective students, enrolled students, and 
     families;
       ``(C) provides comparable information, by assuring that 
     data is based on accepted criteria and common definitions;

[[Page H1226]]

       ``(D) includes a sorting function that permits users to 
     customize their search for and comparison of institutions of 
     higher education based on the information identified through 
     the process as prescribed in paragraph (1) as being of 
     greatest relevance to choosing an institution of higher 
     education.
       ``(c) Data Collection.--
       ``(1) Data system.--The Secretary shall continue to 
     redesign the relevant parts of the Integrated Postsecondary 
     Education Data System to include additional data as required 
     by this section and to continue to improve the usefulness and 
     timeliness of data collected by such systems in order to 
     inform consumers about institutions of higher education.
       ``(2) College consumer profile.--The Secretary shall 
     publish, for each academic year and in accordance with 
     standard definitions developed by the Commissioner of 
     Education Statistics (including definitions developed under 
     section 131(a)(3)(A) as in effect on the day before the date 
     of enactment of the College Access and Opportunity Act of 
     2006), from at least all institutions of higher education 
     participating in programs under title IV the following 
     information:
       ``(A) The tuition and fees charged for a first-time, full-
     time undergraduate student.
       ``(B) The room and board charges for such a student.
       ``(C) The cost of attendance for a first-time, full-time 
     undergraduate student, consistent with the provisions of 
     section 472.
       ``(D) The average amount of financial assistance received 
     by a first-time full-time undergraduate student, including--
       ``(i) each type of assistance or benefits described in 
     428(a)(2)(C)(ii);
       ``(ii) institutional and other assistance; and
       ``(iii) Federal loans under parts B, D, and E of title IV.
       ``(E) The number of first-time, full-time students 
     receiving financial assistance described in each clause of 
     subparagraph (D).
       ``(F) The average net price for first-time, full-time 
     students receiving Federal, State, or institutional grant or 
     loan assistance.
       ``(G) The institutional instructional expenditure per full-
     time equivalent student.
       ``(H) Student enrollment information, including information 
     on the number and percentage of full-time and part-time 
     students, the number and percentage of resident and non-
     resident students.
       ``(I) Faculty/student ratios.
       ``(J) Faculty information, including the total number of 
     faculty and the percentage of faculty who are full-time 
     employees of the institution and the percentage who are part-
     time.
       ``(K) Completion and graduation rates, identifying whether 
     the completion or graduation rates are from a 2-year or 4-
     year program of instruction and, in the case of a 2-year 
     program of instruction, the percentage of students who 
     transfer to 4-year institutions prior or subsequent to 
     completion or graduation.
       ``(L) A link to the institution of higher education with 
     information of interest to students including mission, 
     accreditation, student services (including services for 
     students with disabilities), transfer of credit policies and, 
     if appropriate, placement rates and other measures of success 
     in preparing students for entry into or advancement in the 
     workforce.
       ``(M) Any additional information that the Secretary may 
     require.
       ``(d) Data Dissemination.--The Secretary shall make 
     available, at a minimum, the data collected pursuant to this 
     section, including an institution's college affordability 
     index as calculated in accordance with subsection (e). Such 
     data shall be made available in a manner that permits the 
     review and comparison of data submissions of individual 
     institutions of higher education. Such data shall be 
     presented in a form that is easily accessible and 
     understandable and allows parents and students to make 
     informed decisions based on the prices for typical full-time 
     undergraduate students and the institution's rate of cost 
     increase. The Secretary shall work with public and private 
     entities to promote broad public awareness, particularly 
     among middle and high school students and their families, of 
     the information made available under this section, including 
     by distribution to students who participate in or receive 
     benefits from Federally funded education programs and other 
     Federal programs determined by the Secretary.
       ``(e) College Affordability Index.--
       ``(1) In general.--The Secretary shall, on the basis of the 
     data submitted under subsection (a), calculate a college 
     affordability index for each institution of higher education 
     submitting such data and shall make the index available in 
     accordance with subsection (d) as soon as operationally 
     possible on the Department's college opportunity online Web 
     site. Such index shall be presented in a manner so that the 
     index for any institution is stated in a column or cell 
     immediately adjacent to a column or cell containing the total 
     tuition and fees of the institution.
       ``(2) Calculation of index.--The college affordability 
     index shall be equal to--
       ``(A) the percentage increase in the tuition and fees 
     charged for a first-time, full-time, full-year undergraduate 
     student between the first of the 3 most recent preceding 
     academic years and the last of those 3 academic years; 
     divided by
       ``(B) the percentage increase in the Consumer Price Index--
     All Urban Consumers (Current Series) from July of the first 
     of those 3 academic years to July of the last of those 3 
     academic years.
       ``(f) Outcomes and Actions.--
       ``(1) Response from institution.--Effective on June 30, 
     2009, an institution that has a college affordability index 
     that exceeds 2.0 for any 3-year interval ending on or after 
     that date shall provide a report to the Secretary, in such a 
     form, at such time, and containing such information as the 
     Secretary may require. Such report shall include--
       ``(A) an explanation of the factors contributing to the 
     increase in the institution's costs and in the tuition and 
     fees charged to students;
       ``(B) a management plan stating the specific steps the 
     institution is and will be taking to reduce its college 
     affordability index;
       ``(C) an action plan, including a schedule, by which the 
     institution will reduce increases in or stabilize, such costs 
     and tuition and fees; and
       ``(D) if determinations of tuition and fee increases are 
     not within the exclusive control of the institution, a 
     description of the agency or instrumentality of State 
     government or other entity that participates in such 
     determinations and the authority exercised by such agency, 
     instrumentality, or entity.
       ``(2) Information to the public.--Upon receipt of the 
     institution's report and management plan under paragraph (1), 
     the Secretary shall make the institution's report required 
     under paragraph (1) available to the public in accordance 
     with subsection (b).
       ``(3) Quality-efficiency task forces.--
       ``(A) Required.--Each institution subject to paragraph (1) 
     that has a college affordability index that is in the highest 
     25 percent of such indexes of all institutions subject to 
     paragraph (1) shall establish a quality-efficiency task force 
     to review the operations of such institution.
       ``(B) Membership.--Such task force shall include 
     administrators and business and civic leaders and may include 
     faculty, students, trustees, parents of students, and alumni 
     of such institution.
       ``(C) Functions.--Such task force shall analyze 
     institutional operating costs in comparison with such costs 
     at other institutions within the class of institutions. Such 
     analysis should identify areas where, in comparison with 
     other institutions in such class, the institution operates 
     more expensively to produce a similar result. Any identified 
     areas should then be targeted for in-depth analysis for cost 
     reduction opportunities.
       ``(D) Report.--The results of the analysis by a quality-
     efficiency task force under this paragraph shall be included 
     in the report to the Secretary under paragraph (1).
       ``(4) Consequences for 2-year continuation of failure.--If 
     the Secretary determines that the institution has failed to 
     comply with the management plan and action plan submitted by 
     the institution under this subsection following the next 2 
     academic years that begin after the submission of such plans, 
     and has failed to reduce the college affordability index 
     below 2.0 for such 2 academic years, the Secretary--
       ``(A) shall make available to the public a detailed report 
     provided by the institution on all costs and expenditures, 
     and on all tuition and fees charged to students, for such 2 
     academic years;
       ``(B) shall place the institution on an affordability alert 
     status and shall make the information regarding the 
     institution's failure available in accordance with subsection 
     (d);
       ``(C) shall notify the institution's accrediting agency of 
     the institution's failure; and
       ``(D) may require the institution to submit to a review and 
     audit by the Inspector General of the Department of Education 
     to determine the cause of the institution's failure.
       ``(5) Information to state agencies.--Any institution that 
     reports under paragraph (1)(C) that an agency or 
     instrumentality of State government or other entity 
     participates in the determinations of tuition and fee 
     increases shall, prior to submitting any information to the 
     Secretary under this subsection, submit such information to, 
     and request the comments and input of, such agency, 
     instrumentality, or entity. With respect to any such 
     institution, the Secretary shall provide a copy of any 
     communication by the Secretary with that institution to such 
     agency, instrumentality, or entity.
       ``(6) Exemptions.--
       ``(A) Relative price exemption.--The Secretary shall, for 
     any 3-year interval for which college affordability indexes 
     are computed under paragraph (1), determine and publish the 
     dollar amount that, for each class of institution described 
     in paragraph (7) represents the maximum tuition and fees 
     charged for a full-time undergraduate student in the least 
     costly quartile of institutions within each such class during 
     the last year of such 3-year interval. An institution that 
     has a college affordability index computed under paragraph 
     (1) that exceeds 2.0 for any such 3-year interval, but that, 
     on average during such 3-year interval, charges less than 
     such maximum tuition and fees shall not be subject to the 
     actions required by subparagraph (B) or (C) of paragraph (1), 
     or any action under paragraph (4), unless such institution, 
     for a subsequent 3-year interval, charges more than such 
     maximum tuition and fees.
       ``(B) Dollar increase exemption.--An institution that has a 
     college affordability index computed under paragraph (1) that 
     exceeds 2.0 for any 3-year interval, but that exceeds such 
     2.0 by a dollar amount that is less

[[Page H1227]]

     than $500, shall not be subject to the actions required by 
     subparagraph (B) or (C) of paragraph (1), or any action under 
     paragraph (4), unless such institution has a college 
     affordability index for a subsequent 3-year interval that 
     exceeds 2.0 by more than such dollar amount.
       ``(7) Classes of institutions.--For purposes of this 
     subsection, the classes of institutions shall be those 
     sectors used by the Integrated Postsecondary Education Data 
     System, based on whether the institution is public, nonprofit 
     private, or for-profit private, and whether the institution 
     has a 4-year, 2-year, or less than 2-year program of 
     instruction.
       ``(g) Fines.--In addition to actions authorized in section 
     487(c), the Secretary may impose a fine in an amount not to 
     exceed $25,000 on an institution of higher education for 
     failing to provide the information described in this section 
     in a timely and accurate manner, or for failing to otherwise 
     cooperate with the National Center for Education Statistics 
     regarding efforts to obtain data on the cost and price of 
     higher education under this section and pursuant to the 
     program participation agreement entered into under section 
     487.
       ``(h) GAO Study and Report.--
       ``(1) GAO study.--The Comptroller General shall conduct a 
     study of the policies and procedures implemented by 
     institutions in increasing the affordability of postsecondary 
     education. Such study shall include information with respect 
     to--
       ``(A) a list of those institutions that--
       ``(i) have reduced their college affordability indexes; or
       ``(ii) are, as determined under subsection (f)(6)(A), 
     within the least costly quartile of institutions within each 
     class described in subsection (f)(7);
       ``(B) policies implemented to stem the increase in tuition 
     and fees and institutional costs;
       ``(C) the extent to which room and board costs and prices 
     changed;
       ``(D) the extent to which other services were altered to 
     affect tuition and fees;
       ``(E) the extent to which the institution's policies 
     affected student body demographics and time to completion;
       ``(F) what, if any, operational factors played a role in 
     reducing tuition and fees;
       ``(G) the extent to which academic quality was affected, 
     and how;
       ``(H) the extent to which policies and practices reducing 
     costs and prices may be replicated from one institution to 
     another; and
       ``(I) other information as necessary to determine best 
     practices in increasing the affordability of postsecondary 
     education.
       ``(2) Interim and final reports.--The Comptroller General 
     shall submit an interim and a final report regarding the 
     findings of the study required by paragraph (1) to the 
     appropriate authorizing committees of Congress. The interim 
     report shall be submitted not later than July 31, 2011, and 
     the final report shall be submitted not later than July 31, 
     2013.
       ``(i) Student Aid Recipient Survey.--
       ``(1) Survey required.--The Secretary shall conduct a 
     survey of student aid recipients under title IV on a regular 
     cycle and State-by-State basis, but not less than once every 
     4 years--
       ``(A) to identify the population of students receiving 
     Federal student aid;
       ``(B) to describe the income distribution and other 
     socioeconomic characteristics of federally aided students;
       ``(C) to describe the combinations of aid from State, 
     Federal, and private sources received by students from all 
     income groups;
       ``(D) to describe the debt burden of educational loan 
     recipients and their capacity to repay their education debts, 
     and the impact of such debt burden on career choices;
       ``(E) to describe the role played by the price of 
     postsecondary education in the determination by students of 
     what institution to attend; and
       ``(F) to describe how the increased costs of textbooks and 
     other instructional materials affects the costs of 
     postsecondary education to students.
       ``(2) Survey design.--The survey shall be representative of 
     full-time and part-time, undergraduate, graduate, and 
     professional and current and former students in all types of 
     institutions, and designed and administered in consultation 
     with the Congress and the postsecondary education community.
       ``(3) Dissemination.--The Secretary shall disseminate the 
     information resulting from the survey in both printed and 
     electronic form.
       ``(j) Regulations.--The Secretary is authorized to issue 
     such regulations as may be necessary to carry out the 
     provisions of this section.''.

     SEC. 109. DATABASES OF STUDENT INFORMATION.

       Part C of title I is further amended by adding at the end 
     the following new section:

     ``SEC. 132. DATABASES OF STUDENT INFORMATION PROHIBITED.

       ``(a) Prohibition.--Except as described in (b), nothing in 
     this Act shall be construed to authorize the design, 
     development, creation, implementation, or maintenance of a 
     nationwide database of personally identifiable information on 
     individuals receiving assistance, attending institutions 
     receiving assistance, or otherwise involved in any studies or 
     other collections of data under this Act, including a student 
     unit record system, an education bar code system, or any 
     other system that tracks individual students over time.
       ``(b) Exception.--The provisions of subsection (a) shall 
     not affect the loan obligation enforcement activities 
     described in section 485B of this Act.''.

     SEC. 110. PERFORMANCE-BASED ORGANIZATION.

       Section 141 (20 U.S.C. 1018) is amended--
       (1) in subsection (a)(2)(B)--
       (A) by inserting ``unit'' after ``to reduce the''; and
       (B) by inserting ``and, to the extent practicable, the 
     total costs of administering those programs'' after ``those 
     programs'';
       (2) in subsection (c)--
       (A) in paragraph (1)(A), by striking ``Each year'' and 
     inserting ``Each fiscal year'';
       (B) in paragraph (1)(B), by inserting ``secondary markets, 
     guaranty agencies,'' after ``lenders,''; and
       (C) in paragraph (2)(B), by striking ``Chief Financial 
     Officer Act of 1990 and'' and inserting ``Chief Financial 
     Officers Act of 1990,'' and by inserting before the period at 
     the end the following: ``, and other relevant statutes''; and
       (3) in subsection (f)(3)(A), by striking ``paragraph 
     (1)(A)'' and inserting ``paragraph (1)''.

                     TITLE II--TEACHER PREPARATION

     SEC. 201. TEACHER QUALITY ENHANCEMENT GRANTS.

       Part A of title II (20 U.S.C. 1021 et seq.) is amended to 
     read as follows:

      ``PART A--TEACHER QUALITY ENHANCEMENT GRANTS FOR STATES AND 
                              PARTNERSHIPS

     ``SEC. 201. PURPOSES; DEFINITIONS.

       ``(a) Purposes.--The purposes of this part are to--
       ``(1) improve student academic achievement;
       ``(2) improve the quality of the current and future 
     teaching force by improving the preparation of prospective 
     teachers and enhancing professional development activities;
       ``(3) hold institutions of higher education accountable for 
     preparing highly qualified teachers; and
       ``(4) recruit qualified individuals, including minorities 
     and individuals from other occupations, into the teaching 
     force.
       ``(b) Definitions.--In this part:
       ``(1) Arts and sciences.--The term `arts and sciences' 
     means--
       ``(A) when referring to an organizational unit of an 
     institution of higher education, any academic unit that 
     offers one or more academic majors in disciplines or content 
     areas corresponding to the academic subject matter areas in 
     which teachers provide instruction; and
       ``(B) when referring to a specific academic subject matter 
     area, the disciplines or content areas in which academic 
     majors are offered by the arts and science organizational 
     unit.
       ``(2) Exemplary teacher.--The term `exemplary teacher' has 
     the meaning given such term in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801).
       ``(3) Highly qualified.--The term `highly qualified' when 
     used with respect to an individual means that the individual 
     is highly qualified as determined under section 9101 of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     7801) or section 602 of the Individuals with Disabilities 
     Education Act (20 U.S.C. 1401).
       ``(4) High-need local educational agency.--The term `high-
     need local educational agency' means a local educational 
     agency--
       ``(A)(i)(I) that serves not fewer than 10,000 children from 
     families with incomes below the poverty line; or
       ``(II) for which not less than 25 percent of the children 
     served by the agency are from families with incomes below the 
     poverty line;
       ``(ii) that is among those serving the highest number or 
     percentage of children from families with incomes below the 
     poverty line in the State, but this clause applies only in a 
     State that has no local educational agency meeting the 
     requirements of clause (i); or
       ``(iii) with a total of less than 600 students in average 
     daily attendance at the schools that are served by the agency 
     and all of whose schools are designated with a school locale 
     code of 7, as determined by the Secretary; and
       ``(B)(i) for which there is a high percentage of teachers 
     not teaching in the academic subjects or grade levels that 
     the teachers were trained to teach; or
       ``(ii) for which there is a high percentage of teachers 
     with emergency, provisional, or temporary certification or 
     licensing.
       ``(5) Poverty line.--The term `poverty line' means the 
     poverty line (as defined by the Office of Management and 
     Budget, and revised annually in accordance with section 
     673(2) of the Community Services Block Grant Act (42 U.S.C. 
     9902(2))) applicable to a family of the size involved.
       ``(6) Professional development.--The term `professional 
     development' has the meaning given such term in section 9101 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 7801).
       ``(7) Scientifically based reading research.--The term 
     `scientifically based reading research' has the meaning given 
     such term in section 1208 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6368).
       ``(8) Scientifically based research.--The term 
     `scientifically based research' has the meaning given such 
     term in section 9101 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7801).

[[Page H1228]]

       ``(9) Teaching skills.--The term `teaching skills' means 
     skills that--
       ``(A) are based on scientifically based research;
       ``(B) enable teachers to effectively convey and explain 
     subject matter content;
       ``(C) lead to increased student academic achievement; and
       ``(D) use strategies that--
       ``(i) are specific to subject matter;
       ``(ii) include ongoing assessment of student learning;
       ``(iii) focus on identification and tailoring of academic 
     instruction to students's specific learning needs; and
       ``(iv) focus on classroom management.

     ``SEC. 202. STATE GRANTS.

       ``(a) In General.--From amounts made available under 
     section 210(1) for a fiscal year, the Secretary is authorized 
     to award grants under this section, on a competitive basis, 
     to eligible States to enable the eligible States to carry out 
     the activities described in subsection (d).
       ``(b) Eligible State.--
       ``(1) Definition.--In this part, the term `eligible State' 
     means--
       ``(A) the Governor of a State; or
       ``(B) in the case of a State for which the constitution or 
     law of such State designates another individual, entity, or 
     agency in the State to be responsible for teacher 
     certification and preparation activity, such individual, 
     entity, or agency.
       ``(2) Consultation.--The Governor or the individual, 
     entity, or agency designated under paragraph (1)(B) shall 
     consult with the Governor, State board of education, State 
     educational agency, State agency for higher education, or 
     State agency responsible for early childhood education and 
     programs, as appropriate, with respect to the activities 
     assisted under this section.
       ``(3) Construction.--Nothing in this subsection shall be 
     construed to negate or supersede the legal authority under 
     State law of any State agency, State entity, or State public 
     official over programs that are under the jurisdiction of the 
     agency, entity, or official.
       ``(c) Application.--To be eligible to receive a grant under 
     this section, an eligible State shall submit an application 
     to the Secretary that--
       ``(1) meets the requirement of this section;
       ``(2) demonstrates that the State is in full compliance 
     with sections 207 and 208;
       ``(3) includes a description of how the eligible State 
     intends to use funds provided under this section;
       ``(4) includes measurable objectives for the use of the 
     funds provided under the grant;
       ``(5) demonstrates the State has submitted and is actively 
     implementing a plan that meets the requirements of sections 
     1111(h)(1)(C)(viii) and 1119 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(viii) and 
     6319); and
       ``(6) contains such other information and assurances as the 
     Secretary may require.
       ``(d) Uses of Funds.--An eligible State that receives a 
     grant under this section shall use the grant funds to reform 
     teacher preparation requirements, to coordinate with State 
     activities under section 2113(c) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6613(c)), and to 
     ensure that current and future teachers are highly qualified, 
     by carrying out one or more of the following activities:
       ``(1) Reforms.--Ensuring that all teacher preparation 
     programs in the State are preparing teachers who are highly 
     qualified, are able to understand scientifically based 
     research and its applicability, and are able to use advanced 
     technology effectively in the classroom, including use for 
     instructional techniques to improve student academic 
     achievement, by assisting such programs--
       ``(A) to retrain faculty; and
       ``(B) to design (or redesign) teacher preparation programs 
     so they--
       ``(i) are based on rigorous academic content, 
     scientifically based research (including scientifically based 
     reading research), and challenging State student academic 
     content standards; and
       ``(ii) promote strong teaching skills.
       ``(2) Certification or licensure requirements.--Reforming 
     teacher certification (including recertification) or 
     licensing requirements to ensure that--
       ``(A) teachers have the subject matter knowledge and 
     teaching skills in the academic subjects that the teachers 
     teach that are necessary to help students meet challenging 
     State student academic achievement standards; and
       ``(B) such requirements are aligned with challenging State 
     academic content standards.
       ``(3) Alternatives to traditional teacher preparation and 
     state certification.--Providing prospective teachers with 
     alternative routes to State certification and traditional 
     preparation to become highly qualified teachers through--
       ``(A) innovative approaches that reduce unnecessary 
     barriers to State certification while producing highly 
     qualified teachers, which may include articulation agreements 
     between institutions of higher education;
       ``(B) programs that provide support to teachers during 
     their initial years in the profession; and
       ``(C) alternative routes to State certification of teachers 
     for qualified individuals, including mid-career professionals 
     from other occupations, former military personnel, and recent 
     college graduates with records of academic distinction.
       ``(4) Innovative programs.--Planning and implementing 
     innovative programs to enhance the ability of institutions of 
     higher education to prepare highly qualified teachers, such 
     as charter colleges of education or university and local 
     educational agency partnership schools, that--
       ``(A) permit flexibility in meeting State requirements as 
     long as graduates, during their initial years in the 
     profession, increase student academic achievement;
       ``(B) provide long-term data gathered from teachers' 
     performance over multiple years in the classroom on the 
     ability to increase student academic achievement;
       ``(C) ensure high-quality preparation of teachers from 
     underrepresented groups; and
       ``(D) create performance measures that can be used to 
     document the effectiveness of innovative methods for 
     preparing highly qualified teachers.
       ``(5) Merit pay.--Developing, or assisting local 
     educational agencies in developing--
       ``(A) merit-based performance systems that reward teachers 
     who increase student academic achievement; and
       ``(B) strategies that provide differential and bonus pay in 
     high-need local educational agencies to retain--
       ``(i) principals;
       ``(ii) highly qualified teachers who teach in high-need 
     academic subjects, such as reading, mathematics, and science;
       ``(iii) highly qualified teachers who teach in schools 
     identified for school improvement under section 1116(b) of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6316(b));
       ``(iv) special education teachers;
       ``(v) teachers specializing in teaching limited English 
     proficient children; and
       ``(vi) highly qualified teachers in urban and rural schools 
     or districts.
       ``(6) Teacher advancement.--Developing, or assisting local 
     educational agencies in developing, teacher advancement and 
     retention initiatives that promote professional growth and 
     emphasize multiple career paths (such as paths to becoming a 
     highly qualified mentor teacher or exemplary teacher) and pay 
     differentiation.
       ``(7) Teacher removal.--Developing and implementing 
     effective mechanisms to ensure that local educational 
     agencies and schools are able to remove expeditiously 
     incompetent or unqualified teachers consistent with 
     procedures to ensure due process for the teachers.
       ``(8) Technical assistance.--Providing technical assistance 
     to low-performing teacher preparation programs within 
     institutions of higher education identified under section 
     208(a).
       ``(9) Teacher effectiveness.--Developing--
       ``(A) systems to measure the effectiveness of teacher 
     preparation programs and professional development programs; 
     and
       ``(B) strategies to document gains in student academic 
     achievement or increases in teacher mastery of the academic 
     subjects the teachers teach as a result of such programs.
       ``(10) Teacher recruitment and retention.--Undertaking 
     activities that--
       ``(A) develop and implement effective mechanisms to ensure 
     that local educational agencies and schools are able 
     effectively to recruit and retain highly qualified teachers; 
     or
       ``(B) are described in section 204(d).
       ``(11) Early childhood educator.--Developing strategies--
       ``(A) to improve the qualifications of preschool teachers, 
     which may include State certification for such teachers;
       ``(B) to improve and expand preschool teacher preparation 
     programs; and
       ``(C) to reduce unnecessary burdens to the attainment of a 
     bachelor's degree in early childhood education and increase 
     the number of bilingual early childhood educators, which may 
     include developing articulation agreements between 
     institutions of higher education.
       ``(12) Gifted and talented students.--Incorporating the 
     learning needs of gifted and talented students into the 
     activities described in paragraph (1), (2), or (3) in order 
     to ensure that new teachers possess the basic knowledge and 
     skills necessary to meet the educational needs of gifted and 
     talented students.
       ``(13) New-teacher mentoring on the needs of gifted and 
     talented students.-- Establishing or expanding new-teacher 
     mentoring and assessment programs (including induction and 
     evaluation programs) that are a part of a licensure process 
     which is designed to demonstrate that new teachers possess 
     basic knowledge of the classroom indicators of giftedness, 
     are able to identify student learning differences among 
     gifted students, and are able to provide instruction to 
     accommodate such differences.
       ``(14) Special education, math, and science faculty.--
     Supporting the development of new special education, math, 
     and science faculty positions in institutions of higher 
     education dedicated to the preparation of highly qualified 
     special education, math, and science teachers (as defined by 
     section 9101 of the Elementary and Secondary Education Act or 
     section 602 of the Individuals with Disabilities Education 
     Act), with matching funds from institutions of higher 
     education and a commitment to continue new faculty positions 
     when Federal funding ends.
       ``(15) Subject area evaluation.--Assessing the performance 
     of teacher preparation

[[Page H1229]]

     programs within institutions of higher education in the State 
     using an assessment which provides comparisons across such 
     schools in the State based upon indicators including teacher 
     candidate knowledge in subject areas in which such candidate 
     has been prepared to teach. Such information shall be made 
     publicly available and widely disseminated.
       ``(e) Evaluation.--
       ``(1) Evaluation system.--An eligible State that receives a 
     grant under this section shall develop and utilize a system 
     to evaluate annually the effectiveness of teacher preparation 
     programs and professional development activities within the 
     State in producing gains in--
       ``(A) the teacher's annual contribution to improving 
     student academic achievement, 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)); and
       ``(B) teacher mastery of the academic subjects they teach, 
     as measured by pre- and post-participation tests of teacher 
     knowledge, as appropriate.
       ``(2) Use of evaluation system.--Such evaluation system 
     shall be used by the State to evaluate--
       ``(A) activities carried out using funds provided under 
     this section; and
       ``(B) the quality of its teacher education programs.
       ``(3) Public reporting.--The State shall make the 
     information described in paragraph (1) widely available 
     through public means, such as posting on the Internet, 
     distribution to the media, and distribution through public 
     agencies.

     ``SEC. 203. PARTNERSHIP GRANTS.

       ``(a) Grants.--From amounts made available under section 
     210(2) for a fiscal year, the Secretary is authorized to 
     award grants under this section, on a competitive basis, to 
     eligible partnerships to enable the eligible partnerships to 
     carry out the activities described in subsections (d) and 
     (e).
       ``(b) Definitions.--
       ``(1) Eligible partnerships.--In this part, the term 
     `eligible partnership' means an entity that--
       ``(A) shall include--
       ``(i) a partner institution;
       ``(ii) a school of arts and sciences;
       ``(iii) a high-need local educational agency; and
       ``(iv) a public or private educational organization; and
       ``(B) may include a Governor, State educational agency, the 
     State board of education, the State agency for higher 
     education, an institution of higher education not described 
     in subparagraph (A), a public charter school, a public or 
     private elementary school or secondary school, a public or 
     private educational organization, a business, a science-, 
     mathematics-, or technology-oriented entity, a faith-based or 
     community organization, a prekindergarten program, a teacher 
     organization, an education service agency, a consortia of 
     local educational agencies, or a nonprofit telecommunications 
     entity.
       ``(2) Partner institution.--In this section, the term 
     `partner institution' means an institution of higher 
     education, the teacher training program of which demonstrates 
     that--
       ``(A) graduates from the teacher training program exhibit 
     strong performance on State-determined qualifying assessments 
     for new teachers through--
       ``(i) demonstrating that the graduates of the program who 
     intend to enter the field of teaching have passed all of the 
     applicable State qualification assessments for new teachers, 
     which shall include an assessment of each prospective 
     teacher's subject matter knowledge in the content area or 
     areas in which the teacher intends to teach; or
       ``(ii) being ranked among the highest-performing teacher 
     preparation programs in the State as determined by the 
     State--

       ``(I) using criteria consistent with the requirements for 
     the State report card under section 207(a); and
       ``(II) using the State report card on teacher preparation 
     required under section 207(a); or

       ``(B) the teacher training program requires all the 
     students of the program to participate in intensive clinical 
     experience, to meet high academic standards, and--
       ``(i) in the case of secondary school candidates, to 
     successfully complete an academic major in the subject area 
     in which the candidate intends to teach or to demonstrate 
     competence through a high level of performance in relevant 
     content areas; and
       ``(ii) in the case of elementary school candidates, to 
     successfully complete an academic major in the arts and 
     sciences or to demonstrate competence through a high level of 
     performance in core academic subject areas.
       ``(c) Application.--Each eligible partnership 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 require. Each such 
     application shall--
       ``(1) contain a needs assessment of all the partners with 
     respect to teaching and learning and a description of how the 
     partnership will coordinate with other teacher training or 
     professional development programs, and how the activities of 
     the partnership will be consistent with State, local, and 
     other education reform activities that promote student 
     academic achievement;
       ``(2) contain a resource assessment that describes the 
     resources available to the partnership, the intended use of 
     the grant funds, including a description of how the grant 
     funds will be used in accordance with subsection (f), and the 
     commitment of the resources of the partnership to the 
     activities assisted under this part, including financial 
     support, faculty participation, time commitments, and 
     continuation of the activities when the grant ends;
       ``(3) contain a description of--
       ``(A) how the partnership will meet the purposes of this 
     part;
       ``(B) how the partnership will carry out the activities 
     required under subsection (d) and any permissible activities 
     under subsection (e);
       ``(C) the partnership's evaluation plan pursuant to section 
     206(b);
       ``(D) how faculty of the teacher preparation program at the 
     partner institution will serve, over the term of the grant, 
     with highly qualified teachers in the classrooms of the high-
     need local educational agency included in the partnership;
       ``(E) how the partnership will ensure that teachers, 
     principals, and superintendents in private elementary and 
     secondary schools located in the geographic areas served by 
     an eligible partnership under this section will participate 
     equitably in accordance with section 9501 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7881);
       ``(F) how the partnership will design and implement a 
     clinical program component that includes close supervision of 
     student teachers by faculty of the teacher preparation 
     program at the partner institution and mentor teachers;
       ``(G) how the partnership will design and implement an 
     induction program to support all new teachers through the 
     first 3 years of teaching that includes mentors who are 
     trained and compensated by the partnership for their work 
     with new teachers; and
       ``(H) how the partnership will collect, analyze, and use 
     data on the retention of all teachers in schools located in 
     the geographic areas served by the partnership to evaluate 
     the effectiveness of its teacher support system; and
       ``(4) contain a certification from the high-need local 
     educational agency included in the partnership that it has 
     reviewed the application and determined that the grant 
     proposed will comply with subsection (f).
       ``(d) Required Uses of Funds.--An eligible partnership that 
     receives a grant under this section shall use the grant funds 
     to reform teacher preparation requirements, to coordinate 
     with State activities under section 2113(c) of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6613(c)), and 
     to ensure that current and future teachers are highly 
     qualified, by carrying out one or more of the following 
     activities:
       ``(1) Reforms.--Implementing reforms within teacher 
     preparation programs to ensure that such programs are 
     preparing teachers who are highly qualified, are able to 
     understand scientifically based research and its 
     applicability, and are able to use advanced technology 
     effectively in the classroom, including use for instructional 
     techniques to improve student academic achievement, by--
       ``(A) retraining faculty; and
       ``(B) designing (or redesigning) teacher preparation 
     programs so they--
       ``(i) are based on rigorous academic content, 
     scientifically based research (including scientifically based 
     reading research), and challenging State student academic 
     content standards; and
       ``(ii) promote strong teaching skills.
       ``(2) Clinical experience and interaction.--Providing 
     sustained and high-quality preservice and in-service clinical 
     experience, including the mentoring of prospective teachers 
     by exemplary teachers, substantially increasing interaction 
     between faculty at institutions of higher education and new 
     and experienced teachers, principals, and other 
     administrators at elementary schools or secondary schools, 
     and providing support for teachers, including preparation 
     time and release time, for such interaction.
       ``(3) Professional development.--Creating opportunities for 
     enhanced and ongoing professional development that improves 
     the academic content knowledge of teachers in the subject 
     areas in which the teachers are certified to teach or in 
     which the teachers are working toward certification to teach, 
     and that promotes strong teaching skills.
       ``(4) Teacher preparation.--Developing, or assisting local 
     educational agencies in developing, professional development 
     activities that--
       ``(A) provide training in how to teach and address the 
     needs of students with different learning styles, 
     particularly students with disabilities, limited English 
     proficient students, gifted and talented students, and 
     students with special learning needs; and
       ``(B) provide training in methods of--
       ``(i) improving student behavior in the classroom; and
       ``(ii) identifying early and appropriate interventions to 
     help students described in subparagraph (A) learn.
       ``(e) Allowable Uses of Funds.--An eligible partnership 
     that receives a grant under this section may use such funds 
     to carry out the following activities:
       ``(1) Alternatives to traditional teacher preparation and 
     state certification.--Providing prospective teachers with 
     alternative routes to State certification and traditional 
     preparation to become highly qualified teachers through--

[[Page H1230]]

       ``(A) innovative approaches that reduce unnecessary 
     barriers to teacher preparation producing highly qualified 
     teachers, which may include articulation agreements between 
     institutions of higher education;
       ``(B) programs that provide support during a teacher's 
     initial years in the profession; and
       ``(C) alternative routes to State certification of teachers 
     for qualified individuals, including mid-career professionals 
     from other occupations, former military personnel, and recent 
     college graduates with records of academic distinction.
       ``(2) Dissemination and coordination.--Broadly 
     disseminating information on effective practices used by the 
     partnership, and coordinating with the activities of the 
     Governor, State board of education, State higher education 
     agency, and State educational agency, as appropriate.
       ``(3) Managerial and leadership skills.--Developing and 
     implementing professional development programs for principals 
     and superintendents that enable them to be effective school 
     leaders and prepare all students to meet challenging State 
     academic content and student academic achievement standards.
       ``(4) Teacher recruitment.--Activities--
       ``(A) to encourage students to become highly qualified 
     teachers, such as extracurricular enrichment activities; and
       ``(B) activities described in section 204(d).
       ``(5) Clinical experience in science, mathematics, and 
     technology.--Creating opportunities for clinical experience 
     and training, by participation in the business, research, and 
     work environments with professionals, in areas relating to 
     science, mathematics, and technology for teachers and 
     prospective teachers, including opportunities for use of 
     laboratory equipment, in order for the teacher to return to 
     the classroom for at least 2 years and provide instruction 
     that will raise student academic achievement.
       ``(6) Coordination with community colleges.--Coordinating 
     with community colleges to implement teacher preparation 
     programs, including through distance learning or articulation 
     agreements, for the purposes of allowing prospective 
     teachers--
       ``(A) to attain a bachelor's degree and State certification 
     or licensure; and
       ``(B) to become highly qualified teachers.
       ``(7) Teacher mentoring.--Establishing or implementing a 
     teacher mentoring program that--
       ``(A) includes minimum qualifications for mentors;
       ``(B) provides training and stipends for mentors;
       ``(C) provides mentoring programs for teachers in their 
     first 3 years of teaching;
       ``(D) provides regular and ongoing opportunities for 
     mentors and mentees to observe each other's teaching methods 
     in classroom settings during the school day;
       ``(E) establishes an evaluation and accountability plan for 
     activities conducted under this paragraph that includes 
     rigorous objectives to measure the impact of such activities; 
     and
       ``(F) provides for a report to the Secretary on an annual 
     basis regarding the partnership's progress in meeting the 
     objectives described in subparagraph (E).
       ``(8) Computer software for multilingual education.--
     Training teachers to use computer software for multilingual 
     education to address the needs of limited English proficient 
     students.
       ``(9) Gifted and talented students.--Increasing the 
     knowledge and skills of preservice teachers participating in 
     activities under subsection (d) in the educational and 
     related needs of gifted and talented students by, among other 
     strategies, infusing teacher coursework with units on the 
     characteristics of high-ability learners, using assessments 
     to identify preexisting knowledge and skills among students, 
     and developing teaching strategies that are driven by the 
     learner's progress.
       ``(10) Reducing the shortage of highly qualified special 
     education, math, and science teachers.--Increasing the number 
     of highly qualified special education, math, and science 
     teachers (as defined by section 9101 of the Elementary and 
     Secondary Education Act or section 602 of the Individuals 
     with Disabilities Education Act) through such activities as 
     recruitment, scholarships for tuition, and new teacher 
     mentoring.
       ``(f) Special Rule.--At least 50 percent of the funds made 
     available to an eligible partnership under this section shall 
     be used directly to benefit the high-need local educational 
     agency included in the partnership. Any entity described in 
     subsection (b)(1)(A) may be the fiscal agent under this 
     section.
       ``(g) Construction.--Nothing in this section shall be 
     construed to prohibit an eligible partnership from using 
     grant funds to coordinate with the activities of more than 
     one Governor, State board of education, State educational 
     agency, local educational agency, or State agency for higher 
     education.
       ``(h) Supplement, not Supplant.--Funds made available under 
     this section shall be used to supplement, and not supplant, 
     other Federal, State, and local funds that would otherwise be 
     expended to carry out the purposes of this section.

     ``SEC. 204. TEACHER RECRUITMENT GRANTS.

       ``(a) Program Authorized.--From amounts made available 
     under section 210(3) for a fiscal year, the Secretary is 
     authorized to award grants, on a competitive basis, to 
     eligible applicants to enable the eligible applicants to 
     carry out activities described in subsection (d).
       ``(b) Eligible Applicant Defined.--In this part, the term 
     `eligible applicant' means--
       ``(1) an eligible State described in section 202(b); or
       ``(2) an eligible partnership described in section 203(b).
       ``(c) Application.--Any eligible applicant desiring to 
     receive a grant under this section shall submit an 
     application to the Secretary at such time, in such form, and 
     containing such information as the Secretary may require, 
     including--
       ``(1) a description of the assessment that the eligible 
     applicant, and the other entities with whom the eligible 
     applicant will carry out the grant activities, have 
     undertaken to determine the most critical needs of the 
     participating high-need local educational agencies;
       ``(2) a description of the activities the eligible 
     applicant will carry out with the grant, including the extent 
     to which the applicant will use funds to recruit minority 
     students to become highly qualified teachers; and
       ``(3) a description of the eligible applicant's plan for 
     continuing the activities carried out with the grant, once 
     Federal funding ceases.
       ``(d) Uses of Funds.--Each eligible applicant receiving a 
     grant under this section shall use the grant funds--
       ``(1)(A) to award scholarships to help students, such as 
     individuals who have been accepted for their first year, or 
     who are enrolled in their first or second year, of a program 
     of undergraduate education at an institution of higher 
     education, pay the costs of tuition, room, board, and other 
     expenses of completing a teacher preparation program;
       ``(B) to provide support services, if needed to enable 
     scholarship recipients--
       ``(i) to complete postsecondary education programs; or
       ``(ii) to transition from a career outside of the field of 
     education into a teaching career; and
       ``(C) for followup services provided to former scholarship 
     recipients during the recipients first 3 years of teaching; 
     or
       ``(2) to develop and implement effective mechanisms to 
     ensure that high-need local educational agencies and schools 
     are able effectively to recruit highly qualified teachers.
       ``(e) Additional Discretionary Uses of Funds.--In addition 
     to the uses described in subsection (d), each eligible 
     applicant receiving a grant under this section may use the 
     grant funds--
       ``(1) to develop and implement effective mechanisms to 
     recruit into the teaching profession employees from--
       ``(A) high-demand industries, including technology 
     industries; and
       ``(B) the fields of science, mathematics, and engineering;
       ``(2) to conduct outreach and coordinate with inner city 
     and rural secondary schools to encourage students to pursue 
     teaching as a career;
       ``(3) to develop and implement dual degree programs that 
     enable students at institutions of higher education to earn 
     two undergraduate degrees concurrently, one of such degrees 
     being in education and the other in the subject matter of the 
     student's choosing; and
       ``(4) to recruit high achieving students, bilingual 
     students, and other qualified candidates into early childhood 
     education programs.
       ``(f) Service Requirements.--
       ``(1) In general.--The Secretary shall establish such 
     requirements as the Secretary determines necessary to ensure 
     that recipients of scholarships under this section who 
     complete teacher education programs--
       ``(A) subsequently teach in a high-need local educational 
     agency for a period of time equivalent to--
       ``(i) one year; increased by
       ``(ii) the period for which the recipient received 
     scholarship assistance; or
       ``(B) repay the amount of the scholarship.
       ``(2) Use of repayments.--The Secretary shall use any such 
     repayments to carry out additional activities under this 
     section.
       ``(g) Priority.--The Secretary shall give priority under 
     this section to eligible applicants who provide an assurance 
     that they will recruit a high percentage of minority students 
     to become highly qualified teachers.

     ``SEC. 205. ADMINISTRATIVE PROVISIONS.

       ``(a) Duration; One-Time Awards; Payments.--
       ``(1) Duration.--
       ``(A) Eligible states and eligible applicants.--Grants 
     awarded to eligible States and eligible applicants under this 
     part shall be awarded for a period not to exceed 3 years.
       ``(B) Eligible partnerships.--Grants awarded to eligible 
     partnerships under this part shall be awarded for a period of 
     5 years.
       ``(2) One-time award.--An eligible partnership may receive 
     a grant under each of sections 203 and 204, as amended by the 
     College Access and Opportunity Act of 2006, only once.
       ``(3) Payments.--The Secretary shall make annual payments 
     of grant funds awarded under this part.
       ``(b) Peer Review.--
       ``(1) Panel.--The Secretary shall provide the applications 
     submitted under this part to a peer review panel for 
     evaluation. With respect to each application, the peer review 
     panel shall initially recommend the application for funding 
     or for disapproval.
       ``(2) Priority.--In recommending applications to the 
     Secretary for funding under this part, the panel shall--
       ``(A) with respect to grants under section 202, give 
     priority to eligible States that--

[[Page H1231]]

       ``(i) have initiatives to reform State teacher 
     certification requirements that are based on rigorous 
     academic content, scientifically based research, including 
     scientifically based reading research, and challenging State 
     student academic content standards;
       ``(ii) have innovative reforms to hold institutions of 
     higher education with teacher preparation programs 
     accountable for preparing teachers who are highly qualified 
     and have strong teaching skills; or
       ``(iii) have innovative efforts aimed at reducing the 
     shortage of highly qualified teachers in high poverty urban 
     and rural areas; and
       ``(B) with respect to grants under section 203--
       ``(i) give priority to applications from broad-based 
     eligible partnerships that involve businesses and community 
     organizations; and
       ``(ii) take into consideration--

       ``(I) providing an equitable geographic distribution of the 
     grants throughout the United States; and
       ``(II) the potential of the proposed activities for 
     creating improvement and positive change.

       ``(3) Secretarial selection.--The Secretary shall 
     determine, based on the peer review process, which 
     application shall receive funding and the amounts of the 
     grants. In determining grant amounts, the Secretary shall 
     take into account the total amount of funds available for all 
     grants under this part and the types of activities proposed 
     to be carried out.
       ``(c) Matching Requirements.--
       ``(1) State grants.--Each eligible State receiving a grant 
     under section 202 or 204 shall provide, from non-Federal 
     sources, an amount equal to 50 percent of the amount of the 
     grant (in cash or in kind) to carry out the activities 
     supported by the grant.
       ``(2) Partnership grants.--Each eligible partnership 
     receiving a grant under section 203 or 204 shall provide, 
     from non-Federal sources (in cash or in kind), an amount 
     equal to 25 percent of the grant for the first year of the 
     grant, 35 percent of the grant for the second year of the 
     grant, and 50 percent of the grant for each succeeding year 
     of the grant.
       ``(d) Limitation on Administrative Expenses.--An eligible 
     State or eligible partnership that receives a grant under 
     this part may not use more than 2 percent of the grant funds 
     for purposes of administering the grant.

     ``SEC. 206. ACCOUNTABILITY AND EVALUATION.

       ``(a) State Grant Accountability Report.--An eligible State 
     that receives a grant under section 202 shall submit an 
     annual accountability report to the Secretary and the 
     authorizing committees. Such report shall include a 
     description of the degree to which the eligible State, in 
     using funds provided under such section, has made substantial 
     progress in meeting the following goals:
       ``(1) Percentage of highly qualified teachers.--Increasing 
     the percentage of highly qualified teachers in the State as 
     required by section 1119 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6319) and section 602 of the 
     Individuals with Disabilities Act (20 U.S.C. 1401).
       ``(2) Student academic achievement.--Increasing student 
     academic achievement for all students, which may be measured 
     through the use of value-added assessments, as defined by the 
     eligible State.
       ``(3) Raising standards.--Raising the State academic 
     standards required to enter the teaching profession as a 
     highly qualified teacher.
       ``(4) Initial certification or licensure.--Increasing 
     success in the pass rate for initial State teacher 
     certification or licensure, or increasing the numbers of 
     qualified individuals being certified or licensed as teachers 
     through alternative routes to certification and licensure.
       ``(5) Decreasing teacher shortages.--Decreasing shortages 
     of highly qualified teachers in poor urban and rural areas.
       ``(6) Increasing opportunities for research-based 
     professional development.--Increasing opportunities for 
     enhanced and ongoing professional development that--
       ``(A) improves the academic content knowledge of teachers 
     in the subject areas in which the teachers are certified or 
     licensed to teach or in which the teachers are working toward 
     certification or licensure to teach; and
       ``(B) promotes strong teaching skills.
       ``(7) Technology integration.--Increasing the number of 
     teachers prepared effectively to integrate technology into 
     curricula and instruction and who use technology to collect, 
     manage, and analyze data to improve teaching, learning, 
     decisionmaking, and parental involvement for the purpose of 
     increasing student academic achievement.
       ``(b) Eligible Partnership Evaluation.--Each eligible 
     partnership applying for a grant under section 203 shall 
     establish, and include in the application submitted under 
     section 203(c), an evaluation plan that includes strong 
     performance objectives. The plan shall include objectives and 
     measures for--
       ``(1) increased student achievement for all students, as 
     measured by the partnership;
       ``(2) increased teacher retention in the first 3 years of a 
     teacher's career;
       ``(3) increased success in the pass rate for initial State 
     certification or licensure of teachers;
       ``(4) increased percentage of highly qualified teachers; 
     and
       ``(5) increasing the number of teachers trained effectively 
     to integrate technology into curricula and instruction and 
     who use technology to collect, manage, and analyze data to 
     improve teaching, learning, and decisionmaking for the 
     purpose of improving student academic achievement.
       ``(c) Revocation of Grant.--
       ``(1) Report.--Each eligible State or eligible partnership 
     receiving a grant under section 202 or 203 shall report 
     annually on the progress of the eligible State or eligible 
     partnership toward meeting the purposes of this part and the 
     goals, objectives, and measures described in subsections (a) 
     and (b).
       ``(2) Revocation.--
       ``(A) Eligible states and eligible applicants.--If the 
     Secretary determines that an eligible State or eligible 
     applicant is not making substantial progress in meeting the 
     purposes, goals, objectives, and measures, as appropriate, by 
     the end of the second year of a grant under this part, then 
     the grant payment shall not be made for the third year of the 
     grant.
       ``(B) Eligible partnerships.--If the Secretary determines 
     that an eligible partnership is not making substantial 
     progress in meeting the purposes, goals, objectives, and 
     measures, as appropriate, by the end of the third year of a 
     grant under this part, then the grant payments shall not be 
     made for any succeeding year of the grant.
       ``(d) Evaluation and Dissemination.--The Secretary shall 
     evaluate the activities funded under this part and report 
     annually the Secretary's findings regarding the activities to 
     the authorizing committees. The Secretary shall broadly 
     disseminate successful practices developed by eligible States 
     and eligible partnerships under this part, and shall broadly 
     disseminate information regarding such practices that were 
     found to be ineffective.

     ``SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE 
                   TEACHERS.

       ``(a) State Report Card on the Quality of Teacher 
     Preparation.--Each State that receives funds under this Act 
     shall provide to the Secretary annually, in a uniform and 
     comprehensible manner that conforms with the definitions and 
     methods established by the Secretary, a State report card on 
     the quality of teacher preparation in the State, both for 
     traditional certification or licensure programs and for 
     alternative certification or licensure programs, which shall 
     include at least the following:
       ``(1) A description of the teacher certification and 
     licensure assessments, and any other certification and 
     licensure requirements, used by the State.
       ``(2) The standards and criteria that prospective teachers 
     must meet in order to attain initial teacher certification or 
     licensure and to be certified or licensed to teach particular 
     subjects or in particular grades within the State.
       ``(3) A description of the extent to which the assessments 
     and requirements described in paragraph (1) are aligned with 
     the State's standards and assessments for students.
       ``(4) The percentage of students who have completed at 
     least 50 percent of the requirements for a teacher 
     preparation program at an institution of higher education or 
     alternative certification program and who have taken and 
     passed each of the assessments used by the State for teacher 
     certification and licensure, and the passing score on each 
     assessment that determines whether a candidate has passed 
     that assessment.
       ``(5) For students who have completed at least 50 percent 
     of the requirements for a teacher preparation program at an 
     institution of higher education or alternative certification 
     program, and who have taken and passed each of the 
     assessments used by the State for teacher certification and 
     licensure, each such institution's and each such program's 
     average raw score, ranked by teacher preparation program, 
     which shall be made available widely and publicly.
       ``(6) A description of each State's alternative routes to 
     teacher certification, if any, and the number and percentage 
     of teachers certified through each alternative certification 
     route who pass State teacher certification or licensure 
     assessments.
       ``(7) For each State, a description of proposed criteria 
     for assessing the performance of teacher preparation programs 
     in the State, including indicators of teacher candidate 
     skills, academic content knowledge, and evidence of gains in 
     student academic achievement.
       ``(8) For each teacher preparation program in the State, 
     the number of students in the program, the number of minority 
     students in the program, the average number of hours of 
     supervised practice teaching required for those in the 
     program, and the number of full-time equivalent faculty and 
     students in supervised practice teaching.
       ``(b) Report of the Secretary on the Quality of Teacher 
     Preparation.--
       ``(1) Report card.--The Secretary shall provide to 
     Congress, and publish and make widely available, a report 
     card on teacher qualifications and preparation in the United 
     States, including all the information reported in paragraphs 
     (1) through (8) of subsection (a). Such report shall identify 
     which eligible States received a grant under this part, and 
     the States in which eligible partnerships receiving grants 
     are located. Such report shall be published and made 
     available annually.
       ``(2) Report to congress.--The Secretary shall report to 
     Congress--
       ``(A) a comparison of States' efforts to improve teaching 
     quality; and

[[Page H1232]]

       ``(B) regarding the national mean and median scores on any 
     standardized test that is used in more than one State for 
     teacher certification or licensure.
       ``(3) Special rule.--In the case of programs with fewer 
     than 10 students who have completed at least 50 percent of 
     the requirements for a teacher preparation program taking any 
     single initial teacher certification or licensure assessment 
     during an academic year, the Secretary shall collect and 
     publish information with respect to an average pass rate on 
     State certification or licensure assessments taken over a 3-
     year period.
       ``(c) Coordination.--The Secretary, to the extent 
     practicable, shall coordinate the information collected and 
     published under this part among States for individuals who 
     took State teacher certification or licensure assessments in 
     a State other than the State in which the individual received 
     the individual's most recent degree.
       ``(d) Institution and Program Report Cards on Quality of 
     Teacher Preparation.--
       ``(1) Report card.--Each institution of higher education or 
     alternative certification program that conducts a teacher 
     preparation program that enrolls students receiving Federal 
     assistance under this Act shall report annually to the State 
     and the general public, in a uniform and comprehensible 
     manner that conforms with the definitions and methods 
     established by the Secretary, both for traditional 
     certification or licensure programs and for alternative 
     certification or licensure programs, the following 
     information:
       ``(A) Pass rate.--(i) For the most recent year for which 
     the information is available, the pass rate of each student 
     who has completed at least 50 percent of the requirements for 
     the teacher preparation program on the teacher certification 
     or licensure assessments of the State in which the 
     institution is located, but only for those students who took 
     those assessments within 3 years of receiving a degree from 
     the institution or completing the program.
       ``(ii) A comparison of the institution or program's pass 
     rate for students who have completed at least 50 percent of 
     the requirements for the teacher preparation program with the 
     average pass rate for institutions and programs in the State.
       ``(iii) A comparison of the institution or program's 
     average raw score for students who have completed at least 50 
     percent of the requirements for the teacher preparation 
     program with the average raw scores for institutions and 
     programs in the State.
       ``(iv) In the case of programs with fewer than 10 students 
     who have completed at least 50 percent of the requirements 
     for a teacher preparation program taking any single initial 
     teacher certification or licensure assessment during an 
     academic year, the institution shall collect and publish 
     information with respect to an average pass rate on State 
     certification or licensure assessments taken over a 3-year 
     period.
       ``(B) Program information.--The number of students in the 
     program, the average number of hours of supervised practice 
     teaching required for those in the program, and the number of 
     full-time equivalent faculty and students in supervised 
     practice teaching.
       ``(C) Statement.--In States that require approval or 
     accreditation of teacher education programs, a statement of 
     whether the institution's program is so approved or 
     accredited, and by whom.
       ``(D) Designation as low-performing.--Whether the program 
     has been designated as low-performing by the State under 
     section 208(a).
       ``(2) Requirement.--The information described in paragraph 
     (1) shall be reported through publications such as school 
     catalogs and promotional materials sent to potential 
     applicants, secondary school guidance counselors, and 
     prospective employers of the institution's program graduates, 
     including materials sent by electronic means.
       ``(3) Fines.--In addition to the actions authorized in 
     section 487(c), the Secretary may impose a fine not to exceed 
     $25,000 on an institution of higher education for failure to 
     provide the information described in this subsection in a 
     timely or accurate manner.
       ``(e) Data Quality.--Either--
       ``(1) the Governor of the State; or
       ``(2) in the case of a State for which the constitution or 
     law of such State designates another individual, entity, or 
     agency in the State to be responsible for teacher 
     certification and preparation activity, such individual, 
     entity, or agency;

     shall attest annually, in writing, as to the reliability, 
     validity, integrity, and accuracy of the data submitted 
     pursuant to this section.

     ``SEC. 208. STATE FUNCTIONS.

       ``(a) State Assessment.--In order to receive funds under 
     this Act, a State shall have in place a procedure to identify 
     and assist, through the provision of technical assistance, 
     low-performing programs of teacher preparation within 
     institutions of higher education. Such State shall provide 
     the Secretary an annual list of such low-performing 
     institutions that includes an identification of those 
     institutions at risk of being placed on such list. Such 
     levels of performance shall be determined solely by the State 
     and may include criteria based upon information collected 
     pursuant to this part. Such assessment shall be described in 
     the report under section 207(a). A State receiving Federal 
     funds under this title shall develop plans to close or 
     reconstitute underperforming programs of teacher preparation 
     within institutions of higher education.
       ``(b) Termination of Eligibility.--Any institution of 
     higher education that offers a program of teacher preparation 
     in which the State has withdrawn the State's approval or 
     terminated the State's financial support due to the low 
     performance of the institution's teacher preparation program 
     based upon the State assessment described in subsection (a)--
       ``(1) shall be ineligible for any funding for professional 
     development activities awarded by the Department of 
     Education; and
       ``(2) shall not be permitted to accept or enroll any 
     student who receives aid under title IV of this Act in the 
     institution's teacher preparation program.

     ``SEC. 209. GENERAL PROVISIONS.

       ``(a) Methods.--In complying with sections 207 and 208, the 
     Secretary shall ensure that States and institutions of higher 
     education use fair and equitable methods in reporting and 
     that the reporting methods do not allow identification of 
     individuals.
       ``(b) Special Rule.--For each State in which there are no 
     State certification or licensure assessments, or for States 
     that do not set minimum performance levels on those 
     assessments--
       ``(1) the Secretary shall, to the extent practicable, 
     collect data comparable to the data required under this part 
     from States, local educational agencies, institutions of 
     higher education, or other entities that administer such 
     assessments to teachers or prospective teachers; and
       ``(2) notwithstanding any other provision of this part, the 
     Secretary shall use such data to carry out requirements of 
     this part related to assessments or pass rates.
       ``(c) Limitations.--
       ``(1) Federal control prohibited.--Nothing in this part 
     shall be construed to permit, allow, encourage, or authorize 
     any Federal control over any aspect of any private, 
     religious, or home school, whether or not a home school is 
     treated as a private school or home school under State law. 
     This section shall not be construed to prohibit private, 
     religious, or home schools from participation in programs or 
     services under this part.
       ``(2) No change in state control encouraged or required.--
     Nothing in this part shall be construed to encourage or 
     require any change in a State's treatment of any private, 
     religious, or home school, whether or not a home school is 
     treated as a private school or home school under State law.
       ``(3) National system of teacher certification 
     prohibited.--Nothing in this part shall be construed to 
     permit, allow, encourage, or authorize the Secretary to 
     establish or support any national system of teacher 
     certification.

     ``SEC. 210. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $300,000,000 for fiscal year 2006 and such sums as may 
     be necessary for each of the 5 succeeding fiscal years, of 
     which--
       ``(1) 45 percent shall be available for each fiscal year to 
     award grants under section 202;
       ``(2) 45 percent shall be available for each fiscal year to 
     award grants under section 203; and
       ``(3) 10 percent shall be available for each fiscal year to 
     award grants under section 204.''.

     SEC. 202. PREPARING TOMORROW'S TEACHERS TO USE TECHNOLOGY.

       (a) Eligibility.--Section 222(a)(3)(D) (20 U.S.C. 
     1042(a)(3)(D)) is amended by inserting ``nonprofit 
     telecommunications entity,'' after ``community-based 
     organization,''.
       (b) Permissible Uses of Funds.--Section 223(b)(1)(E) of the 
     Higher Education Act of 1965 (20 U.S.C. 1043(b)(1)(E)) is 
     amended to read as follows:
       ``(E) to use technology to collect, manage, and analyze 
     data to improve teaching, learning, and decisionmaking for 
     the purpose of increasing student academic achievement.''.
       (c) Authorization of Appropriations.--Section 224 (20 
     U.S.C. 1044) is amended by striking ``each of fiscal years 
     2002 and 2003.'' and inserting ``fiscal year 2006 and each of 
     the 5 succeeding fiscal years.''.

     SEC. 203. CENTERS OF EXCELLENCE.

       Title II (20 U.S.C. 1021 et seq.) is amended by adding at 
     the end the following:

                    ``PART C--CENTERS OF EXCELLENCE

     ``SEC. 231. PURPOSES; DEFINITIONS.

       ``(a) Purposes.--The purposes of this part are--
       ``(1) to help recruit and prepare teachers, including 
     minority teachers, to meet the national demand for a highly 
     qualified teacher in every classroom; and
       ``(2) to increase opportunities for Americans of all 
     educational, ethnic, class, and geographic backgrounds to 
     become highly qualified teachers.
       ``(b) Definitions.--As used in this part:
       ``(1) Eligible institution.--The term `eligible 
     institution' means--
       ``(A) an institution of higher education that has a teacher 
     preparation program that meets the requirements of section 
     203(b)(2) and that is--
       ``(i) a part B institution (as defined in section 322);
       ``(ii) a Hispanic-serving institution (as defined in 
     section 502);
       ``(iii) a Tribal College or University (as defined in 
     section 316);
       ``(iv) an Alaska Native-serving institution (as defined in 
     section 317(b)); or

[[Page H1233]]

       ``(v) a Native Hawaiian-serving institution (as defined in 
     section 317(b));
       ``(B) a consortium of institutions described in 
     subparagraph (A); or
       ``(C) an institution described in subparagraph (A), or a 
     consortium described in subparagraph (B), in partnership with 
     any other institution of higher education, but only if the 
     center of excellence established under section 232 is located 
     at an institution described in subparagraph (A).
       ``(2) Highly qualified.--The term `highly qualified' when 
     used with respect to an individual means that the individual 
     is highly qualified as determined under section 9101 of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     7801) or section 602 of the Individuals with Disabilities 
     Education Act (20 U.S.C. 1401).
       ``(3) Scientifically based reading research.--The term 
     `scientifically based reading research' has the meaning given 
     such term in section 1208 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6368).
       ``(4) Scientifically based research.--The term 
     `scientifically based research' has the meaning given such 
     term in section 9101 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7801).

     ``SEC. 232. CENTERS OF EXCELLENCE.

       ``(a) Program Authorized.--From the amounts appropriated to 
     carry out this part, the Secretary is authorized to award 
     competitive grants to eligible institutions to establish 
     centers of excellence.
       ``(b) Use of Funds.--Grants provided by the Secretary under 
     this part shall be used to ensure that current and future 
     teachers are highly qualified, by carrying out one or more of 
     the following activities:
       ``(1) Implementing reforms within teacher preparation 
     programs to ensure that such programs are preparing teachers 
     who are highly qualified, are able to understand 
     scientifically based research, and are able to use advanced 
     technology effectively in the classroom, including use for 
     instructional techniques to improve student academic 
     achievement, by--
       ``(A) retraining faculty; and
       ``(B) designing (or redesigning) teacher preparation 
     programs that--
       ``(i) prepare teachers to close student achievement gaps, 
     are based on rigorous academic content, scientifically based 
     research (including scientifically based reading research), 
     and challenging State student academic content standards; and
       ``(ii) promote strong teaching skills.
       ``(2) Providing sustained and high-quality preservice 
     clinical experience, including the mentoring of prospective 
     teachers by exemplary teachers, substantially increasing 
     interaction between faculty at institutions of higher 
     education and new and experienced teachers, principals, and 
     other administrators at elementary schools or secondary 
     schools, and providing support, including preparation time, 
     for such interaction.
       ``(3) Developing and implementing initiatives to promote 
     retention of highly qualified teachers and principals, 
     including minority teachers and principals, including 
     programs that provide--
       ``(A) teacher or principal mentoring from exemplary 
     teachers or principals; or
       ``(B) induction and support for teachers and principals 
     during their first 3 years of employment as teachers or 
     principals, respectively.
       ``(4) Awarding scholarships based on financial need to help 
     students pay the costs of tuition, room, board, and other 
     expenses of completing a teacher preparation program.
       ``(5) Disseminating information on effective practices for 
     teacher preparation and successful teacher certification and 
     licensure assessment preparation strategies.
       ``(6) Activities authorized under sections 202, 203, and 
     204.
       ``(c) Application.--Any eligible institution desiring a 
     grant under this section shall submit an application to the 
     Secretary at such a time, in such a manner, and accompanied 
     by such information the Secretary may require.
       ``(d) Minimum Grant Amount.--The minimum amount of each 
     grant under this part shall be $500,000.
       ``(e) Limitation on Administrative Expenses.--An eligible 
     institution that receives a grant under this part may not use 
     more than 2 percent of the grant funds for purposes of 
     administering the grant.
       ``(f) Regulations.--The Secretary shall prescribe such 
     regulations as may be necessary to carry out this part.

     ``SEC. 233. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $10,000,000 for fiscal year 2006 and such sums as may be 
     necessary for each of the 5 succeeding fiscal years.''.

     SEC. 204. TEACHER INCENTIVE FUND PROGRAM.

       Title II (20 U.S.C. 1021 et seq.), as amended by section 
     203 of this Act, is further amended by adding at the end the 
     following:

                ``PART D--TEACHER INCENTIVE FUND PROGRAM

     ``SEC. 241. PURPOSE; DEFINITIONS.

       ``(a) Purpose.--The purpose of this part is to assist 
     States, local educational agencies, and non-profit or for-
     profit organizations to develop and implement, or expand, 
     innovative compensation systems to provide financial rewards 
     for teachers and principals who raise student academic 
     achievement and close the achievement gap, especially in the 
     highest-need local educational agencies.
       ``(b) Definitions.--For purposes of this part:
       ``(1) Eligible entity.--The term `eligible entity' means--
       ``(A) a local educational agency, including a charter 
     school that is a local educational agency;
       ``(B) a State educational agency, or other State agency 
     designated by the chief executive of the State; or
       ``(C) a partnership of--
       ``(i) one or more agencies described in subparagraph (A) or 
     (B), or both; and
       ``(ii) at least one non-profit or for-profit organization.
       ``(2) High-need local educational agency.--The term `high-
     need local educational agency' has the meaning given that 
     term in section 201.

     ``SEC. 242. TEACHER INCENTIVE FUND GRANTS.

       ``(a) Program Authorized.--
       ``(1) In general.--From the amounts appropriated to carry 
     out this part, the Secretary is authorized to award 
     competitive grants of up to 5 years in length to eligible 
     entities to develop and implement, or expand, a comprehensive 
     performance-based compensation system for teachers and 
     principals for one or more local educational agencies.
       ``(2) Comprehensive performance-based compensation 
     systems.--A comprehensive performance-based compensation 
     system developed and implemented, or expanded with funds 
     under this part--
       ``(A) shall differentiate levels of compensation primarily 
     on the basis of increases in student academic achievement; 
     and
       ``(B) may--
       ``(i) differentiate levels of compensation on the basis of 
     high-quality teachers' and principals' employment and success 
     in hard-to-staff schools or high-need subject areas; and
       ``(ii) recognize teachers' and principals' skills and 
     knowledge as demonstrated through--

       ``(I) successful fulfillment of additional responsibilities 
     or job functions; and
       ``(II) evidence of high achievement and mastery of content 
     knowledge and teaching skills.

       ``(b) Use of Funds.--A grantee shall use grant funds 
     provided under this part only to design and implement, or 
     expand, in collaboration with teachers, principals, other 
     school administrators, and members of the public, a 
     compensation system consistent with the requirements of this 
     part. Authorized activities under this part may include the 
     following:
       ``(1) Developing appraisal systems that reflect clear and 
     fair measures of student academic achievement.
       ``(2) Conducting outreach within the local educational 
     agency (or agencies) or the State to gain input on how to 
     construct the appraisal system and to develop support for it.
       ``(3) Paying, as part of a comprehensive performance-based 
     compensation system, bonuses and increased salaries to 
     teachers and principals who raise student academic 
     achievement, so long as the grantee uses an increasing share 
     of non-Federal funds to pay these monetary rewards each year 
     of the grant.
       ``(4) Paying, as part of a comprehensive performance-based 
     compensation system, additional bonuses to teachers who both 
     raise student academic achievement and either teach in high-
     poverty schools or teach subjects that are difficult to 
     staff, or both, so long as the grantee uses an increasing 
     share of non-Federal funds to pay these monetary rewards each 
     year of the grant.
       ``(5) Paying, as part of a comprehensive performance-based 
     compensation system, additional bonuses to principals who 
     both raise student academic achievement and serve in high-
     poverty schools, so long as the grantee uses an increasing 
     share of non-Federal funds to pay these monetary rewards each 
     year of the grant.
       ``(c) Applications.--To be eligible to receive a grant 
     under this part, an eligible entity shall submit an 
     application that includes--
       ``(1) a description of the local educational agency or 
     local educational agencies to be served by the project, 
     including such demographic information as the Secretary may 
     request;
       ``(2) information on student academic achievement and the 
     quality of the teachers and principals in the local 
     educational agency or agencies to be served by the project;
       ``(3) a description of the performance-based teacher and 
     principal compensation system that the applicant proposes to 
     develop and implement or expand;
       ``(4) a description of how the applicant will use grant 
     funds under this part in each year of the grant;
       ``(5) an explanation of how the applicant will meet the 
     requirement in subsection (b)(3) and how the grantee will 
     continue its performance-based compensation system after the 
     grant ends;
       ``(6) a description of the support and commitment from 
     teachers, the community or local educational agency or 
     agencies for the development and implementation, or 
     expansion, of a performance-based teacher and principal 
     compensation system;
       ``(7) a description of how teacher, principal and student 
     performance will be measured and the baseline measurement 
     units; and
       ``(8) a description, if applicable, of how the applicant 
     will define the term `high-quality' for the purposes of 
     subsection (a)(2)(B)(i), through the use of measurable 
     indicators, such as effectiveness in raising student academic 
     achievement, or demonstrated mastery of subject matter 
     knowledge.

[[Page H1234]]

       ``(d) Priority.--The Secretary shall give priority to 
     applications for projects that would establish comprehensive 
     performance-based compensation systems in high-need local 
     educational agencies.

     ``SEC. 243. EVALUATIONS.

       ``The Secretary shall conduct an independent evaluation of 
     the program under this part and may use up to 1 percent of 
     the funds made available under this part or $1,000,000, 
     whichever is less, for any fiscal year for the cost of the 
     evaluation.

     ``SEC. 244. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $100,000,000 for fiscal year 2006 and such sums as may 
     be necessary for each of the 5 succeeding fiscal years.''.

     SEC. 205. TRANSITION.

       The Secretary of Education shall take such actions as the 
     Secretary determines to be appropriate to provide for the 
     orderly implementation of this title.

                      TITLE III--INSTITUTIONAL AID

     SEC. 301. TITLE III GRANTS FOR AMERICAN INDIAN TRIBALLY 
                   CONTROLLED COLLEGES AND UNIVERSITIES.

       (a) Eligible Institutions.--Subsection (b) of section 316 
     (20 U.S.C. 1059c(b)) is amended to read as follows:
       ``(b) Definitions.--
       ``(1) Eligible institutions.--For purposes of this section, 
     Tribal Colleges and Universities are the following:
       ``(A) any of the following institutions that qualify for 
     funding under the Tribally Controlled College or University 
     Assistance Act of 1978 or is listed in Equity in Educational 
     Land Grant Status Act of 1994 (7 U.S.C. 301 note): Bay Mills 
     Community College; Blackfeet Community College; Cankdeska 
     Cikana Community College; Chief Dull Knife College; College 
     of Menominee Nation; Crownpoint Institute of Technology; Dine 
     College; D-Q University; Fond du Lac Tribal and Community 
     College; Fort Belknap College; Fort Berthold Community 
     College; Fort Peck Community College; Haskell Indian Nations 
     University; Institute of American Indian and Alaska Native 
     Culture and Arts Development; Lac Courte Oreilles Ojibwa 
     Community College; Leech Lake Tribal College; Little Big Horn 
     College; Little Priest Tribal College; Nebraska Indian 
     Community College; Northwest Indian College; Oglala Lakota 
     College; Saginaw Chippewa Tribal College; Salish Kootenai 
     College; Si Tanka University--Eagle Butte Campus; Sinte 
     Gleska University; Sisseton Wahpeton Community College; 
     Sitting Bull College; Southwestern Indian Polytechnic 
     Institute; Stone Child College; Tohono O'Odham Community 
     College; Turtle Mountain Community College; United Tribes 
     Technical College; and White Earth Tribal and Community 
     College; and
       ``(B) any other institution that meets the definition of 
     tribally controlled college or university in section 2 of the 
     Tribally Controlled College or University Assistance Act of 
     1978, and meets all other requirements of this section.
       ``(2) Indian.--The term `Indian' has the meaning given the 
     term in section 2 of the Tribally Controlled College or 
     University Assistance Act of 1978.''.
       (b) Distance Learning.--Subsection (c)(2) of such section 
     is amended--
       (1) by amending subparagraph (B) to read as follows:
       ``(B) construction, maintenance, renovation, and 
     improvement in classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services, and the 
     acquisition of real property adjacent to the campus of the 
     institution on which to construct such facilities;'';
       (2) in subparagraph (C), by inserting before the semicolon 
     at the end the following: ``, or advanced degrees in tribal 
     governance or tribal public policy'';
       (3) in subparagraph (D), by inserting before the semicolon 
     at the end the following: ``, in tribal governance, or tribal 
     public policy'';
       (4) by striking ``and'' at the end of subparagraph (K);
       (5) by redesignating subparagraph (L) as subparagraph (M); 
     and
       (6) by inserting after subparagraph (K) the following new 
     subparagraph:
       ``(L) developing or improving facilities for Internet use 
     or other distance learning academic instruction capabilities; 
     and''.
       (c) Application and Allotment.--Subsection (d) of such 
     section is amended to read as follows:
       ``(d) Application and Allotment.--
       ``(1) Institutional eligibility.--To be eligible to receive 
     assistance under this section, a Tribal College or University 
     shall be an eligible institution under section 312(b).
       ``(2) Application.--Any Tribal College or University 
     desiring to receive assistance under this section shall 
     submit an application to the Secretary at such time, and in 
     such manner, as the Secretary may reasonably require.
       ``(3) Allotments to institutions.--
       ``(A) Allotment: pell grant basis.--From the amount 
     appropriated to carry out this section for any fiscal year, 
     the Secretary shall allot to each eligible institution a sum 
     which bears the same ratio to one-half that amount as the 
     number of Pell Grant recipients in attendance at such 
     institution at the end of the award year preceding the 
     beginning of that fiscal year bears to the total number of 
     Pell Grant recipients at all eligible institutions.
       ``(B) Allotment: degree and certificate basis.--From the 
     amount appropriated to carry out this section for any fiscal 
     year, the Secretary shall allot to each eligible institution 
     a sum which bears the same ratio to one-half that amount as 
     the number of degrees or certificates awarded by such 
     institution during the preceding academic year bears to the 
     total number of degrees or certificates at all eligible 
     institutions.
       ``(C) Minimum grant.--Notwithstanding subparagraphs (A) and 
     (B), the amount allotted to each institution under this 
     section shall not be less than $400,000.
       ``(4) Special rules.--
       ``(A) Concurrent funding.--For the purposes of this part, 
     no Tribal College or University that is eligible for and 
     receives funds under this section shall concurrently receive 
     funds under other provisions of this part or part B.
       ``(B) Exemption.--Section 313(d) shall not apply to 
     institutions that are eligible to receive funds under this 
     section.''.

     SEC. 302. ALASKA NATIVE AND NATIVE HAWAIIAN-SERVING 
                   INSTITUTIONS.

       (a) Distance Learning.--Section 317(c)(2) (20 U.S.C. 
     1059d(c)(2)) is amended--
       (1) by amending subparagraph (B) to read as follows:
       ``(B) construction, maintenance, renovation, and 
     improvement in classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services, and the 
     acquisition of real property adjacent to the campus of the 
     institution on which to construct such facilities;'';
       (2) in subparagraph (C), by inserting before the semicolon 
     at the end the following: ``, or advanced degrees in tribal 
     governance or tribal public policy'';
       (3) in subparagraph (D), by inserting before the semicolon 
     at the end the following: ``, in tribal governance, or tribal 
     public policy'';
       (4) by striking ``and'' at the end of subparagraph (G);
       (5) by striking the period at the end of subparagraph (H) 
     and inserting a semicolon; and
       (6) by inserting after subparagraph (H) the following new 
     subparagraph:
       ``(I) development or improvement of facilities for Internet 
     use or other distance learning academic instruction 
     capabilities; and''.
       (b) Endowment Funds.--Section 317(c) is further amended by 
     adding at the end the following new paragraph:
       ``(3) Endowment funds.--
       ``(A) In general.--An Alaska Native or Native Hawaiian-
     serving institution may use not more than 20 percent of the 
     grant funds provided under this section to establish or 
     increase an endowment fund at the institution.
       ``(B) Matching requirement.--In order to be eligible to use 
     grant funds in accordance with subparagraph (A), the 
     institution shall provide to the endowment fund from non-
     Federal funds an amount equal to the Federal funds used in 
     accordance with subparagraph (A), for the establishment or 
     increase of the endowment fund.
       ``(C) Applicability of other provisions.--The provisions of 
     part C regarding the establishment or increase of an 
     endowment fund, that the Secretary determines are not 
     inconsistent with this paragraph, shall apply to funds used 
     under subparagraph (A).''.
       (c) Application Process.--Section 317(d)(2) is amended by 
     striking ``Such application shall include--'' and all that 
     follows through ``may require.''.

     SEC. 303. GRANTS TO PART B INSTITUTIONS.

       (a) Use of Funds.--
       (1) Facilities and equipment.--
       (A) Undergraduate institutions.--Paragraph (2) of section 
     323(a) (20 U.S.C. 1062(a)) is amended to read as follows:
       ``(2) Construction, maintenance, renovation, and 
     improvement in classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services, and the 
     acquisition of real property adjacent to the campus of the 
     institution on which to construct such facilities.''.
       (B) Graduate and professional schools.--Paragraph (2) of 
     section 326(c) is amended to read as follows:
       ``(2) construction, maintenance, renovation, and 
     improvement in classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services, and the 
     acquisition of real property adjacent to the campus of the 
     institution on which to construct such facilities;''.
       (2) Outreach and collaboration.--Paragraph (11) of section 
     323(a) is amended to read as follows:
       ``(11) Establishing community outreach programs and 
     collaborative partnerships between part B institutions and 
     local elementary or secondary schools. Such partnerships may 
     include mentoring, tutoring, or other instructional 
     opportunities that will boost student academic achievement 
     and assist elementary and secondary school students in 
     developing the academic skills and the interest to pursue 
     postsecondary education.''.
       (b) Technical Assistance.--Section 323 (20 U.S.C. 1062) is 
     amended--
       (1) by redesignating subsection (c) as subsection (d); and
       (2) by inserting after subsection (b) the following new 
     subsection:
       ``(c) Technical Assistance.--
       ``(1) In general.--An institution may not use more than 2 
     percent of the grant funds provided under this part to secure 
     technical assistance services.
       ``(2) Technical assistance services.--Technical assistance 
     services may include

[[Page H1235]]

     assistance with enrollment management, financial management, 
     and strategic planning.
       ``(3) Report.--The institution shall report to the 
     Secretary on an annual basis, in such form as the Secretary 
     requires, on the use of funds under this subsection.''.
       (c) Distance Learning.--Section 323(a)(2) (20 U.S.C. 
     1062(a)(2)) (as amended by subsection (a)(1)(A)) is further 
     amended by inserting ``development or improvement of 
     facilities for Internet use or other distance learning 
     academic instruction capabilities and'' after ``including''.
       (d) Minimum Grants.--Section 324(d)(1) (20 U.S.C. 
     1063(d)(1)) is amended by inserting before the period at the 
     end the following: ``, except that, if the amount 
     appropriated to carry out this part for any fiscal year 
     exceeds the amount required to provide to each institution an 
     amount equal to the total amount received by such institution 
     under subsections (a), (b), and (c) for the preceding fiscal 
     year, then the amount of such excess appropriation shall 
     first be applied to increase the minimum allotment under this 
     subsection to $750,000''.
       (e) Eligible Graduate or Professional Schools.--
       (1) General authority.--Section 326(a)(1) (20 U.S.C. 
     1063b(a)(1)) is amended--
       (A) by inserting ``(A)'' after ``subsection (e) that'';
       (B) by inserting before the period at the end the 
     following: ``, (B) is accredited by a nationally recognized 
     accrediting agency or association determined by the Secretary 
     to be a reliable authority as to the quality of training 
     offered, and (C) according to such an agency or association, 
     is in good standing''.
       (2) Eligible institutions.--Section 326(e)(1) (20 U.S.C. 
     1063b(e)(1)) is amended--
       (A) by striking ``and'' at the end of subparagraph (Q);
       (B) by striking the period at the end of subparagraph (R) 
     and inserting a semicolon; and
       (C) by adding at the end the following new subparagraphs:
       ``(S) Alabama State University qualified graduate program;
       ``(T) Prairie View A & M University qualified graduate 
     program;
       ``(U) Coppin State University qualified graduate program; 
     and
       ``(V) Delaware State University qualified graduate 
     program.''.
       (3) Conforming amendment.--Section 326(e)(3) (20 U.S.C. 
     1063b(e)(3)) is amended--
       (A) by striking ``1998'' and inserting ``2005''; and
       (B) by striking ``(Q) and (R)'' and inserting ``(S), (T), 
     (U), and (V)''.
       (f) Professional or Graduate Institutions.--Section 326(f) 
     (20 U.S.C. 1063b(f)) is amended--
       (1) in paragraph (1)--
       (A) by striking ``$26,600,000'' and inserting 
     ``$54,500,000''; and
       (B) by striking ``(P)'' and inserting ``(R)'';
       (2) in paragraph (2)--
       (A) by striking ``$26,600,000, but not in excess of 
     $28,600,000'' and inserting ``$54,500,000, but not in excess 
     of $58,500,000''; and
       (B) by striking ``subparagraphs (Q) and (R)'' and inserting 
     ``subparagraphs (S), (T), (U), and (V)''; and
       (3) in paragraph (3)--
       (A) by striking ``$28,600,000'' and inserting 
     ``$58,500,000''; and
       (B) by striking ``(R)'' and inserting ``(V)''.
       (g) Hold Harmless.--Section 326(g) (20 U.S.C. 1063b(g)) is 
     amended by striking ``1998'' each place it appears and 
     inserting ``2005''.

     SEC. 304. TECHNICAL AMENDMENTS.

       (a) Amendments.--Title III is further amended--
       (1) in section 311(c) (20 U.S.C. 1057(c))--
       (A) by redesignating paragraphs (7) through (12) as 
     paragraphs (8) through (13), respectively; and
       (B) by inserting after paragraph (6) the following:
       ``(7) Education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents.'';
       (2) in section 312(b)(1)(A) (20 U.S.C. 1058(b)(1)(A)), by 
     striking ``subsection (c)'' and inserting ``subsection (d)'';
       (3) in section 312(b)(1)(F) (20 U.S.C. 1058(b)(1)(F)), by 
     inserting ``which is'' before ``located'';
       (4) in section 312(b)(1) (20 U.S.C. 1058(b)(1)), by 
     redesignating subparagraphs (E) and (F) as subparagraphs (F) 
     and (G), respectively, and by inserting after subparagraph 
     (D) the following new subparagraph:
       ``(E) which provides a program that is not less than a 2-
     year educational program that is acceptable for full credit 
     toward a bachelor's degree;'';
       (5) in section 316(c)(2) (20 U.S.C. 1059c(c)(2))--
       (A) by redesignating subparagraphs (G) through (M) (as 
     redesignated by section 301(b)(2) of this Act) as 
     subparagraphs (H) through (N), respectively;
       (B) by inserting after subparagraph (F) the following:
       ``(G) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;''; and
       (C) in subparagraph (N), as redesignated by subparagraph 
     (A), by striking ``subparagraphs (A) through (K)'' and 
     inserting ``subparagraphs (A) through (M)'';
       (6) in section 317(c)(2) (20 U.S.C. 1059d(c)(2)), by 
     inserting after subparagraph (I) (as added by section 
     302(a)(6) of this Act) the following:
       ``(J) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents.'';
       (7) in section 323(a) (20 U.S.C. 1062(a))--
       (A) by striking ``section 360(a)(2)'' and inserting 
     ``section 399(a)(2)'';
       (B) by redesignating paragraphs (7) through (12) as 
     paragraphs (8) through (13), respectively; and
       (C) by inserting after paragraph (6) the following:
       ``(7) Education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents.'';
       (8) in section 324(d)(2) (20 U.S.C. 1063(d)(2)), by 
     striking ``section 360(a)(2)(A)'' and inserting ``section 
     399(a)(2)(A)'';
       (9) in section 326(e)(1) (20 U.S.C. 1063b(e)(1)), in the 
     matter preceding subparagraph (A), by inserting a colon after 
     ``the following'';
       (10) in section 327(b) (20 U.S.C. 1063c(b)), by striking 
     ``initial'';
       (11) in section 342(5)(C) (20 U.S.C. 1066a(5)(C))--
       (A) by inserting a comma after ``equipment'' the first 
     place it appears; and
       (B) by striking ``technology,,'' and inserting 
     ``technology,'';
       (12) in section 343(e) (20 U.S.C. 1066b(e)), by inserting 
     after the subsection designation the following: ``Sale of 
     Qualified Bonds.--'';
       (13) in section 351(a) (20 U.S.C. 1067a(a)), by striking 
     ``of 1979'';
       (14) in section 391(b)(7)(E) (20 U.S.C. 1068(b)(7)(E)), by 
     striking ``subparagraph (E)'' and inserting ``subparagraph 
     (D)''; and
       (15) in section 396 (20 U.S.C. 1068e), by striking 
     ``section 360'' and inserting ``section 399''.
       (b) Repeal.--Section 1024 (20 U.S.C. 1135b-3), as 
     transferred by section 301(a)(5) of the Higher Education 
     Amendments of 1998 (Public Law 105-244; 112 Stat. 1636), is 
     repealed.

     SEC. 305. TITLE III AUTHORIZATIONS.

       Section 399(a) (20 U.S.C. 1068h(a)) is amended--
       (1) by striking ``1999'' each place it appears and 
     inserting ``2006'';
       (2) by striking ``4 succeeding fiscal years'' each place it 
     appears and inserting ``5 succeeding fiscal years'';
       (3) in paragraph (1)--
       (A) by striking ``$10,000,000'' in subparagraph (B) and 
     inserting ``$23,800,000''; and
       (B) by striking ``$5,000,000'' in subparagraph (C) and 
     inserting ``$11,900,000'';
       (4) in paragraph (2)--
       (A) by striking ``$135,000,000'' in subparagraph (A) and 
     inserting ``$241,000,000''; and
       (B) by striking ``$35,000,000'' in subparagraph (B) and 
     inserting ``$59,000,000''; and
       (5) in paragraph (4), by striking ``$110,000'' and 
     inserting ``$212,000''.

                      TITLE IV--STUDENT ASSISTANCE

                       PART A--GRANTS TO STUDENTS

     SEC. 401. PELL GRANTS.

       (a) Extension of Authority.--Section 401(a) (20 U.S.C. 
     1070a(a)) is amended by striking ``2004'' and inserting 
     ``2012''.
       (b) Direct Payment.--Section 401(a) (20 U.S.C. 1070a(a)) is 
     further amended--
       (1) by striking paragraph (2); and
       (2) by redesignating paragraph (3) as paragraph (2).
       (c) Maximum Pell Grant Increase.-- Paragraph (2)(A) of 
     section 401(b) 20 U.S.C. 1070a(b)(2)(A)) is amended to read 
     as follows:
       ``(2)(A) The amount of the Federal Pell Grant for a student 
     eligible under this part shall be $6,000 for academic years 
     2006-2007 through 2012-2013, less an amount equal to the 
     amount determined to be the expected family contribution with 
     respect to that student for that year.''.
       (d) Tuition Sensitivity.--Section 401(b) is further 
     amended--
       (1) by striking paragraph (3); and
       (2) by redesignating paragraphs (4) through (8) as 
     paragraphs (3) through (7), respectively.
       (e) Multiple Grants.--Paragraph (5) of section 401(b) (as 
     redesignated by subsection (d)(2)) is amended to read as 
     follows:
       ``(5) Year-round pell grants.--
       ``(A) In general.--The Secretary shall, for students 
     enrolled full time in a baccalaureate or associate's degree 
     program of study at an eligible institution, award such 
     students two Pell grants during a single award year to permit 
     such students to accelerate progress toward their degree 
     objectives by enrolling in academic programs for 12 months 
     rather than 9 months.
       ``(B) Limitation.--The Secretary shall limit the awarding 
     of additional Pell grants under this paragraph in a single 
     award year to students attending--
       ``(i) baccalaureate degree granting institutions that have 
     a graduation rate as reported by the Integrated Postsecondary 
     Education Data System for the 4 preceding academic years of 
     at least 30 percent; or
       ``(ii) two-year institutions that have a graduation rate as 
     reported by the Integrated Postsecondary Education Data 
     Systems, in at least one of the last 3 years for which data 
     is available, that is above the average for the applicable 
     year for the institution's type and control.
       ``(C) Evaluation.--The Secretary shall conduct an 
     evaluation of the program under this paragraph and submit to 
     the Congress an evaluation report no later than October 1, 
     2011.
       ``(D) Regulations required.--The Secretary shall promulgate 
     regulations implementing this paragraph.''.
       (f) Ineligibility Based on Involuntary Civil Commitment for 
     Sexual Offenses.--

[[Page H1236]]

     Paragraph (7) of section 401(b) (as redesignated by 
     subsection (d)(2)) is amended by inserting before the period 
     the following: ``or who is subject to an involuntary civil 
     commitment upon completion of a period of incarceration for a 
     sexual offense (as determined under regulations of the 
     Secretary)''.
       (g) Pell Grant Eligibility Duration.--Section 401(c) (20 
     U.S.C. 1070a(c)) is amended--
       (1) in paragraph (1)--
       (A) by striking ``The period'' and inserting in lieu 
     thereof ``Subject to paragraph (5), the period''; and
       (B) by striking the period at the end thereof and inserting 
     ``but shall be subject to the limitation described in 
     paragraph (5).''; and
       (2) by adding at the end the following new paragraph:
       ``(5) The period during which a student may receive Federal 
     Pell Grants shall not exceed the equivalent of 18 semesters 
     or 27 quarters in duration (as determined by the Secretary by 
     regulation), without regard to whether the student is 
     enrolled on a full-time basis during any portion of that 
     period, and including any period of time for which the 
     student received Federal Pell Grants prior to the date of 
     enactment of the College Access and Opportunity Act of 
     2006.''.
       (h) Eligibility Period.--Section 401(c)(2) (20 U.S.C. 
     1070a(c)(2)) is amended by inserting ``, for not more than 
     one academic year,'' after ``which are determined by the 
     institution'' in the first sentence.
       (i) Pell Grants Plus: Achievement Grants for State Scholars 
     Program.--
       (1) Amendment.--Subpart 1 of part A of title IV is amended 
     by inserting after section 401 (20 U.S.C. 1070a) the 
     following new section:

     ``SEC. 401A. PELL GRANTS PLUS: ACHIEVEMENT GRANTS FOR STATE 
                   SCHOLARS.

       ``(a) Grants Authorized.--From sums appropriated to carry 
     out section 401, the Secretary shall establish a program to 
     award Pell Grants Plus to students who--
       ``(1) have successfully completed a rigorous high school 
     program of study established by a State or local educational 
     agency in consultation with a State coalition assisted by the 
     Center for State Scholars;
       ``(2) are enrolled full-time in the first academic year of 
     undergraduate education, and have not been previously 
     enrolled in a program of undergraduate education; and
       ``(3) are eligible to receive Federal Pell Grants for the 
     year in which the grant is awarded.
       ``(b) Amount of Grants.--
       ``(1) In general.--Except as provided in paragraph (2), the 
     amount of the grant awarded under this section shall be 
     $1,000.
       ``(2) Assistance not to exceed cost of attendance.--A grant 
     awarded under this section to any student, in combination 
     with the Federal Pell Grant assistance and other student 
     financial assistance available to such student, may not 
     exceed the student's cost of attendance.
       ``(c) Selection of Recipients.--
       ``(1) Procedures established by regulation.--The Secretary 
     shall establish by regulation procedures for the 
     determination of eligibility of students for the grants 
     awarded under this section. Such procedures shall include 
     measures to ensure that eligibility is determined in a timely 
     and accurate manner consistent with the requirements of 
     section 482 and the submission of the financial aid form 
     required by section 483.
       ``(2) Required information.--Each eligible student desiring 
     an award under this section shall submit at such time and in 
     such manner such information as the Secretary may reasonably 
     require.
       ``(3) Continuation of grant requirements.--In order for a 
     student to continue to be eligible to receive an award under 
     this section for the second year of undergraduate education, 
     the eligible student must--
       ``(A) maintain eligibility to receive a Federal Pell Grant 
     for that year;
       ``(B) obtain a grade point average of at least 3.0 (or the 
     equivalent as determined under regulations prescribed by the 
     Secretary) for the first year of undergraduate education; and
       ``(C) be enrolled full-time and fulfill the requirements 
     for satisfactory progress described in section 484(c).
       ``(d) Evaluation, and Reports.--The Secretary shall monitor 
     the progress, retention, and completion rates of the students 
     to whom awards are provided under this section. In doing so, 
     the Secretary shall evaluate the impact of the Pell Grants 
     Plus Program and report, not less than biennially, to the 
     authorizing committees of the House of Representatives and 
     the Senate.''.
       (2) Conforming amendment.--Chapter 3 of subpart 2 of part A 
     of title IV (20 U.S.C. 1070a-31 through 1070a-35) is 
     repealed.

     SEC. 402. TRIO PROGRAMS.

       (a) Duration of Grants.--
       (1) Amendment.--Section 402A(b)(2) (20 U.S.C. 1070a-
     11(b)(2)) is amended to read as follows:
       ``(2) Duration.--Grants or contracts awarded under this 
     chapter shall be awarded for a period of 5 years, except 
     that--
       ``(A) grants under section 402G shall be awarded for a 
     period of 2 years; and
       ``(B) grants under section 402H shall be awarded for a 
     period determined by the Secretary.''.
       (2) Transition to synchronous grant periods.--
     Notwithstanding section 402A(b)(2) of the Higher Education 
     Act of 1965 (as in effect both prior to and after the 
     amendment made by paragraph (1) of this subsection), the 
     Secretary of Education may continue an award made before the 
     date of enactment of this Act under section 402B, 402C, 402D, 
     402E, or 402F of such Act as necessary to permit all the 
     awards made under such a section to expire at the end of the 
     same fiscal year, and thereafter to expire at the end of 5 
     years as provided in the amendment made by paragraph (1) of 
     this subsection.
       (b) Minimum Grants.--Section 402A(b)(3) (20 U.S.C. 1070a-
     11(b)(3)) is amended to read as follows:
       ``(3) Minimum grants.--Unless the institution or agency 
     requests a smaller amount, individual grants for programs 
     authorized under this chapter shall be no less than $200,000, 
     except that individual grants for programs authorized under 
     section 402G shall be no less than $170,000.''.
       (c) Prior Experience; Novice Applicants.--Section 
     402A(c)(2) (20 U.S.C. 1070a-11(c)(2)) is amended--
       (1) by striking ``In making grants'' and inserting ``(A) 
     Subject to subparagraph (B), in making grants''; and
       (2) by adding at the end the following new subparagraph:
       ``(B) From the amount available under subsection (h) for a 
     program under this chapter (other than a program under 
     section 402G or 402H) for any fiscal year in which the 
     Secretary conducts a competition for the award of grants or 
     contracts under such program, the Secretary shall reserve 10 
     percent of such available amount for purposes of funding 
     applications from novice applicants. If the Secretary 
     determines that there are an insufficient number of qualified 
     novice applicants to utilize the amount so reserved, the 
     Secretary shall restore the unutilized remainder of the 
     amount reserved for use by applicants qualifying under 
     subparagraph (A).''.
       (d) Application Status.--Section 402A(c) (20 U.S.C. 1070a-
     11(c)) is amended by striking paragraph (7).
       (e) Documentation of Status.--Section 402A(e) (20 U.S.C. 
     1070a-11(e)) is amended by striking ``(g)(2)'' each place it 
     appears in paragraphs (1) and (2) and inserting ``(i)(4)''.
       (f) Homeless and Unaccompanied Youth.--Section 402A(e) is 
     further amended by adding at the end the following new 
     paragraph:
       ``(3) Notwithstanding this subsection and subsection 
     (i)(4), individuals who are homeless or unaccompanied youth 
     as defined in section 725 of the McKinney-Vento Homeless 
     Assistance Act shall be eligible to participate in programs 
     under sections 402B, 402C, 402D, and 402F of this chapter.''.
       (g) Authorization of Appropriations.--Section 402A(f) (20 
     U.S.C. 1070a-11(f)) is amended by striking ``$700,000,000 for 
     fiscal year 1999, and such sums as may be necessary for each 
     of the 4 succeeding fiscal years'' and inserting 
     ``$836,500,000 for fiscal year 2006 and such sums as may be 
     necessary for each of the 5 succeeding fiscal years''.
       (h) Definition.--Section 402A(g) (20 U.S.C. 1070a-11(g)) is 
     amended--
       (1) in paragraph (3), by striking ``by reason of such 
     individual's age'';
       (2) by redesignating paragraphs (1) through (4) as 
     paragraphs (3) through (6), respectively; and
       (3) by inserting before paragraph (3), as redesignated, the 
     following:
       ``(1) Different campus.--The term `different campus' means 
     an institutional site that--
       ``(A) is geographically apart from the main campus of the 
     institution;
       ``(B) is permanent in nature; and
       ``(C) offers courses in educational programs leading to a 
     degree, certificate, or other recognized educational 
     credential.
       ``(2) Different population.--The term `different 
     population' means a group of individuals, with respect to 
     whom an entity seeks to serve through an application for 
     funding under this chapter, that--
       ``(A) is separate and distinct from any other population 
     that the entity seeks to serve through an application for 
     funding under this chapter; or
       ``(B) while sharing some of the same needs as another 
     population that the entity seeks to serve through an 
     application for funding under this chapter, has distinct 
     needs for specialized services.''.
       (i) Education and Counseling Services.--Chapter 1 of 
     subpart 2 of part A of title IV is further amended--
       (1) in section 402B(b) (20 U.S.C. 1070a-12(b))--
       (A) by redesignating paragraphs (3) through (10) as 
     paragraphs (4) through (11), respectively;
       (B) by inserting after paragraph (2) the following:
       ``(3) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;''; and
       (C) in paragraph (11), as redesignated by subparagraph (A), 
     by striking ``paragraphs (1) through (9)'' and inserting 
     ``paragraphs (1) through (10)'';
       (2) in section 402C (20 U.S.C. 1070a-13)--
       (A) in subsection (b)--
       (i) by redesignating paragraphs (2) through (12) as 
     paragraphs (3) through (13), respectively;
       (ii) by inserting after paragraph (1) the following:
       ``(2) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;'';
       (iii) in paragraph (12), as redesignated by clause (i), by 
     inserting ``, specifically in the fields of math and 
     science'' after ``postsecondary education''; and
       (iv) in paragraph (13), as redesignated by clause (i), by 
     striking ``paragraphs (1)

[[Page H1237]]

     through (11)'' and inserting ``paragraphs (1) through (12)''; 
     and
       (B) in subsection (e), by striking ``subsection (b)(10)'' 
     and inserting ``subsection (b)(11)'';
       (3) in section 402D(b) (20 U.S.C. 1070a-14(b))--
       (A) by redesignating paragraphs (2) through (10) as 
     paragraphs (3) through (11), respectively;
       (B) by inserting after paragraph (1) the following:
       ``(2) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;''; and
       (C) in paragraph (11), as redesignated by subparagraph (A), 
     by striking ``paragraphs (1) through (9)'' and inserting 
     ``paragraphs (1) through (10)'';
       (4) in section 402E(b) (20 U.S.C. 1070a-15(b))--
       (A) by redesignating paragraphs (7) and (8) as paragraphs 
     (8) and (9), respectively; and
       (B) by inserting after paragraph (6) the following:
       ``(7) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;''; and
       (5) in section 402F(b) (20 U.S.C. 1070a-16(b))--
       (A) by redesignating paragraphs (4) through (10) as 
     paragraphs (5) through (11), respectively;
       (B) by inserting after paragraph (3) the following:
       ``(4) education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents;''; and
       (C) in paragraph (11), as redesignated by subparagraph (A), 
     by striking ``paragraphs (1) through (9)'' and inserting 
     ``paragraphs (1) through (10)''.
       (j) Maximum Stipends.--Section 402C(e) (20 U.S.C. 1070a-
     13(e)) is amended--
       (1) by striking ``$60'' and inserting ``$100''; and
       (2) by striking ``$40'' and inserting ``$60''.
       (k) Student Support Services.--Section 402D(d)(6) (20 
     U.S.C. 1070a-14(d)(6)) is amended--
       (1) by striking ``and'' at the end of subparagraph (A);
       (2) by striking the period at the end of subparagraph (B) 
     and inserting ``; and''; and
       (3) by inserting after subparagraph (B) the following new 
     subparagraph:
       ``(C) working with other entities that serve low-income 
     working adults to increase access to and successful progress 
     in postsecondary education by low-income working adults 
     seeking their first postsecondary degree or certificate.''.
       (l) Postbaccalaureate Achievement Maximum Stipends.--
     Section 402E(e)(1) (20 U.S.C. 1070a-15(e)(1)) is amended by 
     striking ``$2,800'' and inserting ``$5,000''.
       (m) Educational Opportunity Centers: Application 
     Approval.--Section 402F(c) (20 U.S.C. 1070a-16(c)) is 
     amended--
       (1) by striking ``and'' at the end of paragraph (2);
       (2) by striking the period at the end of paragraph (3) and 
     inserting ``; and''; and
       (3) by inserting after paragraph (3) the following new 
     paragraph:
       ``(4) consider the extent to which the proposed project 
     would provide services to low-income working adults in the 
     region to be served, in order to increase access to 
     postsecondary education by low-income working adults.''.

     SEC. 403. TRIO REFORM.

       (a) Performance Measures.--Section 402A (20 U.S.C. 1070a-
     11) is amended--
       (1) by redesignating subsections (c), (d), (e), (f), and 
     (g) as subsections (d), (e), (g), (h), and (i), respectively; 
     and
       (2) by inserting after subsection (b) the following new 
     subsection:
       ``(c) Performance Measures.--
       ``(1) In general.--The Secretary shall establish expected 
     program outcomes and procedures for measuring, annually and 
     for longer periods, the quality and effectiveness of programs 
     operated under this chapter, and the impact of the services 
     provided through the programs to support the attainment of 
     higher education for students from disadvantaged backgrounds, 
     low-income individuals, and prospective first-generation 
     college students.
       ``(2) Use of measures.--The performance measures described 
     in paragraph (1) shall be used to--
       ``(A) assess the impact of the specific services provided 
     by recipients of grants or contracts under this chapter and, 
     to the extent the Secretary finds appropriate, administrative 
     and financial management practices of such programs;
       ``(B) identify strengths and weaknesses in the provision of 
     services provided by grantees under this chapter;
       ``(C) identify project operations that may require training 
     and technical assistance resources.
       ``(3) Additional measures.--In addition to the performance 
     measures in paragraph (1), each grant recipient may establish 
     local performance measures.''.
       (b) Selection.--Subsection (d) of such section (as 
     redesignated by subsection (a)(1) of this section) is 
     amended--
       (1) by redesignating paragraphs (2) through (6) as 
     paragraphs (3) through (7), respectively; and
       (2) by inserting after paragraph (1) the following new 
     paragraph:
       ``(2) Selection.--
       ``(A) In general.--In awarding grants from among qualified 
     applicants, the Secretary shall consider the effectiveness of 
     each applicant in providing services under this chapter, 
     based on--
       ``(i) the plan of such applicant to deliver program 
     services and achieve expected program outcomes established by 
     the Secretary;
       ``(ii) the plan of such applicant to coordinate program 
     services with other programs for disadvantaged students; and
       ``(iii) any prior experience of such applicant in achieving 
     expected program outcomes under this chapter.
       ``(B) Additional criteria.--The Secretary may establish 
     additional selection criteria as necessary to identify the 
     most qualified applicants.''.
       (c) Prior Experience.--Paragraph (3) of such subsection (d) 
     (as amended by section 402(c) and redesignated by subsection 
     (b)(1) of this section) is amended--
       (1) by striking subparagraph (A) and inserting ``(A) In 
     making grants under this chapter, the Secretary shall use the 
     measures described in subsection (c)(1) to evaluate each 
     applicant's prior experience in achieving expected program 
     outcomes under the particular program for which funds are 
     sought.''; and
       (2) by adding at the end the following new subparagraph:
       ``(C) The Secretary shall not give prior experience points 
     to any current grantee that during the then most recent 
     period for which funds were provided--
       ``(i) failed to meet one or more expected program outcomes 
     based on the performance measures described in subsection 
     (c); or
       ``(ii) expended funds for indirect costs in an amount that 
     exceeded 8 percent of the total grant award.''.
       (d) Order of Awards.--Paragraph (4) of such subsection (d) 
     (as redesignated by subsection (b)(1) of this section) is 
     amended--
       (1) in subparagraph (A)--
       (A) by striking ``under paragraph (4)'' and inserting 
     ``under paragraph (5)''; and
       (B) by stiking ``with paragraph (2)'' and inserting ``with 
     paragraph (3)''; and
       (2) by amending subparagraph (B) to read as follows:
       ``(B) The Secretary shall not provide assistance to an 
     entity if the Secretary has determined that such entity has 
     involved the fraudulent use of public or private funds.''.
       (e) Technical Assistance.--Paragraph (3) of subsection (e) 
     of such section (as redesignated by subsection (a)(1) of this 
     section) is amended to read as follows:
       ``(3) Technical assistance.--The Secretary shall provide 
     technical assistance to applicants for projects and programs 
     authorized under this chapter. The Secretary shall give 
     priority to serving programs and projects that serve 
     geographic areas and eligible populations which have been 
     underserved by the programs assisted under this chapter. 
     Technical training activities shall include the provision of 
     information on authorizing legislation, goals and objectives 
     of the program, required activities, eligibility 
     requirements, the application process and application 
     deadlines, and assistance in the development of program 
     proposals and the completion of program applications.''.
       (f) Recordkeeping and Reporting.--Section 402A is further 
     amended by inserting after subsection (e) of such section (as 
     redesignated by subsection (a)(1) of this section) the 
     following new subsection:
       ``(f) Recordkeeping and Reporting.--
       ``(1) In general.--The Secretary shall establish uniform 
     reporting requirements and require each recipient of funds 
     under this chapter to submit annually and in electronic form 
     such information in such manner and form and at such time as 
     the Secretary may require, except that reporting such 
     information shall not reveal personally identifiable 
     information about an individual student.
       ``(2) Report to congress.--At least once every 2-year 
     period, the Secretary shall prepare and submit to the 
     authorizing committees, a report on the services provided to 
     students that shall include--
       ``(A) a statement for the then most recently concluded 
     fiscal year specifying--
       ``(i) the amount of funds received by grantees to provide 
     services under this chapter; and
       ``(ii) the amount of funds received by new grantees to 
     provide services under this chapter;
       ``(B) a description of the specific services provided to 
     students;
       ``(C) a summary of the overall success in achieving 
     specific program outcomes or progress toward such outcomes;
       ``(D) a report of the number of students served by types of 
     service received;
       ``(E) information summarizing the types of organizations 
     that received funds under this chapter; and
       ``(F) a summary of the research and evaluation activities 
     under section 402H, including--
       ``(i) a status report on ongoing activities; and
       ``(ii) results, conclusions, and recommendations of such 
     activities available after the then most recent report.''.
       (g) Increased Monitoring.--Subsection (h) of such section 
     (as redesignated by subsection (a)(1) of this section) is 
     amended by striking everything after the first sentence and 
     inserting the following: ``Of the amount appropriated under 
     this chapter, the Secretary may use no more than one half of 
     1

[[Page H1238]]

     percent of such amount to support the administration of the 
     Federal TRIO programs including to increase the level of 
     oversight monitoring, to support impact studies, program 
     assessments and reviews, and to provide technical assistance 
     to prospective applicants and current grantees.''.
       (h) Expected Program Outcome.--
       (1) Section 402B (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(d) Expected Program Outcome.--For the purposes of 
     assessing an applicant's past performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider the college-going rate of the 
     participants served by the program compared to that of other 
     applicants eligible to receive consideration of prior 
     experience.''.
       (2) Section 402C (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(f) Expected Program Outcome.--For the purposes of 
     assessing an applicant's past performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider the college-going rate of the 
     participants served by the program compared to that of other 
     applicants eligible to receive consideration of prior 
     experience.''.
       (3) Section 402D (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(e) Expected Program Outcome.--For the purposes of 
     assessing an applicant's past performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider the college-going rate of the 
     participants served by the program compared to that of other 
     applicants eligible to receive consideration of prior 
     experience.''.
       (4) Section 402E (20 U.S.C. 1070a-12) is amended by 
     striking subsection (f) and inserting the following:
       ``(f) Expected Program Outcome.--For the purposes of 
     assessing an applicant's past performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider the college-going rate of the 
     participants served by the program compared to that of other 
     applicants eligible to receive consideration of prior 
     experience.''.
       (5) Section 402F (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(d) Expected Program Outcome.--For the purposes of 
     assessing an applicant's past performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider the college-going rate of the 
     participants served by the program compared to that of other 
     applicants eligible to receive consideration of prior 
     experience.''.
       (i) Staff Development.--Section 402G (20 U.S.C. 1070a-17) 
     is amended to read as follows:

     ``SEC. 402G. STAFF DEVELOPMENT ACTIVITIES.

       ``(a) Secretary's Authority.--For the purpose of improving 
     the operation of the programs and projects authorized by this 
     chapter, the Secretary is authorized to make grants to 
     institutions of higher education and other public and private 
     nonprofit institutions and organizations to provide training 
     and technical assistance for staff and leadership personnel 
     employed in, participating in, or preparing for employment 
     in, such programs and projects.
       ``(b) Contents of Training Programs.--Such training shall 
     be provided to assist programs and projects in--
       ``(1) achieving the expected program outcomes stated under 
     this chapter or additional outcomes identified by individual 
     programs or projects;
       ``(2) addressing any identified program weaknesses in the 
     overall development, conduct, or administration of a grant or 
     contract;
       ``(3) improving the quality of services provided to 
     eligible students; or
       ``(4) additional areas in need of program improvement as 
     identified by the Secretary or as requested by grantees in 
     order to enhance program operations and outcomes.
       ``(c) Consultation.--Grants for the purposes of this 
     section shall be made only after consultation with regional 
     and State professional associations of persons having special 
     knowledge with respect to the needs and problems of such 
     programs and projects.''.
       (j) Evaluations.--Section 402H (20 U.S.C. 1070a-18) is 
     amended to read as follows:

     ``SEC. 402H. EVALUATIONS.

       ``(a) Evaluations.--
       ``(1) In general.--For the purpose of improving the 
     effectiveness of the programs and projects assisted under 
     this chapter, the Secretary shall make grants to or enter 
     into contracts with one or more organizations to--
       ``(A) evaluate the effectiveness of the programs and 
     projects assisted under this chapter; and
       ``(B) disseminate information on the impact of the programs 
     in increasing the education level of participating students, 
     as well as other appropriate measures.
       ``(2) Issues to be evaluated.--The evaluations described in 
     paragraph (1) shall measure the effectiveness of programs 
     under this chapter in--
       ``(A) meeting the expected program outcomes stated under 
     this chapter and all performance measures identified by the 
     Secretary;
       ``(B) enhancing the access of low-income individuals and 
     first-generation college students to postsecondary education;
       ``(C) preparing individuals and students for postsecondary 
     education;
       ``(D) comparing the level of education completed by 
     students who participate in the programs funded under this 
     chapter with the level of education completed by students of 
     similar backgrounds who do not participate in such programs;
       ``(E) comparing the retention rates, dropout rates, 
     graduation rates, and college admission and completion rates 
     of students who participate in the programs funded under this 
     chapter with the rates of students of similar backgrounds who 
     do not participate in such programs; and
       ``(F) such other issues as the Secretary considers 
     appropriate for inclusion in the evaluation.
       ``(3) Program methods.--Such evaluations shall also 
     investigate the effectiveness of alternative and innovative 
     methods within Federal TRIO programs of increasing access to, 
     and retention of, students in postsecondary education.
       ``(b) Results.--The Secretary shall submit to the 
     authorizing committees--
       ``(1) an annual interim report on the progress and 
     preliminary results of the evaluation of each program funded 
     under this chapter no later than 2 years following the date 
     of enactment of the College Access and Opportunity Act of 
     2006; and
       ``(2) a final report not later than 3 years following the 
     date of enactment of such Act.
       ``(c) Public Availability.--All reports and underlying data 
     gathered pursuant to this section shall be made available to 
     the public upon request, in a timely manner following 
     submission of the applicable reports under subsection (b), 
     except that any personally identifiable information on 
     students participating in any TRIO program shall not be 
     disclosed or made available to the public.''.

     SEC. 404. GEARUP.

       (a) Duration of Awards.--Section 404A(b) (20 U.S.C. 1070a-
     21(b)) is amended--
       (1) in paragraph (2)(B), by striking ``Higher Education 
     Amendments of 1998'' and inserting ``College Access and 
     Opportunity Act of 2006''; and
       (2) by adding at the end thereof the following new 
     paragraph:
       ``(3) Duration.--An award made by the Secretary under this 
     chapter to an eligible entity described in paragraph (1) or 
     (2) of subsection (c) shall be for the period of 6 years.''.
       (b) Continuing Eligibility.--Section 404A (20 U.S.C. 1070a-
     21) is amended by adding at the end the following new 
     subsection:
       ``(d) Continuing Eligibility.--An eligible entity shall not 
     cease to be an eligible entity upon the expiration of any 
     grant under this chapter (including a continuation award).''.
       (c) Continuity of Service.--
       (1) Cohort approach.--Section 404B(g)(1)(B) (20 U.S.C. 
     1070a-22(g)(1)(B)) is amended by inserting ``and provide the 
     option of continued services through the student's first year 
     of attendance at an eligible institution of higher 
     education'' after ``grade level''.
       (2) Early intervention.--Section 404D (20 U.S.C. 1070a-24) 
     is amended--
       (A) in subsection (b)(2)(A), by inserting ``and students in 
     the first year of attendance at an eligible institution of 
     higher education'' after ``grade 12''; and
       (B) in subsection (c), by inserting ``, and may consider 
     students in their first year of attendance at an eligible 
     institution,'' after ``grade 12''.
       (d) Coordination.--Section 404C(a)(2) (20 U.S.C. 1070a-
     23(a)(2)) is amended--
       (1) by striking ``and'' at the end of subparagraph (A);
       (2) by redesignating subparagraph (B) as subparagraph (C); 
     and
       (3) by inserting after subparagraph (A) the following new 
     subparagraph:
       ``(B) describe activities for coordinating, complementing, 
     and enhancing services under this chapter provided by other 
     eligible entities in the State; and''.
       (e) Education and Counseling Services.--Section 
     404D(b)(2)(A)(ii) (20 U.S.C. 1070a-24(b)(2)(A)(ii)) is 
     amended by striking ``and academic counseling'' and inserting 
     ``academic counseling, and financial literacy and economic 
     literacy education or counseling''.
       (f) Homeless and Unaccompanied Youth.--Section 404D is 
     further amended by adding at the end the following new 
     subsection:
       ``(e) Homeless and Unaccompanied Youth.--Notwithstanding 
     any other provision of this chapter, individuals who are 
     homeless or unaccompanied youth as defined in section 725 of 
     the McKinney-Vento Homeless Assistance Act shall be eligible 
     to participate in programs under this section.''.
       (g) Reauthorization.--Section 404H (20 U.S.C. 1070a-28) is 
     amended by striking ``$200,000,000 for fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``$306,500,000 for fiscal year 
     2006 and such sums as may be necessary for each of the 5 
     succeeding fiscal years''.

     SEC. 405. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY 
                   GRANTS.

       (a) Authorization of Appropriations.--Section 413A(b)(1) 
     (20 U.S.C. 1070b(b)(1)) is amended by striking ``$675,000,000 
     for fiscal year 1999 and such sums as may be necessary for 
     the 4 succeeding fiscal years'' and inserting ``$779,000,000 
     for fiscal year 2006 and such sums as may be necessary for 
     the 5 succeeding fiscal years''.

[[Page H1239]]

       (b) Priority of Awards.--Paragraph (2) of section 413C(c) 
     (20 U.S.C. 1070b-2(c)(2)) is amended to read as follows:
       ``(2) In carrying out paragraph (1) of this subsection, 
     each institution of higher education shall, in the agreement 
     made under section 487, assure that the selection 
     procedures--
       ``(A) will give a priority for supplemental grants under 
     this subpart to students who receive Pell Grants and meet the 
     requirements of section 484; and
       ``(B) will award no more than 10 percent of each 
     institution's allocation received under section 413D to 
     students who did not receive Federal Pell Grants in a prior 
     year.''.
       (c) Phaseout of Allocation Based on Previous Allocations.--
       (1) Amendment.--Subsection (a) of section 413D (20 U.S.C. 
     1070b-3(a)) is amended to read as follows:
       ``(a) Allocation Based on Previous Allocation.--
       ``(1) Base guarantee.--From the amount appropriated 
     pursuant to section 413A(b) for each fiscal year after fiscal 
     year 2007, the Secretary shall, subject to paragraph (2), 
     first allocate to each eligible institution an amount equal 
     to the following percentage of the amount such institution 
     received under subsection (a) of this section for fiscal year 
     2007 (as such subsection was in effect with respect to 
     allocations for such fiscal year):
       ``(A) 80 percent for fiscal years 2008 and 2009;
       ``(B) 60 percent for fiscal years 2010 and 2011;
       ``(C) 40 percent for fiscal years 2012 and 2013;
       ``(D) 20 percent for fiscal years 2014 and 2015; and
       ``(E) 0 percent for fiscal year 2016 and any succeeding 
     fiscal year.
       ``(2) Ratable reductions for insufficient appropriations.--
       ``(A) Reduction of base guarantee.--If the amount 
     appropriated for any fiscal year is less than the amount 
     required to be allocated to all institutions under this 
     subsection, then the amount of the allocation to each such 
     institution shall be ratably reduced.
       ``(B) Additional appropriations allocation.--If additional 
     amounts are appropriated for any such fiscal year, such 
     reduced amounts shall be increased on the same basis as they 
     were reduced (until the amount allocated equals the amount 
     required to be allocated under this subsection).
       ``(3) Additional allocations for certain institutions.--
       ``(A) Allocations permitted.--Notwithstanding any other 
     provision of this section, the Secretary may allocate an 
     amount equal to not more than 10 percent of the amount by 
     which the amount appropriated in any fiscal year to carry out 
     this subpart exceeds $700,000,000 among eligible institutions 
     described in subparagraph (B).
       ``(B) Eligible institutions.--An otherwise eligible 
     institution may receive a portion of the allocation described 
     in subparagraph (A) if--
       ``(i) not less than 10 percent of the students attending 
     the institution receive Federal Pell Grants; and
       ``(ii)(I) in the case of an institution that offers 
     programs of at least 4 years in duration, if its graduation 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating within the period of time equal to 
     normal duration of the longest undergraduate program offered 
     by the institution, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(5)(C)); or
       ``(II) in the case of an institution that offers programs 
     of at least 2, but less than 4, years in duration, if its 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating or transferring to an institution 
     that offers programs of at least 4 years in duration within 
     the period of time equal to the normal duration of the 
     program offered, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(5)(C)).''.
       (2) Effective date.--The amendment made by paragraph (1) 
     shall apply with respect to any amounts appropriated under 
     section 413A(b) of the Higher Education Act of 1965 (20 
     U.S.C. 1070b(b)) for fiscal year 2008 or any succeeding 
     fiscal year.
       (d) Books and Supplies.--Section 413D(c)(3)(D) (20 U.S.C. 
     1070-3(c)(3)(D)) is amended by striking ``$450'' and 
     inserting ``$600''.

     SEC. 406. LEAP.

       Section 415A(b)(1) (20 U.S.C. 1070c(b)(1)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 407. HEP/CAMP PROGRAM.

       Section 418A (20 U.S.C. 1070d-2) is amended--
       (1) in subsection (b)(1)(B)(i), by inserting ``, or whose 
     spouse'' after ``themselves'';
       (2) in subsection (b)(3)(B), by inserting ``, including 
     preparation for college entrance exams'' after ``program'';
       (3) in subsection (b)(8), by inserting ``, including child 
     care and transportation'' after ``supportive services'';
       (4) by striking ``and'' at the end of subsection (b)(7), by 
     striking the period at the end of subsection (b)(8) and 
     inserting ``; and'', and by adding at the end of subsection 
     (b) the following new paragraph:
       ``(9) follow-up activity and reporting requirements, except 
     that not more than 2 percent of the funds provided under this 
     section may be used for such purposes.'';
       (5) in subsection (c)(1)(A), by inserting ``, or whose 
     spouse'' after ``themselves'';
       (6) in subsection (c)(1)(B), by striking clause (i) and 
     inserting the following:
       ``(i) personal, academic, career, and economic education or 
     personal finance counseling as an ongoing part of the 
     program;'';
       (7) in subsection (c)(2)(B), by inserting ``(including 
     mentoring and guidance of such students)'' after 
     ``services'';
       (8) in subsection (c)(2), by striking ``and'' at the end of 
     subparagraph (A), by striking the period at the end of 
     subparagraph (B) and inserting ``; and'', and by adding at 
     the end of subsection (c)(2) the following new subparagraph:
       ``(C) for students in any program that does not award a 
     bachelor's degree, encouraging the transfer to, and 
     persistence in, such a program, and monitoring the rate of 
     such transfer, persistence, and completion.'';
       (9) in subsection (e), by striking ``section 402A(c)(1)'' 
     and inserting ``section 402A(c)(2)''; and
       (10) in subsection (h)--
       (A) in paragraph (1), by striking ``$15,000,000 for fiscal 
     year 1999 and such sums as may be necessary for each of the 4 
     succeeding fiscal years'' and inserting ``$24,000,000 for 
     fiscal year 2006 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years''; and
       (B) in paragraph (2), by striking ``$5,000,000 for fiscal 
     year 1999 and such sums as may be necessary for each of the 4 
     succeeding fiscal years'' and inserting ``$16,000,000 for 
     fiscal year 2006 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years''.

     SEC. 408. ROBERT C. BYRD HONORS SCHOLARSHIP PROGRAM.

       Subpart 6 of part A of title IV is amended to read as 
     follows:

         ``Subpart 6--Robert C. Byrd Honors Scholarship Program

     ``SEC. 419A. ROBERT C. BYRD MATHEMATICS AND SCIENCE HONORS 
                   SCHOLARSHIP PROGRAM.

       ``(a) Purpose.--The purpose of this section is to award 
     scholarships to students who are enrolled in studies leading 
     to baccalaureate and advanced degrees in physical, life, or 
     computer sciences, mathematics, and engineering.
       ``(b) Definitions.--As used in this section--
       ``(1) the term `computer science' means the branch of 
     knowledge or study of computers, including such fields of 
     knowledge or study as computer hardware, computer software, 
     computer engineering, information systems, and robotics;
       ``(2) the term `eligible student' means a student who--
       ``(A) is a citizen of the United States;
       ``(B) is selected by the managing agent to receive a 
     scholarship;
       ``(C) is enrolled full-time in an institution of higher 
     education, other than a United States service academy; and
       ``(D) has shown a commitment to and is pursuing a major in 
     studies leading to a baccalaureate, masters, or doctoral 
     degree (or a combination thereof) in physical, life, or 
     computer sciences, mathematics, or engineering;
       ``(3) the term `engineering' means the science by which the 
     properties of matter and the sources of energy in nature are 
     made useful to humanity in structures, machines, and 
     products, as in the construction of engines, bridges, 
     buildings, mines, and chemical plants, including such fields 
     of knowledge or study as aeronautical engineering, chemical 
     engineering, civil engineering, electrical engineering, 
     industrial engineering, materials engineering, manufacturing 
     engineering, and mechanical engineering;
       ``(4) the term `life sciences' means the branch of 
     knowledge or study of living things, including such fields of 
     knowledge or study as biology, biochemistry, biophysics, 
     microbiology, genetics, physiology, botany, zoology, ecology, 
     and behavioral biology, except that the term does not 
     encompass social psychology or the health professions;
       ``(5) the term `managing agent' means an entity to which an 
     award is made under subsection (c) to manage a program of 
     Mathematics and Science Honors Scholarships;
       ``(6) the term `mathematics' means the branch of knowledge 
     or study of numbers and the systematic treatment of 
     magnitude, relationships between figures and forms, and 
     relations between quantities expressed symbolically, 
     including such fields of knowledge or study as statistics, 
     applied mathematics, and operations research; and
       ``(7) the term `physical sciences' means the branch of 
     knowledge or study of the material universe, including such 
     fields of knowledge or study as astronomy, atmospheric 
     sciences, chemistry, earth sciences, ocean sciences, physics, 
     and planetary sciences.
       ``(c) Award.--
       ``(1)(A) From funds authorized under section 419D to carry 
     out this section, the Secretary is authorized, through a 
     grant or cooperative agreement, to make an award to a 
     private, non-profit organization, other than an institution 
     of higher education or system of institutions of higher 
     education, to manage, through a public and private 
     partnership, a program of Mathematics and Science Honors 
     Scholarships under this section.
       ``(B) The award under subparagraph (A) shall be for a five-
     year period.

[[Page H1240]]

       ``(2)(A) One hundred percent of the funds awarded under 
     paragraph (1)(A) for any fiscal year shall be obligated and 
     expended solely on scholarships to eligible students.
       ``(B) No Federal funds shall be used to provide more than 
     50 percent of the cost of any scholarship to an eligible 
     student.
       ``(C) The maximum scholarship award shall be the difference 
     between an eligible student's cost of attendance minus any 
     non-loan based aid such student receives.
       ``(3)(A) The secretary may establish--
       ``(i) eligibility criteria for applicants for managing 
     agent, including criteria regarding financial and 
     administrative capability; and
       ``(ii) operational standards for the managing agent, 
     including management and performance requirements, such as 
     audit, recordkeeping, record retention, and reporting 
     procedures and requirements.
       ``(B) The Secretary, as necessary, may review and revise 
     any criteria, standards, and rules established under this 
     paragraph and, through the agreement with the managing agent, 
     see that any revisions are implemented.
       ``(4) If the managing agent fails to meet the requirements 
     of this section the Secretary may terminate the award to the 
     managing agent.
       ``(5) The Secretary shall conduct outreach efforts to help 
     raise awareness of the Mathematics and Science Honors 
     Scholarships.
       ``(d) Duties of the Managing Agent.--The managing agent 
     shall--
       ``(1) develop criteria to award Mathematics and Science 
     Honors Scholarships based on established measurements 
     available to secondary students who wish to pursue degrees in 
     physical, life, or computer sciences, mathematics, and 
     engineering;
       ``(2) establish a Mathematics and Science Honors 
     Scholarship Fund in a separate, named account that clearly 
     discloses the amount of Federal and non-Federal funds 
     deposited in the account and used for scholarships under this 
     section;
       ``(3) solicit funds for scholarships and for the 
     administration of the program from non-Federal sources;
       ``(4) solicit applicants for scholarships;
       ``(5) from the amounts in the Fund, award scholarships to 
     eligible students and transfer such funds to the institutions 
     of higher education that they attend; and
       ``(6) annually submit to the Secretary a financial audit 
     and a report on the progress of the program, and such other 
     documents as the Secretary may require to determine the 
     effective management of the program.
       ``(e) Applications.--
       ``(1) Any eligible entity that desires to be the managing 
     agent under this section shall submit an application to the 
     Secretary, in such form and containing such information, as 
     the Secretary may require.
       ``(2) Each application shall include a description of--
       ``(A) how the applicant meets or will meet requirements 
     established under subsections (c)(3)(A) and (d);
       ``(B) how the applicant will solicit funds for scholarships 
     and for the administration of the program from non-Federal 
     sources;
       ``(C) how the applicant will provide nationwide outreach to 
     inform students about the program and to encourage students 
     to pursue degrees in physical, life, or computer sciences, 
     mathematics, and engineering;
       ``(D) how the applicant will solicit applications for 
     scholarships, including how the applicant will balance 
     efforts in urban and rural areas;
       ``(E) the selection criteria based on established 
     measurements available to secondary students the applicant 
     will use to award scholarships and to renew those awards;
       ``(F) how the applicant will inform the institution of 
     higher education chosen by the recipient of the name and 
     scholarship amount of the recipient;
       ``(G) what procedures and assurances the applicant and the 
     institution of higher education that the recipient attends 
     will use to verify student eligibility, attendance, degree 
     progress, and academic performance and to deliver and account 
     for payments to such institution;
       ``(H) the management (including audit and accounting) 
     procedures the applicant will use for the program;
       ``(I) the human, financial, and other resources that the 
     applicant will need and use to manage the program;
       ``(J) how the applicant will evaluate the program and 
     report to the Secretary annually; and
       ``(K) a description of how the entity will coordinate with, 
     complement, and build on similar public and private 
     mathematics and science programs.
       ``(f) Scholarship Recipients.--
       ``(1) A student receiving a scholarship under this section 
     shall be known as a `Byrd Mathematics and Science Honors 
     Scholar'.
       ``(2) Any student desiring to receive a scholarship under 
     this section shall submit an application to the managing 
     agent in such form, and containing such information, as the 
     managing agent may require.
       ``(3) Any student that receives a scholarship under this 
     section shall enter into an agreement with the managing agent 
     to complete 5 consecutive years of service to begin no later 
     than 12 months following completion of the final degree in a 
     position related to physical, life, or computer sciences, 
     mathematics, or engineering as defined under this section.
       ``(4) If any student that receives a scholarship under this 
     section fails to earn at least a baccalaureate degree in 
     physical, life, or computer sciences, mathematics, or 
     engineering as defined under this section, the student shall 
     repay to the managing agent the amount of any financial 
     assistance paid to such student.
       ``(5) If any student that receives a scholarship under this 
     section fails to meet the requirements of paragraph (3), the 
     student shall repay to the managing agent the amount of any 
     financial assistance paid to such student.
       ``(6)(A) Scholarships shall be awarded for only one 
     academic year of study at a time.
       ``(B)(i) A scholarship shall be renewable on an annual 
     basis for the established length of the academic program if 
     the student awarded the scholarship remains eligible.
       ``(ii) The managing agent may condition renewal of a 
     scholarship on measures of academic progress and achievement, 
     with the approval of the Secretary.
       ``(C)(i) If a student fails to either remain eligible or 
     meet established measures of academic progress and 
     achievement, the managing agent shall instruct the student's 
     institution of higher education to suspend payment of the 
     student's scholarship.
       ``(ii) A suspension of payment shall remain in effect until 
     the student is able to demonstrate to the satisfaction of the 
     managing agent that he or she is again eligible and meets the 
     established measures of academic progress and achievement.
       ``(iii) A student's eligibility for a scholarship shall be 
     terminated if a suspension period exceeds 12 months.
       ``(D)(i)(I) A student awarded a scholarship may, in a 
     manner and under the terms established by, and with the 
     approval of, the managing agent, postpone or interrupt his or 
     her enrollment at an institution of higher education for up 
     to 12 months.
       ``(II) Such a postponement or interruption shall not be 
     considered a suspension for purposes of subparagraph (C).
       ``(ii) Neither a student nor the student's institution of 
     higher education shall receive the student's scholarship 
     payments during the period of postponement or interruption, 
     but such payments shall resume upon enrollment or 
     reenrollment.
       ``(iii) In exceptional circumstances, such as serious 
     injury or illness or the necessity to care for family 
     members, the student's postponement or interruption may, upon 
     notification and approval of the managing agent, be extended 
     beyond the 12 month period described in clause (i)(I).
       ``(g) Responsibilities of Institution of Higher 
     Education.--
       ``(1) The managing agent shall require any institution of 
     higher education that enrolls a student who receives a 
     scholarship under this section to annually provide an 
     assurance, prior to making any payment, that the student--
       ``(A) is eligible in accordance with subsection (b)(2); and
       ``(B) has provided the institution with a written 
     commitment to attend, or is attending, classes and is 
     satisfactorily meeting the institution's academic criteria 
     for enrollment in its program of study.
       ``(2)(A) The managing agent shall provide the institution 
     of higher education with payments from the Fund for selected 
     recipients in at least two installments.
       ``(B) An institution of higher education shall return 
     prorated amounts of any scholarship payment to the managing 
     agent, who shall deposit it in to the Fund, if a recipient 
     declines a scholarship, does not attend courses, transfers to 
     another institution of higher education, or becomes 
     ineligible for a scholarship.

     ``SEC. 419B. MATHEMATICS AND SCIENCE INCENTIVE PROGRAM.

       ``(a) Program.--
       ``(1) In general.--The Secretary is authorized to carry out 
     a program of assuming the obligation to pay, pursuant to the 
     provisions of this section, the interest on a loan made, 
     insured, or guaranteed under part B or D of this title.
       ``(2) Eligibility.--The Secretary may assume interest 
     payments under paragraph (1) only for a borrower who--
       ``(A) has submitted an application in compliance with 
     subsection (d);
       ``(B) obtained one or more loans described in paragraph (1) 
     as an undergraduate student;
       ``(C) is a new borrower (within the meaning of section 
     103(7) of this Act) on or after the date of enactment of the 
     College Access and Opportunity Act of 2006;
       ``(D) is a highly qualified teacher of science, technology, 
     engineering or mathematics at an elementary or secondary 
     school in a high need local educational agency, or is a 
     mathematics, science, or engineering professional; and
       ``(E) enters into an agreement with the Secretary to 
     complete 5 consecutive years of service in a position 
     described in subparagraph (D), starting on the date of the 
     agreement.
       ``(3) Prior interest limitations.--The Secretary shall not 
     make any payments for interest that--
       ``(A) accrues prior to the beginning of the repayment 
     period on a loan in the case of a loan made under section 
     428H or a Federal Direct Unsubsidized Stafford Loan; or
       ``(B) has accrued prior to the signing of an agreement 
     under paragraph (2)(E).
       ``(4) Initial selection.--In selecting participants for the 
     program under this section, the Secretary--

[[Page H1241]]

       ``(A) shall choose among eligible applicants on the basis 
     of--
       ``(i) the national security, homeland security, and 
     economic security needs of the United States, as determined 
     by the Secretary, in consultation with other Federal 
     agencies, including the Departments of Labor, Defense, 
     Homeland Security, Commerce, and Energy, the Central 
     Intelligence Agency, and the National Science Foundation; and
       ``(ii) the academic record or job performance of the 
     applicant; and
       ``(B) may choose among eligible applicants on the basis 
     of--
       ``(i) the likelihood of the applicant to complete the 5-
     year service obligation;
       ``(ii) the likelihood of the applicant to remain in 
     science, mathematics, or engineering after the completion of 
     the service requirement; or
       ``(iii) other relevant criteria determined by the 
     Secretary.
       ``(5) Availability subject to appropriations.--Loan 
     interest payments under this section shall be subject to the 
     availability of appropriations. If the amount appropriated 
     for any fiscal year is not sufficient to provide interest 
     payments on behalf of all qualified applicants, the Secretary 
     shall give priority to those individuals on whose behalf 
     interest payments were made during the preceding fiscal year.
       ``(6) Regulations.--The Secretary is authorized to 
     prescribe such regulations as may be necessary to carry out 
     the provisions of this section.
       ``(b) Duration and Amount of Interest Payments.--The period 
     during which the Secretary shall pay interest on behalf of a 
     student borrower who is selected under subsection (a) is the 
     period that begins on the effective date of the agreement 
     under subsection (a)(2)(E), continues after successful 
     completion of the service obligation, and ends on the earlier 
     of--
       ``(1) the completion of the repayment period of the loan;
       ``(2) payment by the Secretary of a total of $5,000 on 
     behalf of the borrower;
       ``(3) if the borrower ceases to fulfill the service 
     obligation under such agreement prior to the end of the 5-
     year period, as soon as the borrower is determined to have 
     ceased to fulfill such obligation in accordance with 
     regulations of the Secretary; or
       ``(4) 6 months after the end of any calendar year in which 
     the borrower's gross income equals or exceeds 4 times the 
     national per capita disposable personal income (current 
     dollars) for such calendar year, as determined on the basis 
     of the National Income and Product Accounts Tables of the 
     Bureau of Economic Analysis of the Department of Commerce, as 
     determined in accordance with regulations prescribed by the 
     Secretary.
       ``(c) Repayment to Eligible Lenders.--Subject to the 
     regulations prescribed by the Secretary by regulation under 
     subsection (a)(6), the Secretary shall pay to each eligible 
     lender or holder for each payment period the amount of the 
     interest that accrues on a loan of a student borrower who is 
     selected under subsection (a).
       ``(d) Application for Repayment.--
       ``(1) In general.--Each eligible individual desiring loan 
     interest payment under this section shall submit a complete 
     and accurate application to the Secretary at such time, in 
     such manner, and containing such information as the Secretary 
     may require.
       ``(2) Failure to complete service agreement.--Such 
     application shall contain an agreement by the individual 
     that, if the individual fails to complete the 5 consecutive 
     years of service required by subsection (a)(2)(E), the 
     individual agrees to repay the Secretary the amount of any 
     interest paid by the Secretary on behalf of the individual.
       ``(e) Treatment of Consolidation Loans.--A consolidation 
     loan made under section 428C of this Act, or a Federal Direct 
     Consolidation Loan made under part D of title IV of this Act, 
     may be a qualified loan for the purpose of this section only 
     to the extent that such loan amount was used by a borrower 
     who otherwise meets the requirements of this section to 
     repay--
       ``(1) a loan made under section 428 or 428H of this Act; or
       ``(2) a Federal Direct Stafford Loan, or a Federal Direct 
     Unsubsidized Stafford Loan, made under part D of title IV of 
     this Act.
       ``(f) Prevention of Double Benefits.--No borrower may, for 
     the same service, receive a benefit under both this section 
     and--
       ``(1) any loan forgiveness program under title IV of this 
     Act; or
       ``(2) subtitle D of title I of the National and Community 
     Service Act of 1990 (42 U.S.C. 12601 et seq.).
       ``(g) Definitions.--As used in this section--
       ``(1) the term `high need local educational agency' has the 
     same meaning given such term in section 201(b)(4); and
       ``(2) the term `mathematics, science, or engineering 
     professional' means a person who--
       ``(A) holds a baccalaureate, masters, or doctoral degree 
     (or a combination thereof) in science, mathematics, or 
     engineering; and
       ``(B) works in a field the Secretary determines is closely 
     related to that degree, which shall include working as a 
     professor at a two- or four-year institution of higher 
     education.

     ``SEC. 419C. MATHEMATICS AND SCIENCE EDUCATION COORDINATING 
                   COUNCIL GRANTS.

       ``(a) Purposes.--The purposes of this section include--
       ``(1) supporting programs that encourage students to enroll 
     in and successfully complete baccalaureate and advanced 
     degrees in science, technology, engineering, and mathematics;
       ``(2) achieving the common objective of organizing, 
     leading, and implementing State-based reform agendas that 
     support the continuing improvement of mathematics and science 
     education; and
       ``(3) improving collaboration in a State among the State 
     educational agency, 2-year and 4-year institutions of higher 
     education, and the business community through the development 
     or improvement of a coordinating council.
       ``(b) Definitions.--For the purposes of this section:
       ``(1) the term `eligible State' means--
       ``(A) the Governor of a State; or
       ``(B) in the case of a State for which the constitution or 
     laws of the State designate an individual, entity, or agency 
     in the State, other than the Governor, to be responsible for 
     coordination among segments of the State's educational 
     systems, such individual, entity, or agency.
       ``(2) the term `mathematics and science education 
     coordinating council' means an organization that is charged 
     by a State with coordinating mathematics and science 
     education in the State. Such a council shall be composed of 
     education, business, and community leaders working together 
     to increase student participation and academic achievement in 
     mathematics and science.
       ``(c) State Grants.--From amounts made available under 
     section 419D for this section, the Secretary is authorized to 
     use not more than $5,000,000 to award grants on a competitive 
     basis to eligible States for the purpose of carrying out 
     activities described in subsection (d).
       ``(d) Uses of Funds.--An eligible State that receives a 
     grant under this section is authorized to use grant funds to 
     carry out one or more of the following activities:
       ``(1) In a State in which a mathematics and science 
     education coordinating council does not exist, planning and 
     establishing such a council.
       ``(2) In a State in which such a council exists, reforming 
     or expanding the activities of the council, including 
     implementing State-based reform agendas that support the 
     continuing improvement of mathematics and science education, 
     and support services that lead to better teacher recruitment 
     and training, increased student academic achievement, and 
     increased student enrollment and degree attainment in 
     science, technology, engineering, and mathematics.
       ``(3) Coordinating with activities under part B of title II 
     of the Elementary and Secondary Education Act of 1965 and 
     with title II of this Act, especially as it pertains to the 
     recruitment and preparation of highly qualified mathematics 
     and science teachers.
       ``(e) Application.--To be eligible to receive a grant under 
     this section, an eligible State shall submit an application 
     to the Secretary that--
       ``(1) describes the activities the State will carry out 
     with the funds;
       ``(2) contains a plan for continuing such activities once 
     Federal funding ceases; and
       ``(3) contains such other information and assurances as the 
     Secretary may require.
       ``(f) Consultation.--The Governor of a State, or the 
     individual, entity, or agency in the State described in 
     subsection (b)(1)(B), shall consult with the State board of 
     education, State educational agency, and the State agency for 
     higher education, as appropriate, with respect to the 
     activities assisted under this section. In the case of an 
     individual, entity, or agency described in subsection 
     (b)(1)(B), such consultation shall also include the Governor.
       ``(g) Construction.--Nothing in this section shall be 
     construed to negate or supersede the legal authority under 
     State law of any State agency, State entity, or State public 
     official over programs that are under the jurisdiction of the 
     agency, entity, or official.
       ``(h) Administrative Provisions.--
       ``(1) In general.--
       ``(A) Grants awarded under this section shall be awarded 
     for a period not to exceed 5 years.
       ``(B) A grantee may receive a grant under this part only 
     once.
       ``(C) Payments of grant funds under this section shall be 
     annual.
       ``(2) Secretarial selections.--The Secretary shall 
     determine which applications receive funds under this 
     section, and the amount of the grant. In determining grant 
     amounts, the Secretary shall take into account the total 
     amount of funds available for all grants under this section 
     and the nature of each grant proposal, including whether 
     funds are being sought to assist in the creation of a new 
     State mathematics and science education coordinating council 
     or to extend the work of an existing council. The Secretary 
     shall also take into account the equitable geographic 
     distribution of grants throughout the United States.
       ``(3) Matching requirement.--Each eligible State receiving 
     a grant under this section shall provide, from non-Federal 
     sources, an amount equal to 50 percent of the amount of the 
     grant (in cash or in kind) to carry out the activities 
     supported by the grant.
       ``(i) Accountability and Evaluation.--
       ``(1) State grant accountability report.--An eligible State 
     that receives a grant under this section shall submit an 
     annual accountability report to the Secretary. Such report 
     shall include a description of the degree to which the 
     eligible State, in using

[[Page H1242]]

     grant funds, has made substantial progress in meeting its 
     objectives.
       ``(2) Evaluation and dissemination.--The Secretary shall 
     evaluate the activities funded under this section and report 
     the Secretary's findings regarding such activities to the 
     authorizing committees. The Secretary shall broadly 
     disseminate successful practices developed by eligible States 
     under this section, and shall broadly disseminate information 
     regarding such practices that were found to be ineffective.
       ``(3) Revocation.--If the Secretary determines that an 
     eligible State is not making substantial progress in meeting 
     the purposes, objectives, and measures, as appropriate, 
     required under this section by the end of the second year of 
     a grant, then the grant payment shall not be made for the 
     third year and subsequent years of the grant.

     ``SEC. 419D. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated $41,000,000 for 
     fiscal year 2006 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years to carry out this 
     subpart.''.

     SEC. 409. CHILD CARE ACCESS.

        Section 419N(g) (20 U.S.C. 1070e(g)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 410. LEARNING ANYTIME ANYWHERE PARTNERSHIPS.

       (a) Repeal.--Subpart 8 of part A of title IV (20 U.S.C. 
     1070f--1070f-6) is repealed.
       (b) Conforming Amendment.--Section 400(b) (20 U.S.C. 
     1070(b)) is amended by striking ``through 8'' and inserting 
     ``through 7''.

             PART B--FEDERAL FAMILY EDUCATION LOAN PROGRAM

     SEC. 421. LOAN FORGIVENESS FOR SERVICE IN AREAS OF NATIONAL 
                   NEED.

       Section 428K (20 U.S.C. 1078-11) is amended to read as 
     follows:

     ``SEC. 428K. LOAN FORGIVENESS FOR SERVICE IN AREAS OF 
                   NATIONAL NEED.

       ``(a) Purposes.--The purposes of this section are--
       ``(1) to encourage highly trained individuals to enter and 
     continue in service in areas of national need; and
       ``(2) to reduce the burden of student debt for Americans 
     who dedicate their careers to service in areas of national 
     need.
       ``(b) Program Authorized.--
       ``(1) In general.--The Secretary is authorized to carry out 
     a program of assuming the obligation to repay, pursuant to 
     paragraphs (2) of subsection (c) and subsection (d), a 
     qualified loan amount for a loan made, insured, or guaranteed 
     under this part or part D (other than loans made under 
     section 428B and 428C and comparable loans made under part 
     D), for any new borrower after the date of enactment of the 
     College Access and Opportunity Act of 2006, who--
       ``(A) has been employed full-time for at least 5 
     consecutive complete school, academic, or calendar years, as 
     appropriate, in an area of national need described in 
     subsection (c); and
       ``(B) is not in default on a loan for which the borrower 
     seeks forgiveness.
       ``(2) Award basis.--Loan repayment under this section shall 
     be on a first-come, first-served basis pursuant to the 
     designation under subsection (c) and subject to the 
     availability of appropriations.
       ``(3) Regulations.--The Secretary is authorized to issue 
     such regulations as may be necessary to carry out the 
     provisions of this section.
       ``(c) Areas of National Need.--
       ``(1) Statutory categories.--For purposes of this section, 
     an individual shall be treated as employed in an area of 
     national need if the individual is employed full time and is 
     any of the following:
       ``(A) Early childhood educators.--An individual who is 
     employed as an early childhood educator in an eligible 
     preschool program or child care facility in a low-income 
     community, and who is involved directly in the care, 
     development and education of infants, toddlers, or young 
     children through age five.
       ``(B) Nurses.--An individual who is employed--
       ``(i) as a nurse in a clinical setting; or
       ``(ii) as a member of the nursing faculty at an accredited 
     school of nursing (as those terms are defined in section 801 
     of the Public Health Service Act (42 U.S.C. 296)).
       ``(C) Foreign language specialists.--An individual who has 
     obtained a baccalaureate degree in a critical foreign 
     language and is employed--
       ``(i) in an elementary or secondary school as a teacher of 
     a critical foreign language; or
       ``(ii) in an agency of the United States Government in a 
     position that regularly requires the use of such critical 
     foreign language.
       ``(D) Librarians.--An individual who is employed full-time 
     as a libarian in--
       ``(i) a public library that serves a geographic area within 
     which the public schools have a combined average of 30 
     percent or more of their total student enrollments composed 
     of children counted under section 1113(a)(5) of the 
     Elementary and Secondary Education Act of 1965; or
       ``(ii) an elementary or secondary school which is in the 
     school district of a local educational agency which is 
     eligible in such year for assistance pursuant to title I of 
     the Elementary and Secondary Education Act of 1965, and which 
     for the purpose of this paragraph and for that year has been 
     determined by the Secretary (pursuant to regulations and 
     after consultation with the State educational agency of the 
     State in which the school is located) to be a school in which 
     the enrollment of children counted under section 1113(a)(5) 
     of the Elementary and Secondary Education Act of 1965 exceeds 
     30 percent of the total enrollment of that school.
       ``(E) Highly qualified teachers: bilingual education and 
     low-income communities.--An individual who--
       ``(i) is highly qualified as such term is defined in 
     section 9101 of the Elementary and Secondary Education Act of 
     1965; and
       ``(ii)(I) is employed as a full-time teacher of bilingual 
     education; or
       ``(II) is employed as a teacher for service in a public or 
     nonprofit private elementary or secondary school which is in 
     the school district of a local educational agency which is 
     eligible in such year for assistance pursuant to title I of 
     the Elementary and Secondary Education Act of 1965, and which 
     for the purpose of this paragraph and for that year has been 
     determined by the Secretary (pursuant to regulations and 
     after consultation with the State educational agency of the 
     State in which the school is located) to be a school in which 
     the enrollment of children counted under section 1113(a)(5) 
     of the Elementary and Secondary Education Act of 1965 exceeds 
     40 percent of the total enrollment of that school.
       ``(F) First responders in low-income communities.--An 
     individual who--
       ``(i) is employed as a firefighter, police officer, or 
     emergency medical technician; and
       ``(ii) serves as such in a low-income community.
       ``(G) Child welfare workers.--An individual who--
       ``(i) has obtained a degree in social work or a related 
     field with a focus on serving children and families; and
       ``(ii) is employed in public or private child welfare 
     services.
       ``(H) Speech-language pathologists.--An individual who is a 
     speech-language pathologist, who is employed in an eligible 
     preschool program or an elementary or secondary school, and 
     who has, at a minimum, a graduate degree in speech-language 
     pathology, or communication sciences and disorders.
       ``(I) Additional areas of national need.--An individual who 
     is employed in an area designated by the Secretary under 
     paragraph (2) and has completed a baccalaureate or advanced 
     degree related to such area.
       ``(2) Designation of areas of national need.--After 
     consultation with appropriate Federal, State, and community-
     based agencies and organizations, the Secretary shall 
     designate areas of national need. In making such 
     designations, the Secretary shall take into account the 
     extent to which--
       ``(A) the national interest in the area is compelling;
       ``(B) the area suffers from a critical lack of qualified 
     personnel; and
       ``(C) other Federal programs support the area concerned.
       ``(d) Qualified Loan Amount.--The Secretary shall repay not 
     more than $5,000 in the aggregate of the loan obligation on a 
     loan made under section 428 or 428H that is outstanding after 
     the completion of the fifth consecutive school, academic, or 
     calendar year, as appropriate, described in subsection 
     (b)(1).
       ``(e) Construction.--Nothing in this section shall be 
     construed to authorize the refunding of any repayment of a 
     loan made under section 428 or 428H.
       ``(f) Ineligibility of National Service Award Recipients.--
     No student borrower may, for the same service, receive a 
     benefit under both this section and subtitle D of title I of 
     the National and Community Service Act of 1990 (42 U.S.C. 
     12601 et seq.).
       ``(g) Ineligibility for Double Benefits.--No borrower may 
     receive a reduction of loan obligations under both this 
     section and section 428J or 460.
       ``(h) Definitions.--In this section
       ``(1) Child care facility.--The term `child care facility' 
     means a facility, including a home, that--
       ``(A) provides for the education and care of children from 
     birth through age 5; and
       ``(B) meets any applicable State or local government 
     licensing, certification, approval, or registration 
     requirements.
       ``(2) Critical foreign language.--The term `critical 
     foreign language' includes the languages of Arabic, Korean, 
     Japanese, Chinese, Pashto, Persian-Farsi, Serbian-Croatian, 
     Russian, Portuguese, and any other language identified by the 
     Secretary of Education, in consultation with the Defense 
     Language Institute, the Foreign Service Institute, and the 
     National Security Education Program, as a critical foreign 
     language need.
       ``(3) Early childhood educator.--The term `early childhood 
     educator' means an early childhood educator employed in an 
     eligible preschool program who has completed a baccalaureate 
     or advanced degree in early childhood development, early 
     childhood education, or in a field related to early childhood 
     education.
       ``(4) Eligible preschool program.--The term `eligible 
     preschool program' means a program that provides for the 
     care, development, and education of infants, toddlers, or 
     young children through age 5, meets any applicable State or 
     local government licensing, certification, approval, and 
     registration requirements, and is operated by--
       ``(A) a public or private school that may be supported, 
     sponsored, supervised, or administered by a local educational 
     agency;

[[Page H1243]]

       ``(B) a Head Start agency serving as a grantee designated 
     under the Head Start Act (42 U.S.C. 9831 et seq.);
       ``(C) a nonprofit or community based organization; or
       ``(D) a child care program, including a home.
       ``(5) Low-income community.--In this subsection, the term 
     `low-income community' means a community in which 70 percent 
     of households earn less than 85 percent of the State median 
     household income.
       ``(6) Nurse.--The term `nurse' means a nurse who meets all 
     of the following:
       ``(A) The nurse graduated from--
       ``(i) an accredited school of nursing (as those terms are 
     defined in section 801 of the Public Health Service Act (42 
     U.S.C. 296));
       ``(ii) a nursing center; or
       ``(iii) an academic health center that provides nurse 
     training.
       ``(B) The nurse holds a valid and unrestricted license to 
     practice nursing in the State in which the nurse practices in 
     a clinical setting.
       ``(C) The nurse holds one or more of the following:
       ``(i) A graduate degree in nursing, or an equivalent 
     degree.
       ``(ii) A nursing degree from a collegiate school of nursing 
     (as defined in section 801 of the Public Health Service Act 
     (42 U.S.C. 296)).
       ``(iii) A nursing degree from an associate degree school of 
     nursing (as defined in section 801 of the Public Health 
     Service Act (42 U.S.C. 296)).
       ``(iv) A nursing degree from a diploma school of nursing 
     (as defined in section 801 of the Public Health Service Act 
     (42 U.S.C. 296)).
       ``(7) Speech-language pathologist.--The term `speech-
     language pathologist' means a speech-language pathologist who 
     meets all of the following:
       ``(A) the speech-language pathologist has received, at a 
     minimum, a graduate degree in speech-language pathology or 
     communication sciences and disorders from an institution of 
     higher education accredited by an agency or association 
     recognized by the Secretary pursuant to section 496(a) of 
     this Act; and
       ``(B) the speech-language pathologist meets or exceeds the 
     qualifications as defined in section 1861(ll) of the Social 
     Security Act (42 U.S.C. 1395x).
       ``(i) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section such 
     sums as may be necessary for fiscal year 2006 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years.''.

     SEC. 422. ADDITIONAL ADMINISTRATIVE PROVISIONS.

       (a) Repayment Plans.--Section 428(b)(9)(A) (20 U.S.C. 
     1078(b)(9)(A)) is amended by inserting before the semicolon 
     at the end of clause (ii) the following: ``, and the 
     Secretary may not restrict the proportions or ratios by which 
     such payments may be graduated with the informed agreement of 
     the borrower''.
       (b) Counting of Consolidation Loans Against Limits.--
       (1) Amendment.--Section 428C(a)(3)(B) (20 U.S.C. 1078-
     3(a)(3)(B)) is amended by adding at the end the following new 
     clause:
       ``(ii) Loans made under this section shall, to the extent 
     used to pay off the outstanding principal balance on loans 
     made under this title, excluding capitalized interest, be 
     counted against the applicable limitations on aggregate 
     indebtedness contained in sections 425(a)(2), 428(b)(1)(B), 
     428H(d), 455, and 464(a)(2)(B).''.
       (2) Effective date.--The amendments made by this subsection 
     shall apply with respect to any loan made, insured, or 
     guaranteed under part B or part D of title IV of the Higher 
     Education Act of 1965 for which the first disbursement of 
     principal is made on or after July 1, 2007.
       (c) Additional Consolidation Loan Changes.--
       (1) Additional amendments.--Section 428C(b)(1) (20 U.S.C. 
     1078-3(b)(1)) is amended--
       (A) by striking everything after ``under this section'' the 
     first place it appears in subparagraph (A);
       (B) by striking ``(i) which'' and all that follows through 
     ``and (ii)'' in subparagraph (C);
       (C) by striking ``and'' at the end of subparagraph (E);
       (D) by redesignating subparagraph (F) as subparagraph (G); 
     and
       (E) by inserting after subparagraph (E) the following new 
     subparagraph:
       ``(F) that the lender of the consolidation loan shall, upon 
     application for such loan, provide the borrower with a clear 
     and conspicuous notice of at least the following information:
       ``(i) the effects of consolidation on total interest to be 
     paid, fees to be paid, and length of repayment;
       ``(ii) the effects of consolidation on a borrower's 
     underlying loan benefits, including loan forgiveness, 
     cancellation, deferment, and reduced interest rates on those 
     underlying loans;
       ``(iii) the ability of the borrower to prepay the loan, pay 
     on a shorter schedule, and to change repayment plans;
       ``(iv) that borrower benefit programs may vary among 
     different loan holders, and a description of how the borrower 
     benefits may vary among different loan holders;
       ``(v) the tax benefits for which borrowers may be eligible;
       ``(vi) the consequences of default; and
       ``(vii) that by making the application the applicant is not 
     obligated to agree to take the consolidation loan; and''.
       (2) Effective date for single holder amendment.--The 
     amendment made by paragraph (1)(A) shall apply with respect 
     to any loan made under section 428C of the Higher Education 
     Act of 1965 (20 U.S.C. 1078-3) for which the application is 
     received by an eligible lender on or after July 1, 2006.
       (d) Voluntary Flexible Agreements.--Section 428A(c) (20 
     U.S.C. 1078-1(c)) is amended by striking paragraph (3) and 
     inserting the following:
       ``(3) Notice to interested parties.--Once the Secretary 
     reaches a tentative agreement in principle under this 
     section, the Secretary shall publish in the Federal Register 
     a notice that invites interested parties to comment on the 
     proposed agreement. The notice shall state how to obtain a 
     copy of the tentative agreement in principle and shall give 
     interested parties no less than 30 days to provide comments. 
     The Secretary may consider such comments prior to providing 
     the notices pursuant to paragraph (2).''.
       (e) Financial and Economic Literacy.--
       (1) Default reduction program.--Section 428F is amended by 
     adding at the end the following:
       ``(c) Financial and Economic Literacy.--Where appropriate, 
     each program described under subsection (b) shall include 
     making available financial and economic education materials 
     for the borrower.''.
       (2) Program assistance for borrowers.--Section 432(k)(1) 
     (20 U.S.C. 1082(k)(1)) is amended by striking ``and 
     offering'' and all that follows through the period and 
     inserting ``, offering loan repayment matching provisions as 
     part of employee benefit packages, and providing employees 
     with financial and economic education and counseling.''.
       (f) Credit Bureau Organization Agreements.--Section 430A(a) 
     (20 U.S.C. 1080a(a)) is amended by striking ``agreements with 
     credit bureau organizations'' and inserting ``an agreement 
     with each national credit bureau organization (as described 
     in section 603(p) of the Fair Credit Reporting Act)''.
       (g) Default Reduction Management.--Section 432 is further 
     amended--
       (1) by striking subsection (n); and
       (2) by redesignating subsections (o) and (p) as subsections 
     (n) and (o), respectively.
       (h) Disability Determinations.--Section 437(a) (20 U.S.C. 
     1087(a)) is amended by adding at the end the following new 
     sentence: ``In making such determination of permanent and 
     total disability, the Secretary shall provide that a borrower 
     who has been certified as permanently and totally disabled by 
     the Department of Veterans Affairs or the Social Security 
     Administration shall not be required to present further 
     documentation for purposes of this title.''.
       (i) Treatment of Falsely Certified Borrowers.--Section 
     437(c)(1) (20 U.S.C. 1087(c)(1)) is amended by inserting ``or 
     parent's eligibility'' after ``such student's eligibility''.
       (j) Additional Technical Amendments.--
       (1) Section 428(a)(2)(A) (20 U.S.C. 1078(a)(2)(A)) is 
     amended--
       (A) by striking ``and'' at the end of subclause (II) of 
     clause (i); and
       (B) by moving the margin of clause (iii) two ems to the 
     left.
       (2) Section 428G(e) (20 U.S.C. 1078-7(e)) is amended by 
     striking ``, made to a student to cover the cost of 
     attendance at an eligible institution outside the United 
     States,''.

                  PART C--FEDERAL WORK-STUDY PROGRAMS

     SEC. 441. AUTHORIZATION OF APPROPRIATIONS.

       Section 441(b) (42 U.S.C. 2751(b)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 442. COMMUNITY SERVICE.

       Section 441(c)(1) (42 U.S.C. 2751(c)(1)) is amended by 
     striking ``that are open and accessible to the community''.

     SEC. 443. ALLOCATION OF FUNDS.

       (a) Phaseout of Allocation Based on Previous Allocations.--
     Subsection (a) of section 442 (42 U.S.C. 2752(a)) is amended 
     to read as follows:
       ``(a) Allocation Based on Previous Allocation.--
       ``(1) Base guarantee.--From the amount appropriated 
     pursuant to section 441(b) for each fiscal year after fiscal 
     year 2007, the Secretary shall, subject to paragraph (2), 
     first allocate to each eligible institution an amount equal 
     to the following percentage of the amount such institution 
     received under subsection (a) of this section for fiscal year 
     2007 (as such subsection was in effect with respect to 
     allocations for such fiscal year):
       ``(A) 80 percent for fiscal years 2008 and 2009;
       ``(B) 60 percent for fiscal years 2010 and 2011;
       ``(C) 40 percent for fiscal years 2012 and 2013;
       ``(D) 20 percent for fiscal years 2014 and 2015; and
       ``(E) 0 percent for fiscal year 2016 and any succeeding 
     fiscal year.
       ``(2) Ratable reductions for insufficient appropriations.--
       ``(A) Reduction of base guarantee.--If the amount 
     appropriated for any fiscal year is less than the amount 
     required to be allocated to all institutions under this 
     subsection, then the amount of the allocation to each such 
     institution shall be ratably reduced.

[[Page H1244]]

       ``(B) Additional appropriations allocation.--If additional 
     amounts are appropriated for any such fiscal year, such 
     reduced amounts shall be increased on the same basis as they 
     were reduced (until the amount allocated equals the amount 
     required to be allocated under this subsection).
       ``(3) Additional allocations for certain institutions.--
       ``(A) Allocations permitted.--Notwithstanding any other 
     provision of this section, the Secretary may allocate an 
     amount equal to not more than 10 percent of the amount by 
     which the amount appropriated in any fiscal year to carry out 
     this part exceeds $700,000,000 among eligible institutions 
     described in subparagraph (B).
       ``(B) Eligible institutions.--An otherwise eligible 
     institution may receive a portion of the allocation described 
     in subparagraph (A) if--
       ``(i) not less than 10 percent of the students attending 
     the institution receive Federal Pell Grants; and
       ``(ii)(I) in the case of an institution that offers 
     programs of at least 4 years in duration, if its graduation 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating within the period of time equal to 
     normal duration of the longest undergraduate program offered 
     by the institution, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(5)(C)); or
       ``(II) in the case of an institution that offers programs 
     of at least 2, but less than 4, years in duration, if its 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating or transferring to an institution 
     that offers programs of at least 4 years in duration within 
     the period of time equal to the normal duration of the 
     program offered, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(5)(C)).''.
       (b) Effective Date.--The amendment made by subsection (a) 
     shall apply with respect to any amounts appropriated under 
     section 441(b) of the Higher Education Act of 1965 (42 U.S.C. 
     2751(b)) for fiscal year 2008 or any succeeding fiscal year.

     SEC. 444. BOOKS AND SUPPLIES.

       Section 442(c)(4)(D) (42 U.S.C. 2752(c)(4)(D)) is amended 
     by striking ``$450'' and inserting ``$600''.

     SEC. 445. JOB LOCATION AND DEVELOPMENT.

       Section 446(a)(1) (42 U.S.C. 2756(a)(1)) is amended--
       (1) by striking ``10 percent or $50,000'' and inserting 
     ``15 percent or $75,000''; and
       (2) by inserting before the period at the end the 
     following: ``, except that not less than one-third of such 
     amount shall be specifically allocated to locate and develop 
     community service jobs''.

     SEC. 446. WORK COLLEGES.

       Section 448 (42 U.S.C. 2756b) is amended--
       (1) by striking ``work-learning'' each place it appears and 
     inserting ``work-learning-service'';
       (2) by amending subparagraph (C) of subsection (e)(1) to 
     read as follows:
       ``(C) requires all resident students, including at least 
     one-half of all students who are enrolled on a full-time 
     basis, to participate in a comprehensive work-learning-
     service program for at least 5 hours each week, or at least 
     80 hours during each period of enrollment, unless the student 
     is engaged in an institutionally organized or approved study 
     abroad or externship program; and'';
       (3) by amending paragraph (2) of subsection (e) to read as 
     follows:
       ``(2) the term `comprehensive student work-learning-service 
     program'--
       ``(A) means a student work-learning-service program that is 
     an integral and stated part of the institution's educational 
     philosophy and program;
       ``(B) requires participation of all resident students for 
     enrollment and graduation;
       ``(C) includes learning objectives, evaluation, and a 
     record of work performance as part of the student's college 
     record;
       ``(D) provides programmatic leadership by college personnel 
     at levels comparable to traditional academic programs;
       ``(E) recognizes the educational role of work-learning-
     service supervisors; and
       ``(F) includes consequences for nonperformance or failure 
     in the work-learning-service program similar to the 
     consequences for failure in the regular academic program.''; 
     and
       (4) in subsection (f), by striking ``1999 and such sums as 
     may be necessary for each of the 4 succeeding fiscal years'' 
     and inserting ``2006 and such sums as may be necessary for 
     the 5 succeeding fiscal years''.

                  PART D--FEDERAL DIRECT LOAN PROGRAM

     SEC. 451. INCOME CONTINGENT REPAYMENT.

       Section 455(e)(2) (20 U.S.C. 1087e(e)(2)) is amended by 
     striking ``and files a Federal income tax return jointly with 
     the borrower's spouse''.

                  PART E--FEDERAL PERKINS LOAN PROGRAM

     SEC. 461. REAUTHORIZATION OF PROGRAM.

       (a) Program Authorization.--
       (1) Authorization of appropriations.--Section 461(b) (20 
     U.S.C. 1087aa(b)) is amended--
       (A) in paragraph (1)--
       (i) by striking ``1999'' and inserting ``2006''; and
       (ii) by striking ``4 succeeding'' and inserting ``5 
     succeeding''; and
       (B) in paragraph (2), by striking ``2003'' each place it 
     appears and inserting ``2012''.
       (2) Federal capital contribution recovery.--Section 466 (20 
     U.S.C. 1087ff) is amended--
       (A) by striking ``2004'' each place it appears in 
     subsections (a) and (c) and inserting ``2012''; and
       (B) by striking ``2003'' each place it appears in 
     subsections (a) and (b),and inserting ``2011''.
       (b) Phaseout of Allocation Based on Previous Allocations.--
       (1) Amendment.--Subsection (a) of section 462 (20 U.S.C. 
     1087bb(a)) is amended to read as follows:
       ``(a) Allocation Based on Previous Allocation.--
       ``(1) Base guarantee.--From the amount appropriated 
     pursuant to section 461(b) for each fiscal year after fiscal 
     year 2007, the Secretary shall, subject to paragraphs (2) and 
     (3), first allocate to each eligible institution an amount 
     equal to--
       ``(A) 100 percent of the amount such institution received 
     under subsection (a) of this section for fiscal year 2007 (as 
     such subsection was in effect with respect to allocations for 
     such fiscal year), multiplied by
       ``(B) the institution's default penalty, as determined 
     under subsection (e), except that if the institution has a 
     cohort default rate in excess of the applicable maximum 
     cohort default rate under subsection (f), the institution may 
     not receive an allocation under this paragraph.
       ``(2) Phase out.--For each of the fiscal years after fiscal 
     year 2007, paragraph (1) shall be applied by substituting for 
     `100 percent':
       ``(A) `80 percent' for fiscal years 2008 and 2009;
       ``(B) `60 percent' for fiscal years 2010 and 2011;
       ``(C) `40 percent' for fiscal years 2012 and 2013;
       ``(D) `20 percent' for fiscal years 2014 and 2015; and
       ``(E) `0 percent' for fiscal year 2016 and any succeeding 
     fiscal year.
       ``(3) Ratable reductions for insufficient appropriations.--
       ``(A) Reduction of base guarantee.--If the amount 
     appropriated for any fiscal year is less than the amount 
     required to be allocated to all institutions under this 
     subsection, then the amount of the allocation to each such 
     institution shall be ratably reduced.
       ``(B) Additional appropriations allocation.--If additional 
     amounts are appropriated for any such fiscal year, such 
     reduced amounts shall be increased on the same basis as they 
     were reduced (until the amount allocated equals the amount 
     required to be allocated under this subsection).''.
       (2) Effective date.--The amendment made by paragraph (1) 
     shall apply with respect to any amounts appropriated under 
     section 461(b) of the Higher Education Act of 1965 (20 U.S.C. 
     1087bb(b)) for fiscal year 2008 or any succeeding fiscal 
     year.
       (c) Books and Supplies.--Section 462(c)(4)(D) (20 U.S.C. 
     1087bb(c)(4)(D)) is amended by striking ``$450'' and 
     inserting ``$600''.

     SEC. 462. LOAN TERMS AND CONDITIONS.

       (a) Loan Limits.--Section 464(a) (20 U.S.C. 1087dd(a)) is 
     amended--
       (1) in paragraph (2)(A)--
       (A) by striking ``$4,000'' in clause (i) and inserting 
     ``$5,500''; and
       (B) by striking ``$6,000'' in clause (ii) and inserting 
     ``$8,000''; and
       (2) in paragraph (2)(B)--
       (A) by striking ``$40,000'' in clause (i) and inserting 
     ``$60,000'';
       (B) by striking ``$20,000'' in clause (ii) and inserting 
     ``$27,500''; and
       (C) by striking ``$8,000'' in clause (iii) and inserting 
     ``$11,000''.
       (b) Forbearance.--Section 464(e) (20 U.S.C. 1087dd(e)) is 
     amended by striking ``, upon written request,''.
       (c) Special Repayment Rule.--Paragraph (2) of section 
     464(f) is amended to read as follows:
       ``(2) No compromise repayment of a defaulted loan as 
     authorized by paragraph (1) may be made unless agreed to by 
     the Secretary.''.
       (d) Rehabilitation.--Section 464(h)(1)(A) (20 U.S.C. 
     1087dd(h)(1)(A)) is amended by striking ``12 ontime'' and 
     inserting ``9 on-time''.

     SEC. 463. LOAN CANCELLATION.

       Section 465(a)(3)(A) (20 U.S.C. 1087ee(a)(3)(A)) is 
     amended--
       (1) by inserting ``(D),'' after ``subparagraph (A), (C),'' 
     in clause (i);
       (2) by inserting ``or'' after the semicolon at the end of 
     clause (ii);
       (3) by striking clause (iii); and
       (4) by redesignating clause (iv) as clause (iii).

     SEC. 464. TECHNICAL AMENDMENTS.

       Part E is further amended as follows:
       (1) Section 462(g)(1)(E)(i)(I) (20 U.S.C. 
     1087bb(g)(1)(E)(i)(I)) is amended by inserting ``monthly'' 
     after ``consecutive''.
       (2) Section 463(a)(4)(A) (20 U.S.C. 1087cc(a)(4)(A)) is 
     amended by striking ``the Secretary may'' and inserting ``the 
     Secretary shall''.
       (3) Section 464(c)(1)(D) (20 U.S.C. 1087dd(c)(1)(D)) is 
     amended by redesignating subclauses (I) and (II) as clauses 
     (i) and (ii), respectively.
       (4) Section 465(a)(2) (20 U.S.C. 1087ee(a)(2)) is amended 
     in subparagraph (A), by striking ``section 111(c)'' and 
     inserting ``section 1113(a)(5)''.

[[Page H1245]]

       (5) Section 467(b) (20 U.S.C. 1087gg(b)) is amended by 
     striking ``(5)(A), (5)(B)(i), or (6)'' and inserting 
     ``(4)(A), (4)(B), or (5)''.
       (6) Section 469(c) (20 U.S.C. 1087ii(c)) is amended--
       (A) by striking ``sections 602 and 632'' and inserting 
     ``sections 602(3) and 632(5)'';
       (B) by striking ``qualified professional provider of early 
     intervention services'' and inserting ``early intervention 
     services''; and
       (C) by striking ``section 672(2)'' and inserting ``section 
     632(4)''.

                         PART F--NEED ANALYSIS

     SEC. 471. SIGNIFICANTLY SIMPLIFYING THE STUDENT AID 
                   APPLICATION PROCESS.

       (a) Improvements to Paper and Electronic Forms.--
       (1) Common financial aid form development and processing.--
     Section 483(a) (20 U.S.C. 1090(a)) is amended--
       (A) by striking paragraphs (1), (2), and (5);
       (B) by redesignating paragraphs (3), (4), (6), and (7), as 
     paragraphs (9), (10), (11), and (12), respectively;
       (C) by inserting before paragraph (9), as redesignated by 
     subparagraph (B), the following:
       ``(1) In general.--The Secretary, in cooperation with 
     representatives of agencies and organizations involved in 
     student financial assistance, shall produce, distribute, and 
     process free of charge common financial reporting forms as 
     described in this subsection to be used for application and 
     reapplication to determine the need and eligibility of a 
     student for financial assistance under parts A through E 
     (other than subpart 4 of part A). These forms shall be made 
     available to applicants in both paper and electronic formats 
     and shall be referred to as the `Free Application for Federal 
     Student Aid' or the `FAFSA'.
       ``(2) Early estimates.--
       ``(A) In general.--The Secretary shall permit applicants to 
     complete such forms as described in this subsection in the 4 
     years prior to enrollment in order to obtain a non-binding 
     estimate of the family contribution, as defined in section 
     473. The estimate shall clearly and conspicuously indicate 
     that it is only an estimate of family contribution, and may 
     not reflect the actual family contribution of the applicant 
     that shall be used to determine the grant, loan, or work 
     assistance that the applicant may receive under this title 
     when enrolled in a program of postsecondary education. Such 
     applicants shall be permitted to update information submitted 
     on forms described in this subsection using the process 
     required under paragraph (5)(A).
       ``(B) Evaluation.--Two years after the early estimates are 
     implemented under this paragraph and from data gathered from 
     the early estimates, the Secretary shall evaluate the 
     differences between initial, non-binding early estimates and 
     the final financial aid award made available under this 
     title.
       ``(C) Report.--The Secretary shall provide a report to the 
     authorizing committees on the results of the evaluation.
       ``(3) Paper format.--
       ``(A) In general.--The Secretary shall produce, distribute, 
     and process common forms in paper format to meet the 
     requirements of paragraph (1). The Secretary shall develop a 
     common paper form for applicants who do not meet the 
     requirements of subparagraph (B).
       ``(B) Ez fafsa.--
       ``(i) In general.--The Secretary shall develop and use a 
     simplified paper application form, to be known as the `EZ 
     FAFSA', to be used for applicants meeting the requirements of 
     section 479(c).
       ``(ii) Reduced data requirements.--The form under this 
     subparagraph shall permit an applicant to submit, for 
     financial assistance purposes, only the data elements 
     required to make a determination of whether the applicant 
     meets the requirements under section 479(c).
       ``(iii) State data.--The Secretary shall include on the 
     form under this subparagraph such data items as may be 
     necessary to award State financial assistance, as provided 
     under paragraph (6), except that the Secretary shall not 
     include a State's data if that State does not permit its 
     applicants for State assistance to use the form under this 
     subparagraph.
       ``(iv) Free availability and processing.--The provisions of 
     paragraph (7) shall apply to the form under this 
     subparagraph, and the data collected by means of the form 
     under this subparagraph shall be available to institutions of 
     higher education, guaranty agencies, and States in accordance 
     with paragraph (9).
       ``(v) Testing.--The Secretary shall conduct appropriate 
     field testing on the form under this subparagraph.
       ``(C) Promoting the use of electronic fafsa.--
       ``(i) In general.--The Secretary shall make an effort to 
     encourage applicants to utilize the electronic forms 
     described in paragraph (4).
       ``(ii) Maintenance of the fafsa in a printable electronic 
     file.--The Secretary shall maintain a version of the paper 
     forms described in subparagraphs (A) and (B) in a printable 
     electronic file that is easily portable. The printable 
     electronic file will be made easily accessible and 
     downloadable to students on the same website used to provide 
     students with the electronic application forms described in 
     paragraph (4) of this subsection. The Secretary shall enable 
     students to submit a form created under this subparagraph 
     that is downloaded and printed from an electronic file format 
     in order to meet the filing requirements of this section and 
     in order to receive aid from programs under this title.
       ``(iii) Reporting requirement.--The Secretary shall report 
     annually to Congress on the impact of the digital divide on 
     students completing applications for title IV aid described 
     under this paragraph and paragraph (4). The Secretary will 
     also report on the steps taken to eliminate the digital 
     divide and phase out the paper form described in subparagraph 
     (A) of this paragraph. The Secretary's report will 
     specifically address the impact of the digital divide on the 
     following student populations: dependent students, 
     independent students without dependents, and independent 
     students with dependents other than a spouse.
       ``(4) Electronic format.--
       ``(A) In general.--The Secretary shall produce, distribute, 
     and process common forms in electronic format to meet the 
     requirements of paragraph (1). The Secretary shall develop 
     common electronic forms for applicants who do not meet the 
     requirements of subparagraph (C) of this paragraph.
       ``(B) State data.--The Secretary shall include on the 
     common electronic forms space for information that needs to 
     be submitted from the applicant to be eligible for State 
     financial assistance, as provided under paragraph (6), except 
     the Secretary shall not require applicants to complete data 
     required by any State other than the applicant's State of 
     residence.
       ``(C) Simplified applications: fafsa on the web.--
       ``(i) In general.--The Secretary shall develop and use a 
     simplified electronic application form to be used by 
     applicants meeting the requirements under subsection (c) of 
     section 479 and an additional, separate simplified electronic 
     application form to be used by applicants meeting the 
     requirements under subsection (b) of section 479.
       ``(ii) Reduced data requirements.--The simplified 
     electronic application forms shall permit an applicant to 
     submit for financial assistance purposes, only the data 
     elements required to make a determination of whether the 
     applicant meets the requirements under subsection (b) or (c) 
     of section 479.
       ``(iii) State data.--The Secretary shall include on the 
     simplified electronic application forms such data items as 
     may be necessary to award state financial assistance, as 
     provided under paragraph (6), except that the Secretary shall 
     not require applicants to complete data required by any State 
     other than the applicant's State of residence.
       ``(iv) Availability and processing.--The data collected by 
     means of the simplified electronic application forms shall be 
     available to institutions of higher education, guaranty 
     agencies, and States in accordance with paragraph (9).
       ``(v) Testing.--The Secretary shall conduct appropriate 
     field testing on the forms developed under this subparagraph.
       ``(D) Use of forms.--Nothing in this subsection shall be 
     construed to prohibit the use of the forms developed by the 
     Secretary pursuant to this paragraph by an eligible 
     institution, eligible lender, guaranty agency, State grant 
     agency, private computer software provider, a consortium 
     thereof, or such other entities as the Secretary may 
     designate.
       ``(E) Privacy.--The Secretary shall ensure that data 
     collection under this paragraph complies with section 552a of 
     title 5, United States Code, and that any entity using the 
     electronic version of the forms developed by the Secretary 
     pursuant to this paragraph shall maintain reasonable and 
     appropriate administrative, technical, and physical 
     safeguards to ensure the integrity and confidentiality of the 
     information, and to protect against security threats, or 
     unauthorized uses or disclosures of the information provided 
     on the electronic version of the forms. Data collected by 
     such electronic version of the forms shall be used only for 
     the application, award, and administration of aid awarded 
     under this title, State aid, or aid awarded by eligible 
     institutions or such entities as the Secretary may designate. 
     No data collected by such electronic version of the forms 
     shall be used for making final aid awards under this title 
     until such data have been processed by the Secretary or a 
     contractor or designee of the Secretary, except as may be 
     permitted under this title.
       ``(F) Signature.--Notwithstanding any other provision of 
     this Act, the Secretary may permit an electronic form under 
     this paragraph to be submitted without a signature, if a 
     signature is subsequently submitted by the applicant.
       ``(5) Streamlining.--
       ``(A) Streamlined reapplication process.--
       ``(i) In general.--The Secretary shall develop streamlined 
     reapplication forms and processes, including both paper and 
     electronic reapplication processes, consistent with the 
     requirements of this subsection, for an applicant who applies 
     for financial assistance under this title--

       ``(I) in the academic year succeeding the year in which 
     such applicant first applied for financial assistance under 
     this title; or
       ``(II) in any succeeding academic years.

       ``(ii) Mechanisms for reapplication.--The Secretary shall 
     develop appropriate mechanisms to support reapplication.
       ``(iii) Identification of updated data.--The Secretary 
     shall determine, in cooperation with States, institutions of 
     higher education, agencies, and organizations involved

[[Page H1246]]

     in student financial assistance, the data elements that can 
     be updated from the previous academic year's application.
       ``(iv) Reduced data authorized.--Nothing in this title 
     shall be construed as limiting the authority of the Secretary 
     to reduce the number of data elements required of 
     reapplicants.
       ``(v) Zero family contribution.--Applicants determined to 
     have a zero family contribution pursuant to section 479(c) 
     shall not be required to provide any financial data in a 
     reapplication form, except that which is necessary to 
     determine eligibility under such section.
       ``(B) Reduction of data elements.--
       ``(i) Reduction encouraged.--Of the number of data elements 
     on the FAFSA on the date of enactment of the College Access 
     and Opportunity Act of 2006 (including questions on the FAFSA 
     for the purposes described in paragraph (6)), the Secretary, 
     in cooperation with representatives of agencies and 
     organizations involved in student financial assistance, shall 
     continue to reduce the number of such data elements following 
     the date of enactment. Reductions of data elements under 
     paragraph (3)(B), (4)(C), or (5)(A)(iv) shall not be counted 
     towards the reduction referred to in this paragraph unless 
     those data elements are reduced for all applicants.
       ``(ii) Report.--The Secretary shall annually report to the 
     House of Representatives and the Senate on the progress made 
     of reducing data elements.
       ``(6) State requirements.--
       ``(A) In general.--The Secretary shall include on the forms 
     developed under this subsection, such State-specific data 
     items as the Secretary determines are necessary to meet State 
     requirements for State need-based financial aid under section 
     415C, except as provided in paragraphs (3)(B)(iii) and 
     (4)(C)(iii) of this subsection. Such items shall be selected 
     in consultation with State agencies in order to assist in the 
     awarding of State financial assistance in accordance with the 
     terms of this subsection, except as provided in paragraphs 
     (3)(B)(iii) and (4)(C)(iii) of this subsection. The number of 
     such data items shall not be less than the number included on 
     the form on October 7, 1998, unless a State notifies the 
     Secretary that the State no longer requires those data items 
     for the distribution of State need-based financial aid.
       ``(B) Annual review.--The Secretary shall conduct an annual 
     review process to determine which forms and data items the 
     States require to award State need-based financial aid and 
     other application requirements that the States may impose.
       ``(C) State use of simplified forms.--The Secretary shall 
     encourage States to take such steps as necessary to encourage 
     the use of simplified application forms, including those 
     described in paragraphs (3)(B) and (4)(C), to meet the 
     requirements under subsection (b) or (c) of section 479.
       ``(D) Federal register notice.--The Secretary shall publish 
     on an annual basis a notice in the Federal Register requiring 
     State agencies to inform the Secretary--
       ``(i) if the State agency is unable to permit applicants to 
     utilize the simplified application forms described in 
     paragraphs (3)(B) and (4)(C); and
       ``(ii) of the State-specific data that the State agency 
     requires for delivery of State need-based financial aid.
       ``(E) State notification to the secretary.--
       ``(i) In general.--Each State agency shall notify the 
     Secretary--

       ``(I) whether the State permits an applicant to file a form 
     described in paragraph (3)(B) or paragraph (4)(C) of this 
     subsection for purposes of determining eligibility for State 
     need-based financial aid; and
       ``(II) the State-specific data that the State agency 
     requires for delivery of State need-based financial aid.

       ``(ii) Acceptance of forms.--In the event that a State does 
     not permit an applicant to file a form described in paragraph 
     (3)(B) or paragraph (4)(C) of this subsection for purposes of 
     determining eligibility for State need-based financial aid--

       ``(I) the State shall notify the Secretary if the State is 
     not permitted to do so because of either State law or because 
     of agency policy; and
       ``(II) the notification under subclause (I) shall include 
     an estimate of the program cost to permit applicants to 
     complete simplified application forms under paragraphs (3)(B) 
     and paragraph (4)(C) of this subsection.

       ``(iii) Lack of notification by the state.--If a State does 
     not notify the Secretary pursuant to clause (i), the 
     Secretary shall--

       ``(I) permit residents of that State to complete simplified 
     application forms under paragraphs (3)(B) and paragraph 
     (4)(C) of this subsection; and
       ``(II) not require any resident of that State to complete 
     any data previously required by that State under this 
     section.

       ``(7) Charges to students and parents for use of forms 
     prohibited.--
       ``(A) Fees prohibited.--The FAFSA, in whatever form 
     (including the EZ-FAFSA, paper, electronic, simplified, or 
     reapplication), shall be produced, distributed, and processed 
     by the Secretary and no parent or student shall be charged a 
     fee for the collection, processing, or delivery of financial 
     aid through the use of the FAFSA. The need and eligibility of 
     a student for financial assistance under parts A through E of 
     this title (other than under subpart 4 of part A) may only be 
     determined by using the FAFSA developed by the Secretary 
     pursuant to this subsection. No student may receive 
     assistance under parts A through E of this title (other than 
     under subpart 4 of part A), except by use of the FAFSA 
     developed by the Secretary pursuant to this subsection. No 
     data collected on a form for which a fee is charged shall be 
     used to complete the FAFSA.
       ``(B) Notice.--Any entity that provides to students or 
     parents, or charges students or parents for, any value-added 
     services with respect to or in connection with the FAFSA, 
     such as completion of the FAFSA, submission of the FAFSA, or 
     tracking of the FAFSA for a student, shall provide to 
     students and parents clear and conspicuous notice that--
       ``(i) the FAFSA is a free Federal student aid application;
       ``(ii) the FAFSA can be completed without professional 
     assistance; and
       ``(iii) includes the current Internet address for the FAFSA 
     on the Department's web site.
       ``(8) Application processing cycle.--The Secretary shall 
     enable students to submit a form created under this 
     subsection in order to meet the filing requirements of this 
     section and in order to receive aid from programs under this 
     title and shall initiate the processing of applications under 
     this subsection as early as practicable prior to January 1 of 
     the student's planned year of enrollment.''.
       (2) Master calendar.--Section 482(a)(1)(B) (20 U.S.C. 1089) 
     is amended to read as follows:
       ``(B) by March 1: proposed modifications, updates, and 
     notices pursuant to sections 478, 479(c)(2)(C), and 483(a)(6) 
     published in the Federal Register;''.
       (b) Increasing Access to Technology.--Section 483 (20 
     U.S.C. 1090) is further amended by adding at the end the 
     following:
       ``(f) Addressing the Digital Divide.--The Secretary shall 
     utilize savings accrued by moving more applicants to the 
     electronic forms described in subsection (a)(4) to improve 
     access to the electronic forms described in subsection (a)(4) 
     for applicants meeting the requirements of section 479(c).''.
       (c) Expanding the Definition of an Independent Student.--
     Section 480(d) (20 U.S.C.1087vv(d)) is amended by striking 
     paragraph (2) and inserting the following:
       ``(2) is an orphan, in foster care, or a ward of the court, 
     or was in foster care or a ward of the court until the 
     individual reached the age of 18;''.

     SEC. 472. DISCRETION OF STUDENT FINANCIAL AID ADMINISTRATORS.

       Section 479A(a) (20 U.S.C. 1087tt(a)) is amended--
       (1) by striking ``(a) In General.--'' and inserting the 
     following:
       ``(a) Authority to Make Adjustments.--
       ``(1) Adjustments for special circumstances.--'';
       (2) by inserting before ``Special circumstances may'' the 
     following:
       ``(2) Special circumstances defined.--'';
       (3) by inserting ``a student's status as a ward of the 
     court at any time prior to attaining 18 years of age, a 
     student's status as an individual who was adopted at or after 
     age 13, a student's status as a homeless or unaccompanied 
     youth (as defined in section 725 of the McKinney-Vento 
     Homeless Assistance Act),'' after ``487,'';
       (4) by inserting before ``Adequate documentation'' the 
     following:
       ``(3) Documentation and use of supplementary information.--
     ''; and
       (5) by inserting before ``No student'' the following:
       ``(4) Fees for supplementary information prohibited.--''.

  PART G--GENERAL PROVISIONS RELATING TO STUDENT FINANCIAL ASSISTANCE

     SEC. 481. EXPANDING INFORMATION DISSEMINATION REGARDING 
                   ELIGIBILITY FOR PELL GRANTS.

       Section 483(a) (20 U.S.C. 1090(a)) (as amended by section 
     471(a)) is further amended by adding at the end the following 
     new paragraph:
       ``(13) Expanding information dissemination regarding 
     eligibility for pell grants.--The Secretary shall make 
     special efforts, in conjunction with State efforts, to notify 
     students and their parents who qualify for a free lunch under 
     the Richard B. Russell National School Lunch Act (42 U.S.C. 
     1751 et seq.), the Food Stamps program, or such other 
     programs as the Secretary shall determine, of their potential 
     eligibility for a maximum Pell Grant, and shall disseminate 
     such informational materials as the Secretary deems 
     appropriate.''.

     SEC. 482. STUDENT ELIGIBILITY.

       (a) Technical Amendment.--Section 484(b)(5) (20 U.S.C. 
     1091(b)(5)) is amended by inserting ``or parent (on behalf of 
     a student)'' after ``student''.
       (b) Freely Associated States.--Section 484(j) (20 U.S.C. 
     1091(j)) is amended by inserting ``and shall be eligible only 
     for assistance under subpart 1 of part A thereafter,'' after 
     ``part C,''.

     SEC. 483. INSTITUTIONAL REFUNDS.

       Section 484B (20 U.S.C. 1091b) is amended--
       (1) in subsection (a)(1), by inserting ``subpart 4 of part 
     A or'' after ``received under'';
       (2) in subsection (b)(2), by adding at the end the 
     following new subparagraph:
       ``(D) Waivers of pell grant repayment by students affected 
     by disasters.--The Secretary may waive the amounts that 
     students are required to return under this section with 
     respect to Pell grants if the withdrawals on which the 
     returns are based are withdrawals by students--
       ``(i) who were residing in, employed in, or attending an 
     institution of higher education

[[Page H1247]]

     that is located in an area in which the President has 
     declared that a major disaster exists, in accordance with 
     section 401 of the Robert T. Stafford Disaster Relief and 
     Emergency Assistance Act (42 U.S.C. 5170);
       ``(ii) whose attendance was interrupted because of the 
     impact of the disaster on the student or the institution; and
       ``(iii) whose withdrawal ended within the academic year 
     during which the designation occurred or during the next 
     succeeding academic year.''; and
       (3) in subsection (d), by striking ``(a)(3)(B)(i)'' and 
     inserting ``(a)(3)(B)''.

     SEC. 484. INSTITUTIONAL AND FINANCIAL ASSISTANCE INFORMATION 
                   FOR STUDENTS.

       (a) Information Dissemination Activities.--Section 
     485(a)(1) (20 U.S.C. 1092(a)(1)) is amended--
       (1) by amending the second sentence to read as follows: 
     ``The information required by this section shall be produced 
     and be made publicly available to an enrolled student and to 
     any prospective student, through appropriate publications, 
     mailings, electronic media, and the reports required by the 
     institution's accrediting agency under section 496(c)(9).'';
       (2) by amending subparagraph (G) to read as follows:
       ``(G) the academic programs of the institution, including--
       ``(i) the current degree programs and other educational and 
     training programs;
       ``(ii) the institution's educational mission and goals;
       ``(iii) the instructional, laboratory, and other physical 
     plant facilities which relate to the academic programs; and
       ``(iv) the faculty and other instructional personnel;'';
       (3) by striking subparagraph (L) and inserting the 
     following:
       ``(L) a summary of student outcomes for full-time 
     undergraduate students, including--
       ``(i) the completion or graduation rates of certificate- or 
     degree-seeking undergraduate students entering such 
     institutions; and
       ``(ii) any other student outcome data, qualitative or 
     quantitative, including data regarding distance education, 
     deemed by the institution to be appropriate to its stated 
     educational mission and goals, and, when applicable, 
     licensing and placement rates for professional and vocational 
     programs;'';
       (4) by inserting before the semicolon at the end of 
     subparagraph (J) the following: ``, and the process for 
     students to register complaints with the accrediting agencies 
     or associations'';
       (5) in subparagraph (M), by striking ``guaranteed student 
     loans under part B of this title or direct student loans 
     under part E of this title, or both,'' and inserting 
     ``student loans under part B, D, or E of this title'';
       (6) by striking ``and'' at the end of subparagraph (N);
       (7) by striking the period at the end of subparagraph (O) 
     and inserting a semicolon; and
       (8) by adding at the end the following new subparagraphs:
       ``(P) the penalties contained in subsection 484(r) 
     regarding suspension of eligibility for drug related 
     offenses;
       ``(Q) the policies of the institution regarding the 
     acceptance or denial of academic credit earned at another 
     institution of higher education, which shall include a 
     statement that such decisions will not be based solely on the 
     source of accreditation of a sending institution, provided 
     that the sending institution is accredited by an agency or 
     association that is recognized by the Secretary pursuant to 
     section 496 to be a reliable authority as to the quality of 
     the education or training offered, and except that nothing in 
     this subparagraph shall be construed to--
       ``(i) authorize an officer or employee of the Department to 
     exercise any direction, supervision, or control over the 
     curriculum, program of instruction, administration, or 
     personnel of any institution of higher education, or over any 
     accrediting agency or association;
       ``(ii) limit the application of the General Education 
     Provisions Act; or
       ``(iii) create any legally enforceable right; and''.
       (b) Additional Amendments.--Section 485(a) is further 
     amended by striking paragraph (6) and inserting the 
     following:
       ``(6) Each institution may provide supplemental information 
     to enrolled and prospective students showing the completion 
     or graduation rate for students described in paragraph (4). 
     For the purpose of this paragraph, the definitions provided 
     in the Integrated Postsecondary Education Data System shall 
     apply.
       ``(7) Each eligible institution participating in any 
     program under this title may publicly report to currently 
     enrolled and prospective students the voluntary information 
     collected by the National Survey of Student Engagement 
     (NSSE), the Community College Survey of Student Engagement 
     (CCSSE), or other instruments that provide evidence of 
     student participation in educationally purposeful activities. 
     The information shall be produced and made available in a 
     uniform and comprehensible manner, through appropriate 
     publications, mailings, and electronic media, and may be 
     included in reports required by the institution's accrediting 
     agency.''.
       (c) Exit Counseling.--Section 485(b) (20 U.S.C. 1092(b)) is 
     amended by adding at the end the following new paragraph:
       ``(3) Each eligible institution shall, during the exit 
     interview required by this subsection, provide to a borrower 
     of a loan made under part B, D, or E a clear and conspicuous 
     notice describing the effect of using a consolidation loan to 
     discharge the borrower's student loans, including--
       ``(A) the effects of consolidation on total interest to be 
     paid, fees to be paid, and length of repayment;
       ``(B) the effects of consolidation on a borrower's 
     underlying loan benefits, including loan forgiveness, 
     cancellation, and deferment;
       ``(C) the ability for the borrower to prepay the loan, pay 
     on a shorter schedule, and to change repayment plans, and 
     that borrower benefit programs may vary among different loan 
     holders;
       ``(D) the tax benefits for which the borrower may be 
     eligible; and
       ``(E) the consequences of default.''.
       (d) Campus Crime Information.--Section 485(f)(1) (20 U.S.C. 
     1092(f)(1)) is amended by inserting ``, other than a foreign 
     institution of higher education,'' after ``under this 
     title''.
       (e) Disclosure of Fire Safety of Campus Buildings.--Section 
     485 of the Higher Education Act of 1965 (20 U.S.C. 1092) is 
     further amended--
       (1) in subsection (a)(1), by adding after subparagraph (Q) 
     (as added by subsection (a)(8) of this section) the following 
     new subparagraph:
       ``(R) the fire safety report prepared by the institution 
     pursuant to subsection (h).''; and
       (2) by adding at the end the following new subsection:
       ``(h) Disclosure of Fire Safety Standards and Measures.--
       ``(1) Annual fire safety reports required.--Each 
     institution participating in any program under this title 
     shall, beginning in the first academic year that begins after 
     the date of enactment of the College Access and Opportunity 
     Act of 2006, and each year thereafter, prepare, publish, and 
     distribute, through appropriate publications (including the 
     Internet) or mailings, to all current students and employees, 
     and to any applicant for enrollment or employment upon 
     request, an annual fire safety report. Such reports shall 
     contain at least the following information with respect to 
     the campus fire safety practices and standards of that 
     institution:
       ``(A) A statement that identifies each institution-owned or 
     controlled student housing facility, and whether or not such 
     facility is equipped with a fire sprinkler system or other 
     fire safety system, or has fire escape planning or protocols.
       ``(B) Statistics for each such facility concerning the 
     occurrence of fires and false alarms in such facility during 
     the 2 preceding calendar years for which data are available.
       ``(C) For each such occurrence in each such facility, a 
     summary of the human injuries or deaths, structural or 
     property damage, or combination thereof.
       ``(D) Information regarding rules on portable electrical 
     appliances, smoking and open flames (such as candles), 
     regular mandatory supervised fire drills, and planned and 
     future improvements in fire safety.
       ``(E) Information about fire safety education and training 
     provided to students, faculty, and staff.
       ``(F) Information concerning fire safety at any housing 
     facility owned or controlled by a fraternity, sorority, or 
     student group that is recognized by the institution, 
     including--
       ``(i) information reported to the institution under 
     paragraph (4); and
       ``(ii) a statement concerning whether and how the 
     institution works with recognized student fraternities and 
     sororities, and other recognized student groups owning or 
     controlling housing facilities, to make each building and 
     property owned or controlled by such fraternities, 
     sororities, and groups more fire safe.
       ``(2) Fraternities, sororities, and other groups.--Each 
     institution participating in a program under this title shall 
     request each fraternity and sorority that is recognized by 
     the institution, and any other student group that is 
     recognized by the institution and that owns or controls 
     housing facilities, to collect and report to the institution 
     the information described in subparagraphs (A) through (E) of 
     paragraph (1), as applied to the fraternity, sorority, or 
     recognized student group, respectively, for each building and 
     property owned or controlled by the fraternity, sorority, or 
     group, respectively.
       ``(3) Current information to campus community.--Each 
     institution participating in any program under this title 
     shall make, keep, and maintain a log, written in a form that 
     can be easily understood, recording all on-campus fires, 
     including the nature, date, time, and general location of 
     each fire and all false fire alarms. All entries that are 
     required pursuant to this paragraph shall, except where 
     disclosure of such information is prohibited by law, be open 
     to public inspection, and each such institution shall make 
     annual reports to the campus community on such fires and 
     false fire alarms in a manner that will aid the prevention of 
     similar occurrences.
       ``(4) Reports to the secretary.--On an annual basis, each 
     institution participating in any program under this title 
     shall submit to the Secretary a copy of the statistics 
     required to be made available under paragraph (1)(B). The 
     Secretary shall--
       ``(A) review such statistics;
       ``(B) make copies of the statistics submitted to the 
     Secretary available to the public; and

[[Page H1248]]

       ``(C) in coordination with nationally recognized fire 
     organizations and representatives of institutions of higher 
     education, identify exemplary fire safety policies, 
     procedures, and practices and disseminate information 
     concerning those policies, procedures, and practices that 
     have proven effective in the reduction of campus fires.
       ``(5) Rule of construction.--Nothing in this subsection 
     shall be construed to authorize the Secretary to require 
     particular policies, procedures, or practices by institutions 
     of higher education with respect to fire safety.
       ``(6) Definitions.--In this subsection, the term `campus' 
     has the meaning provided in subsection (f)(6).''.

     SEC. 485. DISTANCE EDUCATION DEMONSTRATION PROGRAM.

       (a) Eligible Applicants.--Section 486(b)(3) (20 U.S.C. 
     1093(b)(3)) is amended--
       (1) in subparagraph (B), by striking ``section 
     102(a)(1)(C)'' and inserting ``section 102''; and
       (2) in subparagraph (C), by striking ``subsection (a) of 
     section 102, other than the requirement of paragraph (3)(A) 
     or (3)(B) of such subsection,'' and inserting ``section 101, 
     other than the requirements of subparagraph (A) or (B) of 
     subsection (b)(4) of such section''.
       (b) Selection.--Section 486(d)(1) (20 U.S.C. 1093(d)(1)) is 
     amended--
       (1) by striking ``the third year'' and inserting 
     ``subsequent years'';
       (2) by striking ``35 institutions'' and inserting ``100 
     institutions''; and
       (3) by adding at the end the following new sentence: ``Not 
     more than 5 of such institutions, systems, or consortia may 
     be accredited, degree-granting correspondence schools.''.

     SEC. 486. COLLEGE AFFORDABILITY DEMONSTRATION PROGRAM.

       Part G of title IV is amended by inserting after section 
     486 (20 U.S.C. 1093) the following new section:

     ``SEC. 486A. COLLEGE AFFORDABILITY DEMONSTRATION PROGRAM.

       ``(a) Purpose.--It is the purpose of this section--
       ``(1) to provide, through a college affordability 
     demonstration program, for increased innovation in the 
     delivery of higher education and student financial aid in a 
     manner resulting in reduced costs for students as well as the 
     institution by employing one or more strategies including 
     accelerating degree or program completion, increasing 
     availability of, and access to, distance components of 
     education delivery, engaging in collaborative arrangements 
     with other institutions and organizations, and other 
     alternative methodologies; and
       ``(2) to help determine--
       ``(A) the most effective means of delivering student 
     financial aid as well as quality education;
       ``(B) the specific statutory and regulatory requirements 
     that should be altered to provide for more efficient and 
     effective delivery of student financial aid, as well as 
     access to high quality distance education programs, resulting 
     in a student more efficiently completing postsecondary 
     education; and
       ``(C) the most effective methods of obtaining and managing 
     institutional resources.
       ``(b) Demonstration Program Authorized.--
       ``(1) In general.--In accordance with the purposes 
     described in subsection (a) and the provisions of subsection 
     (d), the Secretary is authorized to select not more than 100 
     institutions of higher education, including those applying as 
     part of systems or consortia of such institutions, for 
     voluntary participation in the College Affordability 
     Demonstration Program in order to enable participating 
     institutions to carry out such purposes by providing programs 
     of postsecondary education, and making available student 
     financial assistance under this title to students enrolled in 
     those programs, in a manner that would not otherwise meet the 
     requirements of this title.
       ``(2) Waivers.--The Secretary is authorized to waive for 
     any institutions of higher education, or any system or 
     consortia of institutions of higher education, selected for 
     participation in the College Affordability Demonstration 
     Program, any requirements of this Act or the regulations 
     thereunder as deemed necessary by the Secretary to meet the 
     purpose described in subsection (a)(1), and shall make a 
     determination that the waiver can reasonably be expected to 
     result in reduced costs to students or institutions without 
     an increase in Federal program costs. The Secretary may not 
     waive under this paragraph the maximum award amounts for an 
     academic year or loan period.
       ``(3) Eligible applicants.--
       ``(A) Eligible institutions.--Except as provided in 
     subparagraph (B), only an institution of higher education 
     that is eligible to participate in programs under this title 
     shall be eligible to participate in the demonstration program 
     authorized under this section.
       ``(B) Prohibition.--An institution of higher education 
     described in section 102 shall not be eligible to participate 
     in the demonstration program authorized under this section.
       ``(c) Application.--
       ``(1) In general.--Each institution or system of 
     institutions desiring to participate in the demonstration 
     program under this section shall submit an application to the 
     Secretary at such time and in such manner as the Secretary 
     may require.
       ``(2) Contents of applications.--Each application for the 
     college affordability demonstration program shall include at 
     least the following:
       ``(A) a description of the institution or system or 
     consortium of institutions and what quality assurance 
     mechanisms are in place to insure the integrity of the 
     Federal financial aid programs;
       ``(B) a description of the innovation or innovations being 
     proposed and the affected programs and students, including--
       ``(i) a description of any collaborative arrangements with 
     other institutions or organizations to reduce costs;
       ``(ii) a description of any expected economic impact of 
     participation in the program within the community in which 
     the institution is located; and
       ``(iii) a description of any means the institution will 
     employ to reduce the costs of instructional materials, such 
     as textbooks;
       ``(C) a description of each regulatory or statutory 
     requirement for which waivers are sought, with a reason for 
     each waiver;
       ``(D) a description of the expected outcomes of the program 
     changes proposed, including the estimated reductions in costs 
     both for the institution and for students;
       ``(E) a description of the quality assurance mechanisms in 
     place to ensure the integrity of the Federal financial aid 
     programs;
       ``(F) an assurance from each institution in a system or 
     consortium of a commitment to fulfill its role as described 
     in the application;
       ``(G) an assurance that the participating institution or 
     system of institutions will offer full cooperation with the 
     ongoing evaluations of the demonstration program provided for 
     in this section; and
       ``(H) any other information or assurances the Secretary may 
     require.
       ``(d) Selection.--In selecting institutions to participate 
     in the demonstration program under this section, the 
     Secretary shall take into account--
       ``(1) the number and quality of applications received, 
     determined on the basis of the contents required by 
     subsection (c)(2);
       ``(2) the Department's capacity to oversee and monitor each 
     institution's participation;
       ``(3) an institution's--
       ``(A) financial responsibility;
       ``(B) administrative capability;
       ``(C) program or programs being offered via distance 
     education, if applicable;
       ``(D) student completion rates; and
       ``(E) student loan default rates; and
       ``(4) the participation of a diverse group of institutions 
     with respect to size, mission, and geographic distribution.
       ``(e) Notification.--The Secretary shall make available to 
     the public and to the authorizing committees a list of 
     institutions selected to participate in the demonstration 
     program authorized by this section. Such notice shall include 
     a listing of the specific statutory and regulatory 
     requirements being waived for each institution and a 
     description of the innovations being demonstrated.
       ``(f) Evaluations and Reports.--
       ``(1) Evaluation.--The Secretary shall evaluate the 
     demonstration program authorized under this section on a 
     biennial basis. Such evaluations specifically shall review--
       ``(A) the extent to which expected outcomes, including the 
     estimated reductions in cost, were achieved;
       ``(B) the number and types of students participating in the 
     programs offered, including the progress of participating 
     students toward recognized certificates or degrees and the 
     extent to which participation in such programs increased;
       ``(C) issues related to student financial assistance 
     associated with the innovations undertaken;
       ``(D) effective technologies and alternative methodologies 
     for delivering student financial assistance;
       ``(E) the extent of the cost savings to the institution, 
     the student, and the Federal Government by virtue of the 
     waivers provided, and an estimate as to future cost savings 
     for the duration of the demonstration program;
       ``(F) the extent to which students saved money by virtue of 
     completing their postsecondary education sooner;
       ``(G) the extent to which the institution reduced its 
     tuition and fees and its costs by virtue of participation in 
     the demonstration program;
       ``(H) the extent to which any collaborative arrangements 
     with other institutions or organizations have reduced the 
     participating institution's costs; and
       ``(I) the extent to which statutory or regulatory 
     requirements not waived under the demonstration program 
     present difficulties for students or institutions.
       ``(2) Policy analysis.--The Secretary shall review current 
     policies and identify those policies that present impediments 
     to the implementation of innovations that result in cost 
     savings and in expanding access to education.
       ``(3) Reports.--The Secretary shall provide a report to the 
     authorizing committees on a biennial basis regarding--
       ``(A) the demonstration program authorized under this 
     section;
       ``(B) the results of the evaluations conducted under 
     paragraph (1);
       ``(C) the cost savings to the Federal Government by the 
     demonstration program authorized by this section; and
       ``(D) recommendations for changes to increase the 
     efficiency and effective delivery of financial aid.
       ``(g) Oversight.--In conducting the demonstration program 
     authorized under this section, the Secretary shall, on a 
     continuing basis--

[[Page H1249]]

       ``(1) ensure compliance of institutions or systems of 
     institutions with the requirements of this title (other than 
     the sections and regulations that are waived under subsection 
     (b)(2));
       ``(2) provide technical assistance to institutions in their 
     application to and participation in the demonstration 
     program;
       ``(3) monitor fluctuations in the student population 
     enrolled in the participating institutions or systems of 
     institutions;
       ``(4) monitor changes in financial assistance provided at 
     the institution; and
       ``(5) consult with appropriate accrediting agencies or 
     associations and appropriate State regulatory authorities.
       ``(h) Termination of Authority.--The authority of the 
     Secretary under this section shall cease to be effective on 
     October 1, 2011.''.

     SEC. 487. PROGRAM PARTICIPATION AGREEMENTS.

       (a) Refund Policies.--Section 487(a) (20 U.S.C. 1094(a)) is 
     amended--
       (1) in paragraph (16), by inserting ``or other Federal, 
     State, or local government funds'' after ``funds under this 
     title'' each place it appears;
       (2) in paragraph (22), by striking ``refund policy'' and 
     inserting ``policy on the return of title IV funds''; and
       (3) in paragraph (23)--
       (A) by moving subparagraph (C) 2 em spaces to the left; and
       (B) by adding after such subparagraph the following new 
     subparagraph:
       ``(D) An institution shall be considered in compliance with 
     the requirements of subparagraph (A) for any student to whom 
     the institution electronically transmits a message containing 
     a voter registration form acceptable for use in the State in 
     which the institution is located, or an Internet address 
     where such a form can be downloaded, provided such 
     information is in an electronic message devoted to voter 
     registration.''.
       (b) Enforcing the 90/10 Rule.--
       (1) Amendment.--Section 487(a) (20 U.S.C. 1094(a)) is 
     further amended by adding at the end the following new 
     paragraph:
       ``(24) The institution will, as calculated in accordance 
     with subsection (f)(1), have at least 10 percent of its 
     revenues from sources other than funds provided under this 
     title, or will be subject to the sanctions described in 
     subsection (f)(2).''.
       (2) Implementation.--Section 487 is further amended by 
     adding at the end the following new subsection:
       ``(f) Implementation of Non-Title IV Revenue Requirement.--
       ``(1) Calculation.--In carrying out subsection (a)(24), an 
     institution shall use the cash basis of accounting and count 
     the following funds toward the 10 percent of revenues from 
     sources of funds other than funds provided under this title:
       ``(A) funds used by students to pay tuition, fees, and 
     other institutional charges from sources other than funds 
     provided under this title as long as the institution can 
     reasonably demonstrate that such funds were used for such 
     purposes;
       ``(B) institutional funds used to satisfy matching-fund 
     requirements for programs under this title;
       ``(C) funds from savings plans for educational expenses 
     established pursuant to the Internal Revenue Code of 1986;
       ``(D) funds paid by a student, or on behalf of a student by 
     a party other than the institution, for an education or 
     training program that is not eligible for funds under this 
     title, so long as the program is approved or licensed by the 
     appropriate State agency or an accrediting agency recognized 
     by the Secretary; and
       ``(E) institutional aid, as follows:
       ``(i) in the case of institutional loans, only the amount 
     of loan repayments received during the fiscal year; and
       ``(ii) in the case of institutional scholarships, only 
     those provided by the institution in the form of monetary aid 
     or tuition discounts based upon the academic achievements or 
     financial need of students, disbursed during the fiscal year 
     from an established restricted account, and only to the 
     extent that the funds in that account represent designated 
     funds from an outside source or from income earned on those 
     funds.
       ``(2) Sanctions.--An institution that fails to meet the 
     requirements of subsection (a)(24) for 3 consecutive years 
     shall become ineligible to participate in the programs 
     authorized by this title. In addition to such other means of 
     enforcing the requirements of this title as may be available 
     to the Secretary, if an institution fails to meet the 
     requirements of subsection (a)(24) in any year, the Secretary 
     may impose one or more of the following sanctions on the 
     institution:
       ``(A) Place the institution on provisional certification in 
     accordance with section 498(h) until the institution 
     demonstrates, to the satisfaction of the Secretary, that it 
     is in compliance with subsection (a)(24).
       ``(B) Require such other increased monitoring and reporting 
     requirements as the Secretary determines necessary until the 
     institution demonstrates, to the satisfaction of the 
     Secretary, that it is in compliance with subsection (a)(24).
       ``(3) Publication on cool website.--The Secretary shall 
     identify, on the College Opportunities On-Line website under 
     section 131(b), any institution that fails to meet the 
     requirements of subsection (a)(24) in any year as an 
     institution that is failing to meet the minimum non-Federal 
     source of revenue requirements of that subsection.''.
       (c) Reports on Disciplinary Proceedings.--
       (1) Amendment.--Section 487(a) (20 U.S.C. 1094(a)) is 
     further amended by adding after paragraph (24), as added by 
     subsection (b) of this section, the following new paragraph:
       ``(25) The institution will disclose to the alleged victim 
     of any crime of violence (as that term is defined in section 
     16 of title 18), or a nonforcible sex offense, the final 
     results of any disciplinary proceeding conducted by such 
     institution against a student who is the alleged perpetrator 
     of such crime or offense with respect to such crime or 
     offense. If the alleged victim of such crime or offense is 
     deceased, the next of kin of such victim shall be treated as 
     the alleged victim for purposes of this paragraph.''.
       (2) Effective date.--The amendment made by paragraph (1) 
     shall apply with respect to any disciplinary proceeding 
     conducted by such institution on or after one year after the 
     date of enactment of this Act.
       (d) Audit Requirements.--Section 487(c)(1)(A)(i) (20 U.S.C. 
     1094(c)(1)(A)(i)) is amended by inserting before the 
     semicolon at the end the following: ``, except that the 
     Secretary may modify the requirements of this clause with 
     respect to institutions of higher education that are foreign 
     institutions, and may waive such requirements with respect to 
     a foreign institution whose students receive less than 
     $500,000 in loans under this title during the award year 
     preceding the audit period''.

     SEC. 488. ADDITIONAL TECHNICAL AND CONFORMING AMENDMENTS.

       Part G is further amended as follows:
       (1) Section 483(d) (20 U.S.C. 1090(d)) is amended by 
     striking ``that is authorized under section 685(d)(2)(C)'' 
     and inserting ``, or another appropriate provider of 
     technical assistance and information on postsecondary 
     educational services, that is supported under section 663''.
       (2) Section 484 (20 U.S.C. 1091) is amended--
       (A) in subsection (a)(4), by striking ``certification,,'' 
     and inserting ``certification,''; and
       (B) in subsection (b)(2)--
       (i) in the matter preceding subparagraph (A), by striking 
     ``section 428A'' and inserting ``section 428H'';
       (ii) in subparagraph (A), by inserting ``and'' after the 
     semicolon at the end thereof;
       (iii) in subparagraph (B), by striking ``; and'' and 
     inserting a period; and
       (iv) by striking subparagraph (C).
       (3) Section 484A(b)(2) (20 U.S.C. 1091a(b)(2)) is amended 
     by striking ``part B of this title'' and inserting ``part B, 
     D, or E of this title''.
       (4) Section 485B(a) (20 U.S.C. 1092b(a)) is amended--
       (A) by redesignating paragraphs (6) through (10) as 
     paragraphs (7) through (11), respectively;
       (B) by redesignating the paragraph (5) (as added by section 
     2008 of Public Law 101-239) as paragraph (6); and
       (C) in paragraph (5) (as added by section 204(3) of the 
     National Community Service Act of 1990 (Public Law 101-
     610))--
       (i) by striking ``(22 U.S.C. 2501 et seq.)),'' and 
     inserting ``(22 U.S.C. 2501 et seq.),''; and
       (ii) by striking the period at the end thereof and 
     inserting a semicolon.
       (5) Section 487A(b) (20 U.S.C. 1094a(b)) is amended--
       (A) in paragraph (1)--
       (i) by striking ``Higher Education Amendments of 1998'' and 
     inserting ``College Access and Opportunity Act of 2005''; and
       (ii) by striking the second sentence;
       (B) in paragraph (2)--
       (i) by striking ``1993 through 1998'' and inserting ``1998 
     through 2004'';
       (ii) by striking ``(as such section'' and all that follows 
     through ``Amendments of 1998)''; and
       (iii) by striking ``Higher Education Amendments of 1998.'' 
     and inserting ``College Access and Opportunity Act of 
     2005.''; and
       (C) in paragraph (3)(A)--
       (i) by striking ``Upon the submission'' and all that 
     follows through ``limited number of additional institutions 
     for voluntary participation'' and inserting ``The Secretary 
     is authorized to continue the voluntary participation of 
     institutions participating as of July 1, 2005,''; and
       (ii) by inserting before the period at the end the 
     following: ``, and shall continue the participation of any 
     such institution unless the Secretary determines that such 
     institution's participation has not been successful in 
     carrying out the purposes of this section''.
       (6) Section 491(c) (20 U.S.C. 1098(c)) is amended by adding 
     at the end the following new paragraph:
       ``(3) The appointment of members under subparagraphs (A) 
     and (B) of paragraph (1) shall be effective upon publication 
     of the appointment in the Congressional Record.''.
       (7) Section 491(h)(1) (20 U.S.C. 1098(h)(1)) is amended by 
     striking ``the rate authorized for GS-18 of the General 
     Schedule'' and inserting ``the maximum rate payable under 
     section 5376 of such title''.
       (8) Section 491(k) (20 U.S.C. 1098(k)) is amended by 
     striking ``2004'' and inserting ``2011''.
       (9) Section 493A (20 U.S.C. 1098c) is repealed.
       (10) Section 498 (20 U.S.C. 1099c) is amended--
       (A) in subsection (c)(2), by striking ``for profit,'' and 
     inserting ``for-profit,''; and
       (B) in subsection (d)(1)(B), by inserting ``and'' after the 
     semicolon at the end thereof.

                       PART H--PROGRAM INTEGRITY

     SEC. 495. ACCREDITATION.

       (a) Standards for Accreditation.--Section 496(a) (20 U.S.C. 
     1099b(a)) is amended--

[[Page H1250]]

       (1) in paragraph (3)--
       (A) by inserting ``or'' after the semicolon at the end of 
     subparagraph (A);
       (B) by striking subparagraph (B); and
       (C) by redesignating subparagraph (C) as subparagraph (B);
       (2) in paragraph (4)--
       (A) by inserting ``(A)'' after ``(4)'';
       (B) by inserting after ``consistently applies and enforces 
     standards'' the following: ``that consider the stated 
     missions of institutions of higher education, including such 
     missions as inculcation of religious values, and'';
       (C) by inserting ``and'' after the semicolon at the end 
     thereof; and
       (D) by adding at the end the following new subparagraph:
       ``(B) if such agency or association already has or seeks to 
     include within its scope of recognition the evaluation of the 
     quality of institutions or programs offering distance 
     education, such agency or association shall, in addition to 
     meeting the other requirements of this subpart, demonstrate 
     to the Secretary that--
       ``(i) the accreditation agency's or association's standards 
     effectively address the quality of an institution's distance 
     education programs in the areas identified in paragraph (5) 
     of this subsection, except that the agency or association 
     shall not be required to have separate standards, procedures, 
     or policies for the evaluation of distance education 
     institutions or programs in order to meet the requirements of 
     this subparagraph; and
       ``(ii) the agency or association requires that an 
     institution that offers distance education programs to have 
     processes by which it establishes that the student who 
     registers in a distance education course or program is the 
     same student who participates, completes academic work, and 
     receives academic credit;'';
       (3) in paragraph (5)--
       (A) by amending subparagraph (A) to read as follows:
       ``(A) success with respect to student achievement in 
     relation to the institution's mission, including, as 
     appropriate, consideration of student academic achievement as 
     determined by the institution (in accordance with standards 
     of the accrediting agency or association), retention, course 
     and program completion, State licensing examinations, and job 
     placement rates, and other student performance information 
     selected by the institution, particularly that information 
     used by the institution to evaluate or strengthen its 
     programs;''; and
       (B) by amending subparagraph (E) to read as follows:
       ``(E) fiscal, administrative capacity, as appropriate to 
     the specified scale of operations, and, for an agency or 
     association where its approval for such institution 
     determines eligibility for student assistance under this 
     title, board governance, within the context of the 
     institution's mission;'';
       (4) by striking paragraph (6) and inserting the following:
       ``(6) such an agency or association shall establish and 
     apply review procedures throughout the accrediting process, 
     including evaluation and withdrawal proceedings that comply 
     with due process that provides for--
       ``(A) adequate specification of requirements and 
     deficiencies at the institution of higher education or 
     program being examined;
       ``(B) an opportunity for a written response by any such 
     institution to be included in the evaluation and withdrawal 
     proceedings;
       ``(C) upon the written request of an institution, an 
     opportunity for the institution to appeal any adverse action 
     at a hearing prior to such action becoming final before an 
     appeals panel that--
       ``(i) shall not include current members of the agency or 
     association's underlying decision-making body that made the 
     adverse decision; and
       ``(ii) is subject to a conflict of interest of policy; and
       ``(D) the right to representation by counsel for an such 
     institution;''; and
       (5) by striking paragraph (8) and inserting the following:
       ``(8) such agency or association shall make available to 
     the public and submit to the Secretary and the State 
     licensing or authorizing agency, together with the comments 
     of the affected institution, a summary of agency or 
     association actions, involving--
       ``(A) final denial, withdrawal, suspension, or termination 
     of accreditation; and
       ``(B) any other final adverse action taken with respect to 
     an institution.''.
       (b) Operating Procedures.--Section 496(c) (20 U.S.C. 
     1099b(c)) is amended--
       (1) by inserting ``(including those regarding distance 
     education)'' before the semicolon at the end of paragraph 
     (1);
       (2) by striking ``and'' at the end of paragraph (5);
       (3) by striking the period at the end of paragraph (6) and 
     inserting a semicolon; and
       (4) by inserting after paragraph (6) the following new 
     paragraphs:
       ``(7) ensures that its onsite comprehensive reviews for 
     accreditation or reaccreditation include evaluation of the 
     substance of the information required in subparagraph (H) of 
     section 485(a)(1);
       ``(8) confirms as a part of its review for accreditation or 
     reaccreditation that the institution has transfer policies--
       ``(A) that are publicly disclosed; and
       ``(B) that do not deny transfer of credit based solely on 
     the accreditation of the sending institution as long as the 
     association or agency is recognized by the Secretary pursuant 
     to section 496;
       ``(9) develops a brief summary, available to the public, of 
     final adverse actions in accordance with the requirements of 
     subsection (a)(8);
       ``(10) monitors the enrollment growth of distance education 
     to ensure that an institution experiencing signficant growth 
     has the capacity to serve its students effectively;
       ``(11) discloses publicly, on the agency's website or 
     through other similar dissemination--
       ``(A) a list of the individuals who comprised the 
     evaluation teams during the prior calendar year for each 
     agency or association and the title and institutional 
     affiliation of such individuals, although such list shall not 
     be required to identify those individuals who comprised the 
     evaluation team used for any specific institution;
       ``(B) a description of the agency's or association's 
     process for selecting, preparing, and evaluating such 
     individuals; and
       ``(C) any statements related to the accreditation 
     responsibilities of such individuals; and
       ``(12) reviews the record of student complaints resulting 
     from the student information process described in section 
     485(a)(1)(J).''.
       (c) Limitation, Suspension, and Termination of 
     Recognition.--Section 496(l) is amended by adding at the end 
     the following new paragraph:
       ``(3) The Secretary shall provide an annual report to 
     Congress on the status of any agency or association for which 
     the Secretary has limited, suspended or terminated 
     recognition under this subsection.''.
       (d) Program Review and Data.--Section 498A(b) (20 U.S.C. 
     1099c-1(b)) is amended--
       (1) by striking ``and'' at the end of paragraph (4);
       (2) by striking the period at the end of paragraph (5) and 
     inserting a semicolon; and
       (3) by adding at the end the following new paragraphs:
       ``(6) provide to the institution adequate opportunity to 
     review and respond to any program review report or audit 
     finding and underlying materials related thereto before any 
     final program review or audit determination is reached;
       ``(7) review and take into consideration the institution's 
     response in any final program review or audit determination, 
     and include in the final determination--
       ``(A) a written statement addressing the institution's 
     response and stating the basis for such final determination; 
     and
       ``(B) a copy of the institution's statement in response, 
     appropriately redacted to protect confidential information;
       ``(8) maintain and preserve at all times the 
     confidentiality of any program review report or audit finding 
     until the requirements of paragraphs (6) and (7) are met, and 
     until a final program review or audit determination has been 
     issued, except to the extent required to comply with 
     paragraph (5), provided, however, that the Secretary shall 
     promptly disclose any and all program review reports and 
     audit findings to the institution under review; and
       ``(9) require that the authority to approve or issue any 
     program review report or audit finding, preliminary or 
     otherwise, that contains any finding, determination, or 
     proposed assessment that exceeds or may exceed $500,000 in 
     liabilities shall not be delegated to any official beyond the 
     Chief Operating Officer of Federal Student Aid.''.

     SEC. 496. REPORT TO CONGRESS ON PREVENTION OF FRAUD AND ABUSE 
                   IN STUDENT FINANCIAL AID PROGRAMS.

       Title IV is amended by adding at the end the following new 
     section:

     ``SEC. 499. REPORT TO CONGRESS ON PREVENTION OF FRAUD AND 
                   ABUSE IN STUDENT FINANCIAL AID PROGRAMS.

       ``(a) Purpose.--It is the purpose of this section to 
     require the Secretary to commission a nonpartisan, 
     comprehensive study on the prevention of fraud and abuse in 
     title IV student financial aid programs, and to report the 
     results of such study to Congress.
       ``(b) Scope of Report.--The study under this section shall 
     thoroughly identify and address the following:
       ``(1) The impact of fraud and abuse in title IV student 
     financial aid programs upon students and taxpayers, and the 
     nature of such fraud and abuse.
       ``(2) The effectiveness of existing policies and 
     requirements under this Act that were put in place to prevent 
     fraud and abuse in title IV student financial aid programs, 
     and how such policies and requirements should be improved.
       ``(3) The extent to which existing protections against 
     fraud and abuse under this Act are adequately enforced, and 
     how enforcement should be strengthened.
       ``(4) Areas in which additional information is needed to 
     assess the effectiveness of current protections and 
     enforcement against fraud and abuse.
       ``(5) Existing policies and requirements under this Act 
     aimed at fraud and abuse that are ineffective, hinder 
     innovation, or could be eliminated without reducing 
     effectiveness.
       ``(6) New policies and enforcement, particularly those 
     suited for the current higher education marketplace, needed 
     to protect against fraud and abuse in title IV student 
     financial aid programs.
       ``(7) The extent to which States are implementing 
     regulations to protect students from fraud and abuse, and 
     whether changes

[[Page H1251]]

     to Federal law will preempt such regulations.
       ``(c) Report.--Not later than December 31, 2007, the 
     Secretary, after an opportunity for both the Secretary and 
     the Inspector General of the Department of Education to 
     review the results of the study, shall transmit to Congress a 
     report on the study conducted under this section. Such report 
     shall--
       ``(1) include clear and specific recommendations for 
     legislative and regulatory actions that are likely to 
     significantly reduce the fraud and abuse in title IV student 
     financial aid programs identified under subsection (b); and
       ``(2) include both the Secretary's and the Inspector 
     General's comments on the report.''.

                    TITLE V--DEVELOPING INSTITUTIONS

     SEC. 501. DEFINITIONAL CHANGES.

       Section 502(a) (20 U.S.C. 1101a(a)) is amended--
       (1) in paragraph (5)--
       (A) by inserting ``and'' after the semicolon at the end of 
     subparagraph (A);
       (B) by inserting ``at the end of the award year immediately 
     preceding the date of application'' after ``Hispanic 
     students'' in subparagraph (B);
       (C) by striking ``; and'' at the end of subparagraph (B) 
     and inserting a period; and
       (D) by striking subparagraph (C); and
       (2) by striking paragraph (7).

     SEC. 502. ASSURANCE OF ENROLLMENT OF NEEDY STUDENTS.

       Section 511(c) (20 U.S.C. 1103(c)) is amended--
       (1) by striking paragraph (2);
       (2) by redesignating paragraphs (3) through (7) as 
     paragraphs (2) through (6); and
       (3) by inserting after paragraph (6) as so redesignated the 
     following new paragraph:
       ``(7) contain such assurances as the Secretary may require 
     that the institution has an enrollment of needy students as 
     required by section 502(b);''.

     SEC. 503. ADDITIONAL AMENDMENTS.

       Title V is further amended--
       (1) in section 502(a)(2)(A) (20 U.S.C. 1101a(a)(2)(A)), by 
     redesignating clauses (v) and (vi) as clauses (vi) and (vii), 
     respectively, and inserting after clause (iv) the following 
     new clause:
       ``(v) which provides a program of not less than 2 years 
     that is acceptable for full credit toward a bachelor's 
     degree;'';
       (2) in section 503(b) (20 U.S.C. 1101b(b))--
       (A) by amending paragraph (2) to read as follows:
       ``(2) Construction, maintenance, renovation, and 
     improvement in classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services, and the 
     acquisition of real property adjacent to the campus of the 
     institution on which to construct such facilities.'';
       (B) by amending paragraph (12) to read as follows:
       ``(12) Establishing community outreach programs and 
     collaborative partnerships between Hispanic-serving 
     institutions and local elementary or secondary schools. Such 
     partnerships may include mentoring, tutoring, or other 
     instructional opportunities that will boost student academic 
     achievement and assist elementary and secondary school 
     students in developing the academic skills and the interest 
     to pursue postsecondary education.'';
       (C) by redesignating paragraphs (5) through (14) as 
     paragraphs (6) through (15), respectively; and
       (D) by inserting after paragraph (4) the following:
       ``(5) Education or counseling services designed to improve 
     the financial literacy and economic literacy of students and, 
     as appropriate, their parents.'';
       (3) in section 504(a) (20 U.S.C. 1101c(a))--
       (A) by striking the following:
       ``(a) Award Period.--
       ``(1) In general.--The Secretary'' and inserting the 
     following:
       ``(a) Award Period.--The Secretary''; and
       (B) by striking paragraph (2); and
       (4) in section 514(c) (20 U.S.C. 1103c(c)), by striking 
     ``section 505'' and inserting ``section 504''.

     SEC. 504. POSTBACCALAUREATE OPPORTUNITIES FOR HISPANIC 
                   AMERICANS.

       (a) Establishment of Program.--Title V is amended--
       (1) by redesignating part B as part C;
       (2) by redesignating sections 511 through 518 as sections 
     521 through 528, respectively; and
       (3) by inserting after section 505 (20 U.S.C. 1101d) the 
     following new part:

   ``PART B--PROMOTING POSTBACCALAUREATE OPPORTUNITIES FOR HISPANIC 
                               AMERICANS

     ``SEC. 511. PURPOSES.

       ``The purposes of this part are--
       ``(1) to expand postbaccalaureate educational opportunities 
     for, and improve the academic attainment of, Hispanic 
     students; and
       ``(2) to expand the postbaccalaureate academic offerings 
     and enhance the program quality in the institutions that are 
     educating the majority of Hispanic college students and 
     helping large numbers of Hispanic and low-income students 
     complete postsecondary degrees.

     ``SEC. 512. PROGRAM AUTHORITY AND ELIGIBILITY.

       ``(a) Program Authorized.--Subject to the availability of 
     funds appropriated to carry out this part, the Secretary 
     shall award competitive grants to Hispanic-serving 
     institutions determined by the Secretary to be making 
     substantive contributions to graduate educational 
     opportunities for Hispanic students.
       ``(b) Eligibility.--For the purposes of this part, an 
     `eligible institution' means an institution of higher 
     education that--
       ``(1) is an eligible institution under section 502(a)(2); 
     and
       ``(2) offers a postbaccalaureate certificate or degree 
     granting program.

     ``SEC. 513. AUTHORIZED ACTIVITIES.

       ``Grants awarded under this part 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 of classrooms, libraries, laboratories, and other 
     instructional facilities, including purchase or rental of 
     telecommunications technology equipment or services.
       ``(3) Purchase of library books, periodicals, technical and 
     other scientific journals, microfilm, microfiche, and other 
     educational materials, including telecommunications program 
     materials.
       ``(4) Support for needy postbaccalaureate students 
     including outreach, academic support services, mentoring, 
     scholarships, fellowships, and other financial assistance to 
     permit the enrollment of such students in postbaccalaureate 
     certificate and degree granting programs.
       ``(5) Support of faculty exchanges, faculty development, 
     faculty research, curriculum development, and academic 
     instruction.
       ``(6) Creating or improving facilities for Internet or 
     other distance learning academic instruction capabilities, 
     including purchase or rental of telecommunications technology 
     equipment or services.
       ``(7) Collaboration with other institutions of higher 
     education to expand postbaccalaureate certificate and degree 
     offerings.
       ``(8) Other activities proposed in the application 
     submitted pursuant to section 514 that--
       ``(A) contribute to carrying out the purposes of this part; 
     and
       ``(B) are approved by the Secretary as part of the review 
     and acceptance of such application.

     ``SEC. 514. APPLICATION AND DURATION.

       ``(a) Application.--Any eligible institution may apply for 
     a grant under this part by submitting an application to the 
     Secretary at such time and in such manner as determined by 
     the Secretary. Such application shall demonstrate how the 
     grant funds will be used to improve postbaccalaureate 
     education opportunities in programs and professions in which 
     Hispanic Americans are underrepresented.
       ``(b) Duration.--Grants under this part shall be awarded 
     for a period not to exceed 5 years.
       ``(c) Limitation.--The Secretary shall not award more than 
     one grant under this part in any fiscal year to any Hispanic-
     serving institution.''.
       (b) Cooperative Arrangements.--Section 524(a) (as 
     redesignated by subsection (a)(2)) (20 U.S.C. 1103c(a)) is 
     amended by inserting ``and section 513'' after ``section 
     503''.

     SEC. 505. AUTHORIZATION OF APPROPRIATIONS.

       Subsection (a) of section 528 (as redesignated by section 
     504(a)(2) of this Act) (20 U.S.C. 1103g) is amended to read 
     as follows:
       ``(a) Authorizations.--
       ``(1) Part a.--There are authorized to be appropriated to 
     carry out part A and part C of this title $96,000,000 for 
     fiscal year 2006 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years.
       ``(2) Part b.--There are authorized to be appropriated to 
     carry out part B of this title $59,000,000 for fiscal year 
     2006 and such sums as may be necessary for each of the 5 
     succeeding fiscal years.''.

                     TITLE VI--TITLE VI AMENDMENTS

     SEC. 601. INTERNATIONAL AND FOREIGN LANGUAGE STUDIES.

       (a) Findings and Purposes.--Section 601 (20 U.S.C. 1121) is 
     amended--
       (1) in subsection (a)--
       (A) by striking ``post-Cold War'' in paragraph (3);
       (B) by redesignating paragraphs (4) and (5) as paragraphs 
     (5) and (6), respectively; and
       (C) by inserting after paragraph (3) the following new 
     paragraph:
       ``(4) The events and aftermath of September 11, 2001, have 
     underscored the need for the Nation to strengthen and enhance 
     American knowledge of international relations, world regions, 
     and foreign languages. Homeland security and effective United 
     States engagement abroad depend upon an increased number of 
     Americans who have received such training and are willing to 
     serve their Nation.'';
       (2) in subsection (b)(1)--
       (A) by striking ``; and'' at the end of subparagraph (D) 
     and inserting ``, including through linkages overseas with 
     institutions of higher education and relevant organizations 
     that contribute to the educational programs assisted under 
     this part;'';
       (B) by inserting ``and'' after the semicolon at the end of 
     subparagraph (E);
       (C) by inserting after such subparagraph (E) the following 
     new subparagraph:
       ``(F) to assist the national effort to educate and train 
     citizens to participate in the efforts of homeland 
     security;''; and
       (3) in subsection (b)(3)--

[[Page H1252]]

       (A) by inserting ``reinforce and'' before ``coordinate''; 
     and
       (B) by inserting ``, and international business and trade 
     competitiveness'' before the period.
       (b) Graduate and Undergraduate Language and Area Centers 
     and Programs.--Section 602(a) (20 U.S.C. 1122(a)) is 
     amended--
       (1) in paragraph (1), by striking subparagraph (A) and 
     inserting the following:
       ``(A) In general.--The Secretary is authorized to make 
     grants to institutions of higher education or consortia of 
     such institutions for the purpose of establishing, 
     strengthening, and operating--
       ``(i) comprehensive foreign language and area or 
     international studies centers and programs; and
       ``(ii) a diverse network of undergraduate foreign language 
     and area or international studies centers and programs.'';
       (2) in paragraph (2)--
       (A) by striking ``and'' at the end of subparagraph (G);
       (B) by striking the period at the end of subparagraph (H) 
     and inserting a semicolon; and
       (C) by inserting after subparagraph (H) the following new 
     subparagraphs:
       ``(I) supporting instructors of the less commonly taught 
     languages;
       ``(J) widely disseminating materials developed by the 
     center or program to local educational agencies and public 
     and private elementary and secondary education schools, and 
     institutions of higher education, presented from diverse 
     perspectives and reflective of a wide range of views on the 
     subject matter, except that no more than 50 percent of funds 
     awarded to an institution of higher education or consortia of 
     such institutions for purposes under this title may be 
     associated with the costs of dissemination; and
       ``(K) projects that support in students an understanding of 
     science and technology in coordination with foreign language 
     proficiency.''; and
       (3) in paragraph (4)--
       (A) by amending subparagraph (B) to read as follows:
       ``(B) Partnerships or programs of linkage and outreach with 
     2-year and 4-year colleges and universities, including 
     colleges of education and teacher professional development 
     programs.'';
       (B) in subparagraph (C), by striking ``Programs of linkage 
     or outreach'' and inserting ``Partnerships or programs of 
     linkage and outreach'';
       (C) in subparagraph (E)--
       (i) by striking ``foreign area'' and inserting ``area 
     studies'';
       (ii) by striking ``of linkage and outreach''; and
       (iii) by striking ``(C), and (D)'' and inserting ``(D), and 
     (E)'';
       (D) by redesignating subparagraphs (C), (D), and (E) as 
     subparagraphs (D), (E), and (F), respectively; and
       (E) by inserting after subparagraph (B) the following new 
     subparagraph:
       ``(C) Partnerships with local educational agencies and 
     public and private elementary and secondary education schools 
     that are designed to increase student academic achievement in 
     foreign language and knowledge of world regions, and to 
     facilitate the wide dissemination of materials related to 
     area studies, foreign languages, and international studies 
     that are reflective of a wide range of views on the subject 
     matter.''.
       (c) Language Resource Centers.--Section 603(c) (20 U.S.C. 
     1123(c)) is amended by inserting ``reflect the purposes of 
     this part and'' after ``shall''.
       (d) Undergraduate International Studies and Foreign 
     Language Programs.--Section 604 (20 U.S.C. 1124) is amended--
       (1) in subsection (a)(1), by striking ``combinations'' each 
     place it appears and inserting ``consortia'';
       (2) in subsection (a)(2)--
       (A) in subparagraph (B)(ii), by striking ``teacher 
     training'' and inserting ``teacher professional 
     development'';
       (B) by redesignating subparagraphs (I) through (M) as 
     subparagraphs (J) through (N), respectively;
       (C) by inserting after subparagraph (H) the following new 
     subparagraph:
       ``(I) the provision of grants for educational programs 
     abroad that are closely linked to the program's overall goals 
     and have the purpose of promoting foreign language fluency 
     and knowledge of world regions, except that not more than 10 
     percent of a grant recipient's funds may be used for this 
     purpose;''; and
       (D) in subparagraph (M)(ii) (as redesignated by 
     subparagraph (B) of this paragraph), by striking ``elementary 
     and secondary education institutions'' and inserting ``local 
     educational agencies and public and private elementary and 
     secondary education schools'';
       (3) in subsection (a)(4)(B), by inserting ``that 
     demonstrates a need for a waiver or reduction'' before the 
     period at the end;
       (4) in subsection (a)(6), by inserting ``reflect the 
     purposes of this part and'' after ``shall'';
       (5) in subsection (a)(8), by striking ``may'' and inserting 
     ``shall''; and
       (6) by striking subsection (c).
       (e) Research; Studies; Annual Report.--Section 605(a) (20 
     U.S.C. 1125(a)) is amended by inserting before the period at 
     the end of the first sentence the following: ``, including 
     the systematic collection, analysis, and dissemination of 
     data''.
       (f) Technological Innovation and Cooperation for Foreign 
     Information Access.--Section 606 (20 U.S.C. 1126) is 
     amended--
       (1) in subsection (a)--
       (A) by striking ``or consortia of such institutions or 
     libraries'' and inserting ``museums, or consortia of such 
     entities'';
       (B) by striking ``new''; and
       (C) by inserting ``from foreign sources'' after 
     ``disseminate information'';
       (2) in subsection (b)--
       (A) by inserting ``acquire and'' before ``facilitate 
     access'' in paragraph (1);
       (B) by striking ``new means of'' in paragraph (3) and 
     inserting ``new means and standards for'';
       (C) by striking ``and'' at the end of paragraph (6);
       (D) by striking the period at the end of paragraph (7) and 
     by inserting a semicolon; and
       (E) by inserting after paragraph (7) the following new 
     paragraphs:
       ``(8) to establish linkages between grant recipients under 
     subsection (a) with libraries, museums, organizations, or 
     institutions of higher education located overseas to 
     facilitate carrying out the purposes of this section; and
       ``(9) to carry out other activities deemed by the Secretary 
     to be consistent with the purposes of this section.''; and
       (3) by adding at the end the following new subsection:
       ``(e) Special Rule.--The Secretary may waive or reduce the 
     required non-Federal share for institutions that--
       ``(1) are eligible to receive assistance under part A or B 
     of title III or under title V; and
       ``(2) have submitted a grant application under this section 
     that demonstrates a need for a waiver or reduction.''.
       (g) Selection of Grant Recipients.--Section 607(b) (20 
     U.S.C. 1127(b)) is amended--
       (1) by striking ``objectives'' and inserting ``missions''; 
     and
       (2) by adding at the end the following new sentence: ``In 
     keeping with the purposes of this part, the Secretary shall 
     take into account the degree to which activities of centers, 
     programs, and fellowships at institutions of higher education 
     address national interests, generate and disseminate 
     information, and foster debate on international issues from 
     diverse perspectives.''.
       (h) Equitable Distribution.--Section 608(a) (20 U.S.C. 
     1128(a)) is amended by adding at the end the following new 
     sentence: ``Grants made under section 602 shall also reflect 
     the purposes of this part.''.
       (i) Authorization of Appropriations.--Section 610 (20 
     U.S.C. 1128b) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.
       (j) Conforming Amendments.--
       (1) Sections 603(a), 604(a)(5), and 612 (20 U.S.C. 1123(a), 
     1124(a)(5), 1130-1) are each amended by striking 
     ``combinations'' each place it appears and inserting 
     ``consortia''.
       (2) Section 612 (20 U.S.C. 1130-1) is amended by striking 
     ``combination'' each place it appears and inserting 
     ``consortium'' .

     SEC. 602. BUSINESS AND INTERNATIONAL EDUCATION PROGRAMS.

       (a) Centers for International Business Education.--Section 
     612 (20 U.S.C. 1130-1) is amended--
       (1) in subsection (c)(1)(D), by inserting ``(including 
     those that are eligible to receive assistance under part A or 
     B of title III or under title V)'' after ``other institutions 
     of higher education''; and
       (2) in subsection (e), by adding at the end the following 
     new paragraph:
       ``(5) Special rule.--The Secretary may waive or reduce the 
     required non-Federal share for institutions that--
       ``(A) are eligible to receive assistance under part A or B 
     of title III or under title V; and
       ``(B) have submitted a grant application under this section 
     that demonstrates a need for a waiver or reduction.''.
       (b) Education and Training Programs.--Section 613 (20 
     U.S.C. 1130a) is amended by adding at the end the following 
     new subsection:
       ``(e) Special Rule.--The Secretary may waive or reduce the 
     required non-Federal share for institutions that--
       ``(1) are eligible to receive assistance under part A or B 
     of title III or under title V; and
       ``(2) have submitted a grant application under this section 
     that demonstrates a need for a waiver or reduction.''.
       (c) Authorization of Appropriations.--Section 614 (20 
     U.S.C. 1130b) is amended--
       (1) by striking ``1999'' each place it appears and 
     inserting ``2006''; and
       (2) by striking ``4 succeeding'' each place it appears and 
     inserting ``5 succeeding''.

     SEC. 603. INSTITUTE FOR INTERNATIONAL PUBLIC POLICY.

       (a) Foreign Service Professional Development.--Section 621 
     (20 U.S.C. 1131) is amended--
       (1) by striking the heading of such section and inserting 
     the following:

     ``SEC. 621. PROGRAM FOR FOREIGN SERVICE PROFESSIONALS.'';

       (2) by striking the second sentence of subsection (a) and 
     inserting the following: ``The Institute shall conduct a 
     program to enhance the international competitiveness of the 
     United States by increasing the participation of 
     underrepresented populations in the international service, 
     including private international voluntary organizations and 
     the foreign service of the United States.''; and

[[Page H1253]]

       (3) in subsection (b)(1), by striking subparagraphs (A) and 
     (B) and inserting the following:
       ``(A) A Tribally Controlled College or University or Alaska 
     Native or Native Hawaiian-serving institution eligible for 
     assistance under title III, an institution eligible for 
     assistance under part B of title III, or a Hispanic-serving 
     institution eligible for assistance under title V.
       ``(B) An institution of higher education which serves 
     substantial numbers of underrepresented students.''.
       (b) Institutional Development.--Section 622 (20 U.S.C. 
     1131-1) is amended by inserting before the period at the end 
     of subsection (a) the following: ``and promote collaboration 
     with colleges and universities that receive funds under this 
     title''.
       (c) Study Abroad Program.--Section 623(a) (20 U.S.C. 
     1131a(a)) is amended by inserting after ``1978,'' the 
     following: ``Alaska Native-serving, Native Hawaiian-serving, 
     and Hispanic-serving institutions,''.
       (d) Advanced Degree in International Relations.--Section 
     624 (20 U.S.C. 1131b) is amended--
       (1) by striking ``MASTERS'' in the heading of such section 
     and inserting ``ADVANCED'';
       (2) by striking ``a masters degree in international 
     relations'' and inserting ``an advanced degree in 
     international relations, international affairs, international 
     economics, or other academic areas related to the Institute 
     fellow's career objectives''; and
       (3) by striking ``The masters degree program designed by 
     the consortia'' and inserting ``The advanced degree study 
     program shall be designed by the consortia, consistent with 
     the fellow's career objectives, and''.
       (e) Internships.--Section 625 (20 U.S.C. 1131c) is 
     amended--
       (1) in subsection (a), by inserting after ``1978,'' the 
     following: ``Alaska Native-serving, Native Hawaiian-serving, 
     and Hispanic-serving institutions,'';
       (2) in subsection (b)--
       (A) by inserting ``and'' after the semicolon at the end of 
     paragraph (2);
       (B) by striking ``; and'' at the end of paragraph (3) and 
     inserting a period; and
       (C) by striking paragraph (4); and
       (3) by amending subsection (c) to read as follows:
       ``(c) Ralph J. Bunche Fellows.--In order to assure the 
     recognition and commitment of individuals from 
     underrepresented student populations who demonstrate special 
     interest in international affairs and language study, 
     eligible students who participate in the internship programs 
     authorized under (a) and (b) shall be known as the `Ralph J. 
     Bunche Fellows'.''.
       (f) Report.--Section 626 (20 U.S.C. 1131d) is amended by 
     striking ``annually prepare a report'' and inserting 
     ``prepare a report biennially''.
       (g) Authorization of Appropriations.--Section 628 (20 
     U.S.C. 1131f) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 604. EVALUATION, OUTREACH, AND DISSEMINATION.

       Part D of title VI is amended by inserting after section 
     631 (20 U.S.C. 1132) the following new section:

     ``SEC. 632. EVALUATION, OUTREACH, AND DISSEMINATION.

       ``The Secretary may use not more than one percent of the 
     funds made available for this title for program evaluation, 
     national outreach, and information dissemination 
     activities.''.

     SEC. 605. ADVISORY BOARD.

       Part D of title VI is amended by inserting after section 
     632 (as added by section 604) the following new section:

     ``SEC. 633. INTERNATIONAL HIGHER EDUCATION ADVISORY BOARD.

       ``(a) Establishment and Purpose.--
       ``(1) Establishment.--There is established in the 
     Department an independent International Higher Education 
     Advisory Board (hereafter in this section referred to as the 
     `International Advisory Board'). The International Advisory 
     Board shall provide advice, counsel, and recommendations to 
     the Secretary and the Congress on international education 
     issues for higher education.
       ``(2) Purpose.--The purpose of the International Advisory 
     Board is--
       ``(A) to provide expertise in the area of national needs 
     for proficiency in world regions, foreign languages, 
     international affairs, and international business;
       ``(B) to make recommendations that will promote the 
     excellence of international education programs and result in 
     the growth and development of such programs at the 
     postsecondary education level that will reflect diverse 
     perspectives and a wide range of views on world regions, 
     foreign language, international affairs, and international 
     business; and
       ``(C) to advise the Secretary and the Congress with respect 
     to needs for expertise in government, the private sector, and 
     education in order to enhance America's understanding of, and 
     engagement in, the world.
       ``(b) Independence of International Advisory Board.--In the 
     exercise of its functions, powers, and duties, the 
     International Advisory Board shall be independent of the 
     Secretary and the other offices and officers of the 
     Department. Except as provided in this subsection and 
     subsection (f), the recommendations of the International 
     Advisory Board shall not be subject to review or approval by 
     any officer of the Federal Government. Nothing in this title 
     shall be construed to authorize the International Advisory 
     Board to mandate, direct, or control an institution of higher 
     education's specific instructional content, curriculum, or 
     program of instruction or instructor. The International 
     Advisory Board is authorized to assess a sample of activities 
     supported under this title, using materials that have been 
     submitted to the Department of Education by grant recipients 
     under this title, in order to provide recommendations to the 
     Secretary and the Congress for the improvement of programs 
     under the title and to ensure programs meet the purposes of 
     the title to promote the study of and expertise in foreign 
     language and world regions, especially with respect to 
     diplomacy, national security, and international business and 
     trade competitiveness. The recommendations of the 
     International Advisory Board may address any area in need of 
     improvement, except that any recommendation of specific 
     legislation to Congress shall be made only if the President 
     deems it necessary and expedient.
       ``(c) Membership.--
       ``(1) Appointment.--The International Advisory Board shall 
     have 7 members of whom--
       ``(A) 3 members shall be appointed by the Secretary;
       ``(B) 2 members shall be appointed by the Speaker of the 
     House of Representatives, upon the recommendation of the 
     Majority Leader and the Minority Leader; and
       ``(C) 2 members shall be appointed by the President pro 
     tempore of the Senate, upon the recommendation of the 
     Majority Leader and the Minority Leader.
       ``(2) Representation.--Two of the members appointed by the 
     Secretary under paragraph (1)(A) shall be appointed to 
     represent Federal agencies that have diplomacy, national 
     security, international commerce, or other international 
     activity responsibilities, after consultation with the heads 
     of such agencies. The members of the International Advisory 
     Board shall also include (but not be limited to) persons with 
     international expertise representing States, institutions of 
     higher education, cultural organizations, educational 
     organizations, international business, local education 
     agencies, students, and private citizens with expertise in 
     international concerns.
       ``(3) Qualification.--Members of the International Advisory 
     Board shall be individuals who have technical qualifications, 
     professional standing, experience working in international 
     affairs or foreign service or international business 
     occupations, or demonstrated knowledge in the fields of 
     higher education and international education, including 
     foreign languages, world regions, or international affairs.
       ``(d) Functions of the International Advisory Board.--
       ``(1) In general.--The International Advisory Board shall 
     provide recommendations in accordance with subsection (b) 
     regarding improvement of programs under this title to the 
     Secretary and the Congress for their review. The 
     International Advisory Board may--
       ``(A) review and comment upon the regulations for grants 
     under this title;
       ``(B) assess a sample of activities supported under this 
     title based on the purposes and objectives of this title, 
     using materials that have been submitted to the Department of 
     Education by grant recipients under this title, in order to 
     provide recommendations for improvement of the programs under 
     this title;
       ``(C) make recommendations that will assist the Secretary 
     and the Congress to improve the programs under this title to 
     better reflect the national needs related to foreign 
     languages, world regions, diplomacy, national security, and 
     international business and trade competitiveness, including 
     an assessment of the national needs and the training provided 
     by the institutions of higher education that receive a grant 
     under this title for expert and non-expert level foreign 
     language training;
       ``(D) make recommendations to the Secretary and the 
     Congress regarding such studies, surveys, and analyses of 
     international education that will provide feedback about the 
     programs under this title and assure that their relative 
     authorized activities reflect diverse perspectives and a wide 
     range of views on world regions, foreign languages, 
     diplomacy, national security, and international business and 
     trade competitiveness;
       ``(E) make recommendations that will strengthen the 
     partnerships between local educational agencies, public and 
     private elementary and secondary education schools, and grant 
     recipients under this title to ensure that the research and 
     knowledge about world regions, foreign languages, and 
     international affairs is widely disseminated to local 
     educational agencies;
       ``(F) make recommendations on how institutions of higher 
     education that receive a grant under this title can encourage 
     students to serve the Nation and meet national needs in an 
     international affairs, international business, foreign 
     language, or national security capacity;
       ``(G) make recommendations on how linkages between 
     institutions of higher education and public and private 
     organizations that are involved in international education, 
     international business and trade competitiveness, language 
     training, and international research capacities may fulfill 
     the

[[Page H1254]]

     manpower and information needs of United States businesses; 
     and
       ``(H) make recommendations to the Secretary and the 
     Congress about opportunities for underrepresented populations 
     in the areas of foreign language study, diplomacy, 
     international business and trade competitiveness, and 
     international economics, in order to effectively carry out 
     the activities of the Institute under part C.
       ``(2) Hearings.--The International Advisory Board shall 
     provide for public hearing and comment regarding the matter 
     contained in the recommendations described in paragraph (1), 
     prior to the submission of those recommendations to the 
     Secretary and the Congress.
       ``(e) Operations of the Committee.--
       ``(1) Terms.--Each member of the International Advisory 
     Board shall be appointed for a term of 3 years, except that, 
     of the members first appointed (A) 4 shall be appointed for a 
     term of 3 years, and (B) 3 shall be appointed for a term of 4 
     years, as designated at the time of appointment by the 
     Secretary. A member of the International Advisory Board may 
     be reappointed to successive terms on the International 
     Advisory Board.
       ``(2) Vacancies.--Any member appointed to fill a vacancy 
     occurring prior to the expiration of the term of a 
     predecessor shall be appointed only for the remainder of such 
     term. A member of the International Advisory Board shall, 
     upon the Secretary's request, continue to serve after the 
     expiration of a term until a successor has been appointed.
       ``(3) No governmental members.--Except for the members 
     appointed by the Secretary under subsection (c)(1)(A), no 
     officers or full-time employees of the Federal Government 
     shall serve as members of the International Advisory Board.
       ``(4) Meetings.--The International Advisory Board shall 
     meet not less than once each year. The International Advisory 
     Board shall hold additional meetings at the call of the Chair 
     or upon the written request of not less than 3 voting members 
     of the International Advisory Board.
       ``(5) Quorum.--A majority of the voting members of the 
     International Advisory Board serving at the time of a meeting 
     shall constitute a quorum.
       ``(6) Chair.--The International Advisory Board shall elect 
     a Chairman or Chairwoman from among the members of the 
     International Advisory Board.
       ``(f) Submission to Department for Comment.--The 
     International Advisory Board shall submit its proposed 
     recommendations to the Secretary of Education for comment for 
     a period not to exceed 30 days in each instance.
       ``(g) Personnel and Resources.--
       ``(1) Compensation and expense.--Members of the 
     International Advisory Board shall serve without pay for such 
     service. Members of the International Advisory Board who are 
     officers or employees of the United States may not receive 
     additional pay, allowances, or benefits by reason of their 
     service on the International Advisory Board. Members of the 
     International Advisory Board may each receive reimbursement 
     for travel expenses incident to attending International 
     Advisory Board meetings, including per diem in lieu of 
     subsistence, as authorized by section 5703 of title 5, United 
     States Code, for persons in the Government service employed 
     intermittently.
       ``(2) Personnel.--The International Advisory Board may 
     appoint such personnel as may be determined necessary by the 
     Chairman without regard to the provisions of title 5, United 
     States Code, governing appointments in the competitive 
     service, and may be paid without regard to the provisions of 
     chapter 51 and subchapter III of chapter 53 of such title 
     relating to classification and General Schedule pay rates, 
     but no individual so appointed shall be paid in excess of the 
     maximum rate payable under section 5376 of such title. The 
     International Advisory Board may appoint not more than one 
     full-time equivalent, nonpermanent, consultant without regard 
     to the provisions of title 5, United States Code. The 
     International Advisory Board shall not be required by the 
     Secretary to reduce personnel to meet agency personnel 
     reduction goals.
       ``(3) Consultation.--In carrying out its duties under the 
     Act, the International Advisory Board shall consult with 
     other Federal agencies, representatives of State and local 
     governments, and private organizations to the extent 
     feasible.
       ``(4) Assistance from other agencies.--
       ``(A) Information.--The International Advisory Board is 
     authorized to secure directly from any executive department, 
     bureau, agency, board, commission, office, independent 
     establishment, or instrumentality information, suggestions, 
     estimates, and statistics for the purpose of this section and 
     each such department, bureau, agency, board, commission, 
     office, independent establishment, or instrumentality is 
     authorized and directed, to the extent permitted by law, to 
     furnish such information, suggestions, estimates, and 
     statistics directly to the International Advisory Board, upon 
     request made by the Chairman for the purpose of providing 
     expertise in the area of national needs for the proficiency 
     in world regions, foreign languages, and international 
     affairs.
       ``(B) Services and personnel.--The head of each Federal 
     agency shall, to the extent not prohibited by law, consult 
     with the International Advisory Board in carrying out this 
     section. The International Advisory Board is authorized to 
     utilize, with their consent, the services, personnel, 
     information, and facilities of other Federal, State, local, 
     and private agencies with or without reimbursement, for the 
     purpose of providing expertise in the area of national needs 
     for the proficiency in world regions, foreign languages, and 
     international affairs.
       ``(5) Contracts; experts and consultants.--The 
     International Advisory Board may enter into contracts for the 
     acquisition of information, suggestions, estimates, and 
     statistics for the purpose of this section. The International 
     Advisory Board is authorized to obtain the services of 
     experts and consultants without regard to section 3109 of 
     title 5, United States Code and to set pay in accordance with 
     such section.
       ``(h) Termination.--Notwithstanding the sunset and charter 
     provisions of the Federal Advisory Committee Act (5 U.S.C. 
     App. I) or any other statute or regulation, the International 
     Advisory Board shall be authorized through September 30, 
     2012.
       ``(i) Funds.--The Secretary shall use not more than one-
     half of the funds available to the Secretary under section 
     632 to carry out this section.''.

     SEC. 606. RECRUITER ACCESS TO STUDENTS AND STUDENT RECRUITING 
                   INFORMATION; SAFETY.

       Part D of title VI is amended by inserting after section 
     633 (as added by section 605) the following new sections:

     ``SEC. 634. RECRUITER ACCESS TO STUDENTS AND STUDENT 
                   RECRUITING INFORMATION.

       ``Each institution of higher education that receives a 
     grant under this title shall assure that--
       ``(1) recruiters of the United States Government and 
     agencies thereof are given the same access to students as is 
     provided generally to other institutions of higher education 
     and prospective employers of those students for the purpose 
     of recruiting for graduate opportunities or prospective 
     employment; and
       ``(2) no undue restrictions are placed upon students that 
     seek employment with the United States Government or any 
     agency thereof.

     ``SEC. 635. STUDENT SAFETY.

       ``Applicants seeking funds under this title to support 
     student travel and study abroad shall submit as part of their 
     grant application a description of safety policies and 
     procedures for students participating in the program while 
     abroad.''.

     SEC. 607. NATIONAL STUDY OF FOREIGN LANGUAGE HERITAGE 
                   COMMUNITIES.

       Part D of title VI is further amended by inserting after 
     section 635 (as added by section 606) the following new 
     section:

     ``SEC. 636. NATIONAL STUDY OF FOREIGN LANGUAGE HERITAGE 
                   COMMUNITIES.

       ``(a) Study.--The Secretary of Education, in consultation 
     with the International Advisory Board, shall conduct a study 
     to identify foreign language heritage communities, 
     particularly such communities that include speakers of 
     languages that are critical to the national security of the 
     United States.
       ``(b) Foreign Language Heritage Community.--For purposes of 
     this section, the term `foreign language heritage community' 
     means a community of residents or citizens of the United 
     States who are native speakers of, or who have partial 
     fluency in, a foreign language.
       ``(c) Report.--Not later than one year after the date of 
     the enactment of this Act, the Secretary of Education shall 
     submit a report to the Congress on the results of the study 
     conducted under this section.''.

                    TITLE VII--TITLE VII AMENDMENTS

     SEC. 701. JAVITS FELLOWSHIP PROGRAM.

       (a) Authority and Timing of Awards.--Section 701(a) (20 
     U.S.C. 1132a(a)) is amended by inserting after the second 
     sentence the following: ``For purposes of the exception in 
     the preceding sentence, a master's degree in fine arts shall 
     be considered a terminal degree.''.
       (b) Interruptions of Study.--Section 701(c) (20 U.S.C. 
     1134(c)) is amended by adding at the end the following new 
     sentence: ``In the case of other exceptional circumstances, 
     such as active duty military service or personal or family 
     member illness, the institution of higher education may also 
     permit the fellowship recipient to interrupt periods of study 
     for the duration of the tour of duty (in the case of military 
     service) or not more than 12 months (in any other case), but 
     without payment of the stipend.''.
       (c) Allocation of Fellowships.--Section 702(a)(1) (20 
     U.S.C. 1134a(a)(1)) is amended--
       (1) in the first sentence, by inserting ``from diverse 
     geographic regions'' after ``higher education''; and
       (2) by adding at the end the following new sentence: ``The 
     Secretary shall also assure that at least one representative 
     appointed to the Board represents an institution that is 
     eligible for a grant under title III or V of this Act.''.
       (d) Stipends.--Section 703 (20 U.S.C. 1134b(a)) is 
     amended--
       (1) in subsection (a)--
       (A) by striking ``1999-2000'' and inserting ``2006-2007'';
       (B) by striking ``shall be set'' and inserting ``may be 
     set''; and
       (C) by striking ``Foundation graduate fellowships'' and 
     inserting ``Foundation Graduate Research Fellowship Program 
     on February 1 of such academic year''; and
       (2) in subsection (b), by amending paragraph (1)(A) to read 
     as follows:
       ``(1) In general.--(A) The Secretary shall (in addition to 
     stipends paid to individuals

[[Page H1255]]

     under this subpart) pay to the institution of higher 
     education, for each individual awarded a fellowship under 
     this subpart at such institution, an institutional allowance. 
     Except as provided in subparagraph (B), such allowance shall 
     be, for 2006-2007 and succeeding academic years, the same 
     amount as the institutional payment made for 2005-2006 
     adjusted for 2006-2007 and annually thereafter in accordance 
     with inflation as determined by the Department of Labor's 
     Consumer Price Index for All Urban Consumers for the previous 
     calendar year.''.
       (e) Authorization of Appropriations.--Section 705 (20 
     U.S.C. 1134d) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2006 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.

     SEC. 702. GRADUATE ASSISTANCE IN AREAS OF NATIONAL NEED.

       (a) Designation of Areas of National Need; Priority.--
     Section 712 (20 U.S.C. 1135a) is amended--
       (1) in the last sentence of subsection (b)--
       (A) by striking ``and an assessment'' and inserting ``an 
     assessment''; and
       (B) by inserting before the period at the end the 
     following: ``, and the priority described in subsection (c) 
     of this section''; and
       (2) by adding at the end the following new subsection:
       ``(c) Priority.--The Secretary shall establish a priority 
     for grants in order to prepare individuals for the 
     professoriate who will train highly-qualified elementary and 
     secondary math and science teachers, special education 
     teachers, and teachers who provide instruction for limited 
     English proficient individuals. Such grants shall offer 
     program assistance and graduate fellowships for--
       ``(1) post-baccalaureate study related to teacher 
     preparation and pedagogy in math and science for students who 
     have completed a master's degree or are pursuing a doctorate 
     of philosophy in math and science;
       ``(2) post-baccalaureate study related to teacher 
     preparation and pedagogy in special education and English 
     language acquisition and academic proficiency for limited 
     English proficient individuals; and
       ``(3) support of dissertation research in the fields of 
     math, science, special education, or second language pedagogy 
     and second language acquisition.''.
       (b) Collaboration Required for Certain Applications.--
     Section 713(b) (20 U.S.C. 1135b) is amended--
       (1) by striking ``and'' at the end of paragraph (9);
       (2) by redesignating paragraph (10) as paragraph (11); and
       (3) by inserting after paragraph (9) the following new 
     paragraph:
       ``(10) in the case of an application for a grant by a 
     department, program, or unit in education or teacher 
     preparation, contain assurances that such department, 
     program, or unit collaborates with departments, programs, or 
     units in all content areas to assure a successful combination 
     of training in both teaching and such content; and''.
       (c) Stipends.--Section 714(b) (20 U.S.C. 1135c(b)) is 
     amended--
       (1) by striking ``1999-2000'' and inserting ``2006-2007'';
       (2) by striking ``shall be set'' and inserting ``may be 
     set''; and
       (3) by striking ``Foundation graduate fellowships'' and 
     inserting ``Foundation Graduate Research Fellowship Program 
     on February 1 of such academic year''.
       (d) Additional Assistance.--Section 715(a)(1) (20 U.S.C. 
     1135d(a)(1)) is amended--
       (1) by striking ``1999-2000'' and inserting ``2006-2007'';
       (2) by striking ``1998-1999'' and inserting ``2005-2006''; 
     and
       (3) by inserting ``for All Urban Consumers'' after ``Price 
     Index''.
       (e) Authorization of Appropriations.--Section 716 (20 
     U.S.C. 1135e) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2006 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.
       (f) Technical Amendments.--Section 714(c) (20 U.S.C. 
     1135c(c)) is amended--
       (1) by striking ``section 716(a)'' and inserting ``section 
     715(a)''; and
       (2) by striking ``section 714(b)(2)'' and inserting 
     ``section 713(b)(2)''.

     SEC. 703. THURGOOD MARSHALL LEGAL EDUCATIONAL OPPORTUNITY 
                   PROGRAM.

       (a) Contract and Grant Purposes.--Section 721(c) (20 U.S.C. 
     1136(c)) is amended--
       (1) by amending paragraph (2) to read as follows:
       ``(2) to prepare such students for study at accredited law 
     schools and assist them with the development of analytical 
     skills and study methods to enhance their success and promote 
     completion of law school;'';
       (2) by striking ``and'' at the end of paragraph (4);
       (3) by striking the period at the end of paragraph (5) and 
     inserting ``; and''; and
       (4) by adding at the end the following new paragraph:
       ``(6) to award Thurgood Marshall Fellowships to eligible 
     law school students--
       ``(A) who participated in summer institutes authorized by 
     subsection (d) and who are enrolled in an accredited law 
     school; or
       ``(B) who are eligible law school students who have 
     successfully completed a comparable summer institute program 
     certified by the Council on Legal Educational Opportunity.''.
       (b) Services Provided.--Section 721(d)(1)(D) (20 U.S.C. 
     1136(d)(1)(D)) is amended by inserting ``in analytical skills 
     and study methods'' after ``courses''.
       (c) Authorization of Appropriations.--Section 721(h) (20 
     U.S.C. 1136(h)) is amended by striking ``1999 and each of the 
     4 succeeding fiscal years'' and inserting ``2006 and each of 
     the 5 succeeding fiscal years''.
       (d) General Provisions.--Subsection (e) of section 731 (20 
     U.S.C. 1137(e)) is repealed.

     SEC. 704. FUND FOR THE IMPROVEMENT OF POSTSECONDARY 
                   EDUCATION.

       (a) Contract and Grant Purposes.--Section 741(a) (20 U.S.C. 
     1138(a)) is amended--
       (1) by amending paragraph (1) to read as follows:
       ``(1) the encouragement of the reform and improvement of, 
     and innovation in, postsecondary education and the provision 
     of educational opportunity for all, especially for the non-
     traditional student populations;'';
       (2) in paragraph (2), by inserting before the semicolon at 
     the end the following: ``for postsecondary students, 
     especially institutions, programs, and joint efforts that 
     provide academic credit for programs'';
       (3) by amending paragraph (3) to read as follows:
       ``(3) the establishment of institutions and programs based 
     on the technology of communications, including delivery by 
     distance education;'';
       (4) by amending paragraph (6) to read as follows:
       ``(6) the introduction of institutional reforms designed to 
     expand individual opportunities for entering and reentering 
     postsecondary institutions and pursuing programs of 
     postsecondary study tailored to individual needs;'';
       (5) by striking ``and'' at the end of paragraph (7);
       (6) by striking the period at the end of paragraph (8) and 
     inserting a semicolon; and
       (7) by adding at the end the following new paragraphs:
       ``(9) the provision of support and assistance to programs 
     implementing integrated education reform services in order to 
     improve secondary school graduation and college attendance 
     and completion rates for disadvantaged students, and to 
     programs that reduce postsecondary remediation rates, and 
     improve degree attainment rates, for low-income students and 
     former high school dropouts; and
       ``(10) the assessment, in partnership with a public or 
     private nonprofit institution or agency, of the performance 
     of teacher preparation programs within institutions of higher 
     education in a State, using an assessment which provides 
     comparisons across such schools within the State based upon 
     indicators including teacher candidate knowledge in subject 
     areas in which such candidate has been prepared to teach. ''.
       (b) Prohibition.--Section 741 (20 U.S.C. 1138) is further 
     amended by adding at the end the following new subsection:
       ``(c) Prohibition.--No funds made available under this part 
     may be used to provide financial assistance to students who 
     do not meet the requirements of section 484(a)(5).''.
       (c) Areas of National Need.--Section 744(c) (20 U.S.C. 
     1138c(c)) is amended--
       (1) by amending paragraph (2) to read as follows:
       ``(2)(A) Development of partnerships between local 
     educational agencies and institutions of higher education to 
     establish or expand existing dual enrollment programs at 
     institutions of higher education that allow high school 
     students to earn high school and transferable college credit.
       ``(B) Development of consortia of institutions of higher 
     education to create dual enrollment programs including 
     academic and student support agreements and comprehensive 
     articulation agreements that would allow for the seamless and 
     timeless acquisition of college credits and the transfer of 
     postsecondary academic credits between such institutions, 
     particularly from 2-year to 4-year institutions of higher 
     education.''; and
       (2) by striking paragraph (4) and inserting the following:
       ``(4) International cooperation, partnerships, or student 
     exchange among postsecondary educational institutions in the 
     United States and abroad.
       ``(5) Establishment of academic programs including graduate 
     and undergraduate courses, seminars and lectures, support of 
     research, and development of teaching materials for the 
     purpose of supporting faculty and academic programs that 
     teach traditional American history (including significant 
     constitutional, political, intellectual, economic, 
     diplomatic, and foreign policy trends, issues, and documents; 
     the history, nature, and development of democratic 
     institutions of which American democracy is a part; and 
     significant events and individuals in the history of the 
     United States).
       ``(6) Support for planning, applied research, training, 
     resource exchanges or technology transfers, the delivery of 
     services, or other activities the purpose of which is to 
     design and implement programs to enable institutions of 
     higher education to work with private and civic organizations 
     to assist communities to meet and address their pressing and 
     severe problems, including economic development, community 
     infrastructure and housing, crime prevention, education, 
     healthcare, self-sufficiency, and workforce preparation. Such 
     activities may include support for the development of 
     coordinated

[[Page H1256]]

     curriculum and internship opportunities for students in 
     disadvantaged communities.''.
       (d) Authorization of Appropriations.--Section 745 (20 
     U.S.C. 1138d) is amended by striking ``$30,000,000 for fiscal 
     year 1999 and such sums as may be necessary for each of the 4 
     succeeding fiscal years'' and inserting ``$40,000,000 for 
     fiscal year 2006 and such sums as may be necessary for each 
     of the 5 succeeding fiscal years'' .

     SEC. 705. URBAN COMMUNITY SERVICE.

       Part C of title VII (20 U.S.C. 1139 et seq.) is repealed.

     SEC. 706. DEMONSTRATION PROJECTS TO ENSURE STUDENTS WITH 
                   DISABILITIES RECEIVE A QUALITY HIGHER 
                   EDUCATION.

       (a) Serving All Students With Disabilities.--Section 762(a) 
     (20 U.S.C. 1140a(a)) is amended by striking ``students with 
     learning disabilities'' and inserting ``students with 
     disabilities''.
       (b) Authorized Activities.--
       (1) Amendment.--Section 762(b)(2) is amended--
       (A) in subparagraph (A), by inserting ``in order to improve 
     retention and completion'' after ``disabilities'';
       (B) by redesignating subparagraphs (B) and (C) as 
     subparagraphs (C) and (E), respectively;
       (C) by inserting after subparagraph (A) the following new 
     subparagraph:
       ``(B) Effective transition practices.--The development of 
     innovative, effective, and efficient teaching methods and 
     strategies to ensure the smooth transition of students with 
     disabilities from high school to postsecondary education.''; 
     and
       (D) by inserting after subparagraph (C) (as redesignated by 
     subparagraph (B) of this paragraph) the following new 
     subparagraph:
       ``(D) Distance learning.--The development of innovative, 
     effective, and efficient teaching methods and strategies to 
     provide faculty and administrators with the ability to 
     provide accessible distance education programs or classes 
     that would enhance access of students with disabilities to 
     higher education, including the use of electronic 
     communication for instruction and advisement.''.
       (2) Conforming amendment.--Section 762(b)(3) is amended by 
     striking ``subparagraphs (A) through (C)'' and inserting 
     ``subparagraphs (A) through (E)''.
       (c) Applications.--Section 763 (20 U.S.C. 1140b) is 
     amended--
       (1) by amending paragraph (1) to read as follows:
       ``(1) a description of how such institution plans to 
     address the activities allowed under this part;'';
       (2) by striking ``and'' at the end of paragraph (2);
       (3) by striking the period at the end of paragraph (3) and 
     inserting ``; and''; and
       (4) by adding at the end the following new paragraph:
       ``(4) a description of the extent to which an institution 
     will work to replicate the best practices of institutions of 
     higher education with demonstrated success in serving 
     students with disabilities.''.
       (d) Authorization of Appropriations.--Section 765 (20 
     U.S.C. 1140d) is amended by striking ``fiscal year 1999 and 
     such sums as may be necessary for each of the 4 succeeding 
     fiscal years'' and inserting ``fiscal year 2006 and such sums 
     as may be necessary for each of the 5 succeeding fiscal 
     years''.

                    TITLE VIII--CLERICAL AMENDMENTS

     SEC. 801. CLERICAL AMENDMENTS.

       (a) Definition.--Section 103 (20 U.S.C. 1003) (as amended 
     by section 102) is further amended--
       (1) by redesignating paragraphs (1) through (16) as 
     paragraphs (2) through (17), respectively; and
       (2) by inserting before paragraph (2) (as so redesignated) 
     the following new paragraph:
       ``(1) Authorizing committees.--The term `authorizing 
     committees' means the Committee on Health, Education, Labor, 
     and Pensions of the Senate and the Committee on Education and 
     the Workforce of the House of Representatives.''.
       (b) Committees.--
       (1) The following provisions are each amended by striking 
     ``Committee on Labor and Human Resources of the Senate and 
     the Committee on Education and the Workforce of the House of 
     Representatives'' and inserting ``authorizing committees'':
       (A) Section 428(g) (20 U.S.C. 1078(g)).
       (B) Section 428A(c)(2) (20 U.S.C. 1078-1(c)(2)).
       (C) Section 428A(c)(5) (20 U.S.C. 1078-1(c)(5)).
       (D) Section 455(b)(7)(B) (20 U.S.C. 1087e(b)(7)(B)), as 
     redesignated by section 423(b)(3).
       (E) Section 483(c) (20 U.S.C. 1090(c)).
       (F) Section 486(e) (20 U.S.C. 1093(e)).
       (G) Section 486(f)(3)(A) (20 U.S.C. 1093(f)(3)(A)).
       (H) Section 486(f)(3)(B) (20 U.S.C. 1093(f)(3)(B)).
       (I) Section 487A(a)(5) (20 U.S.C. 1094a(a)(5)).
       (J) Section 487A(b)(2) (20 U.S.C. 1094a(b)(2)).
       (K) Section 487A(b)(3)(B) (20 U.S.C. 1094a(b)(3)(B)).
       (L) Section 498B(d)(1) (20 U.S.C. 1099c-2(d)(1)).
       (M) Section 498B(d)(2) (20 U.S.C. 1099c-2(d)(2)).
       (2) The following provisions are each amended by striking 
     ``Committee on Education and the Workforce of the House of 
     Representatives and the Committee on Labor and Human 
     Resources of the Senate'' and inserting ``authorizing 
     committees'':
       (A) Section 141(d)(4)(B) (20 U.S.C. 1018(d)(4)(B)).
       (B) Section 428(n)(4) (20 U.S.C. 1078(n)(4)).
       (C) Section 437(c)(1) (20 U.S.C. 1087(c)(1)).
       (D) Section 485(f)(5)(A) (20 U.S.C. 1092(f)(5)(A)).
       (E) Section 485(g)(4)(B) (20 U.S.C. 1092(g)(4)(B)).
       (3) Section 401(f)(3) (20 U.S.C. 1070a(f)(3)) is amended by 
     striking ``Committee on Appropriations and the Committee on 
     Labor and Human Resources of the Senate and the Committee on 
     Appropriations and the Committee on Education and the 
     Workforce of the House of Representatives'' and inserting 
     ``Committees on Appropriations of the Senate and House of 
     Representatives and the authorizing committees''.
       (4) Section 428(c)(9)(K) (20 U.S.C. 1078(c)(9)(K)) is 
     amended by striking ``House Committee on Education and the 
     Workforce and the Senate Committee on Labor and Human 
     Resources'' and inserting ``authorizing committees''.
       (5) Section 432(f)(1)(C) (20 U.S.C. 1082(f)(1)(C)) is 
     amended by striking ``Committee on Education and the 
     Workforce of the House of Representatives or the Committee on 
     Labor and Human Resources of the Senate'' and inserting 
     ``either of the authorizing committees''.
       (6) Section 439(d)(1)(E)(iii) (20 U.S.C. 1087-
     2(d)(1)(E)(iii)) is amended by striking ``Chairman and the 
     Ranking Member on the Committee on Labor and Human Resources 
     of the Senate and the Chairman and the Ranking Member of the 
     Committee on Education and Labor of the House of 
     Representatives'' and inserting ``chairpersons and ranking 
     minority members of the authorizing committees''.
       (7) Paragraphs (3) and (8)(C) of section 439(r) (20 U.S.C. 
     1087-2(r)) are each amended by striking ``Chairman and 
     ranking minority member of the Committee on Labor and Human 
     Resources of the Senate, the Chairman and ranking minority 
     member of the Committee on Education and Labor of the House 
     of Representatives,'' and inserting ``chairpersons and 
     ranking minority members of the authorizing committees''.
       (8) Paragraphs (5)(B) and (10) of section 439(r) (20 U.S.C. 
     1087-2(r)) are each amended by striking ``Chairman and 
     ranking minority member of the Senate Committee on Labor and 
     Human Resources and to the Chairman and ranking minority 
     member of the House Committee on Education and Labor'' and 
     inserting ``chairpersons and ranking minority members of the 
     authorizing committees''.
       (9) Section 439(r)(6)(B) (20 U.S.C. 1087-2(r)(6)(B)) is 
     amended by striking ``Chairman and ranking minority member of 
     the Committee on Labor and Human Resources of the Senate and 
     to the Chairman and ranking minority member of the Committee 
     on Education and Labor of the House of Representatives'' and 
     inserting ``chairpersons and ranking minority members of the 
     authorizing committees''.
       (10) Section 439(s)(2)(A) (20 U.S.C. 1087-2(s)(2)(A)) is 
     amended by striking ``Chairman and Ranking Member of the 
     Committee on Labor and Human Resources of the Senate and the 
     Chairman and Ranking Member of the Committee on Economic and 
     Educational Opportunities of the House of Representatives'' 
     and inserting ``chairpersons and ranking minority members of 
     the authorizing committees''.
       (11) Section 439(s)(2)(B) (20 U.S.C. 1087-2(s)(2)(B)) is 
     amended by striking ``Chairman and Ranking Minority Member of 
     the Committee on Labor and Human Resources of the Senate and 
     Chairman and Ranking Minority Member of the Committee on 
     Economic and Educational Opportunities of the House of 
     Representatives'' and inserting ``chairpersons and ranking 
     minority members of the authorizing committees''.
       (12) Section 482(d) (20 U.S.C. 1089(d)) is amended by 
     striking ``Committee on Labor and Human Resources of the 
     Senate and the Committee on Education and Labor of the House 
     of Representatives'' and inserting ``authorizing 
     committees''.
       (c) Additional Clerical Amendments.--
       (1) Clauses (i) and (ii) of section 425(a)(2)(A) (20 U.S.C. 
     1075(a)(2)(A)) are each amended by striking ``428A or 428B'' 
     and inserting ``428B or 428H''.
       (2) Section 428(a)(2)(E) (20 U.S.C. 1078(a)(2)(E)) is 
     amended by striking ``428A or''.
       (3) Clauses (i) and (ii) of section 428(b)(1)(B) (20 U.S.C. 
     1078(b)(1)(B)) are each amended by striking ``428A or 428B'' 
     and inserting ``428B or 428H''.
       (4) Section 428(b)(1)(Q) (20 U.S.C. 1078(b)(1)(Q)) is 
     amended by striking ``sections 428A and 428B'' and inserting 
     ``section 428B or 428H''.
       (5) Section 428(b)(7)(C) (20 U.S.C. 1078(b)(7)(C)) is 
     amended by striking ``428A, 428B,'' and inserting ``428B''.
       (6) Section 428G(c)(2) (20 U.S.C. 1078-7(c)(2)) is amended 
     by striking ``428A'' and inserting ``428H''.
       (7) The heading for section 433(e) (20 U.S.C. 1083(e)) is 
     amended by striking ``SLS Loans And''.
       (8) Section 433(e) (20 U.S.C. 1083(e)) is amended by 
     striking ``428A, 428B,'' and inserting ``428B''.
       (9) Section 435(a)(3) (20 U.S.C. 1085(a)(3)) is amended--
       (A) by inserting ``or'' at the end of subparagraph (A);
       (B) by striking subparagraph (B); and

[[Page H1257]]

       (C) by redesignating subparagraph (C) as subparagraph (B).
       (10) Section 435(d)(1)(G) (20 U.S.C. 1085(d)(1)(G)) is 
     amended by striking ``428A(d), 428B(d), 428C,'' and inserting 
     ``428B(d), 428C, 428H,''.
       (11) Section 435(m) (20 U.S.C. 1085(m)) is amended--
       (A) in paragraph (1)(A), by striking ``, 428A,''; and
       (B) in paragraph (2)(D), by striking ``428A'' each place it 
     appears and inserting ``428H''.
       (12) Section 438(b)(2)(D)(ii) (20 U.S.C. 1087-
     1(b)(2)(D)(ii)) is amended by striking ``division (i) of this 
     subparagraph'' and inserting ``clause (i) of this 
     subparagraph''.
       (13) Section 438(c)(6) (20 U.S.C. 1087-1(c)(6)) is 
     amended--
       (A) by striking ``Sls and plus'' in the heading and 
     inserting ``Plus''; and
       (B) by striking ``428A or''.
       (14) Section 438(c)(7) (20 U.S.C. 1087-1(c)(7)) is amended 
     by striking ``428A or''.
       (15) Nothing in the amendments made by this subsection 
     shall be construed to alter the terms, conditions, and 
     benefits applicable to Federal supplemental loans for 
     students (``SLS loans'') under section 428A as in effect 
     prior to July 1, 1994 (20 U.S.C. 1078-1).

              TITLE IX--AMENDMENTS TO OTHER EDUCATION LAWS

               PART A--EDUCATION OF THE DEAF ACT OF 1986

     SEC. 901. LAURENT CLERC NATIONAL DEAF EDUCATION CENTER.

       (a) General Authority.--Section 104(a)(1)(A) of the 
     Education of the Deaf Act of 1986 (20 U.S.C. 4304(a)(1)(A)) 
     is amended by inserting after ``maintain and operate'' the 
     following: ``, at the Laurent Clerc National Deaf Education 
     Center,''.
       (b) Administrative Requirements.--
       (1) In general.--Section 104(b) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4304(b)) is amended--
       (A) in the matter preceding subparagraph (A) of paragraph 
     (1), by striking ``elementary and secondary education 
     programs'' and inserting ``Laurent Clerc National Deaf 
     Education Center''; and
       (B) in paragraph (2), by striking ``elementary and 
     secondary education programs'' and inserting ``Laurent Clerc 
     National Deaf Education Center''.
       (2) Academic content standards, achievement standards, and 
     assessments.--Section 104(b) of the Education of the Deaf Act 
     of 1986 (20 U.S.C. 4304(b)) is amended by adding at the end 
     the following new paragraph:
       ``(5) The University, in consultation with the Secretary 
     and consistent with the mission of the elementary and 
     secondary programs operated at the Laurent Clerc National 
     Deaf Education Center, shall--
       ``(A) not later than the beginning of the 2007-2008 school 
     year, adopt and implement academic content standards, 
     academic achievement standards, and academic assessments as 
     described in paragraphs (1) and (3) of section 1111(b) of the 
     Elementary and Secondary Education Act of 1965 for such 
     Center;
       ``(B) develop adequate yearly progress standards for such 
     Center as described in section 1111(b)(2)(C) of such Act; and
       ``(C) publicly report the results of such assessments, 
     except in such case in which such reporting would not yield 
     statistically reliable information or would reveal personally 
     identifiable information about an individual student.''.

     SEC. 902. AUTHORITY.

       Section 111 of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4331) is amended by striking ``the institution of 
     higher education with which the Secretary has an agreement 
     under this part'' and inserting ``the Rochester Institute of 
     Technology''.

     SEC. 903. AGREEMENT FOR THE NATIONAL TECHNICAL INSTITUTE FOR 
                   THE DEAF.

       (a) General Authority.--Section 112(a) of the Education of 
     the Deaf Act of 1986 (20 U.S.C. 4332(a)) is amended--
       (1) in paragraph (1)--
       (A) in the first sentence--
       (i) by striking ``an institution of higher education'' and 
     inserting ``the Rochester Institute of Technology, Rochester, 
     New York,''; and
       (ii) by striking ``of a'' and inserting ``of the''; and
       (B) by striking the second sentence; and
       (2) in paragraph (2)--
       (A) in the matter preceding subparagraph (A), by striking 
     ``the institution of higher education with which the 
     Secretary has an agreement under this section'' and inserting 
     ``the Rochester Institute of Technology''; and
       (B) in subparagraph (B), by striking ``the institution'' 
     and inserting ``the Rochester Institute of Technology''.
       (b) Provisions of Agreement.--Section 112(b) of the 
     Education of the Deaf Act of 1986 (20 U.S.C. 4332(b)) is 
     amended--
       (1) in paragraph (2), by striking ``or other governing body 
     of the institution'' and inserting ``of the Rochester 
     Institute of Technology''; and
       (2) in paragraph (3)--
       (A) by striking ``or other governing body of the 
     institution'' and inserting ``of the Rochester Institute of 
     Technology'';
       (B) by striking ``the institution of higher education under 
     the agreement with the Secretary'' and inserting ``the 
     Rochester Institute of Technology by the National Technical 
     Institute for the Deaf''; and
       (C) by striking ``Committee on Education and Labor of the 
     House of Representatives and to the Committee on Labor and 
     Human Resources of the Senate'' and inserting ``Committee on 
     Education and the Workforce of the House of Representatives 
     and to the Committee on Health, Education, Labor, and 
     Pensions of the Senate''.
       (c) Limitation.--Section 112(c) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4332(c)) is amended in paragraphs 
     (1) and (2) by striking ``institution'' each place it appears 
     and inserting ``Rochester Institute of Technology''.

     SEC. 904. DEFINITIONS.

       Section 201 of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4351) is amended--
       (1) by striking paragraph (3);
       (2) by redesignating paragraphs (4) through (7) as 
     paragraphs (3) through (6), respectively; and
       (3) by adding at the end the following new paragraph:
       ``(7) The term `RIT' means the Rochester Institute of 
     Technology.''.

     SEC. 905. AUDIT.

       (a) Government Accountability Office Authority.--Section 
     203(a) of the Education of the Deaf Act of 1986 (20 U.S.C. 
     4353(a)) is amended--
       (1) in the heading, by striking ``General Accounting 
     Office'' and inserting ``Government Accountability Office''; 
     and
       (2) in the matter following paragraph (2), by striking 
     ``General Accounting Office'' and inserting ``Government 
     Accountability Office''.
       (b) Independent Financial and Compliance Audit.--Section 
     203(b)(1) of the Education of the Deaf Act of 1986 (20 U.S.C. 
     4353(b)(1)) is amended by striking the second sentence and 
     inserting the following: ``NTID shall have an annual 
     independent financial and compliance audit made of RIT 
     programs and activities, including NTID programs and 
     activities.''.
       (c) Compliance.--Section 203(b)(2) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4353(b)(2)) is amended by 
     striking ``sections'' and all that follows through ``section 
     207'' and inserting ``sections 102(b), 105(b)(4), 112(b)(5), 
     203(c), 207(b)(2), subsections (c) through (f) of section 
     207''.
       (d) Submission of Audits.--Section 203(b)(3) of the 
     Education of the Deaf Act of 1986 (20 U.S.C. 4353(b)(3)) is 
     amended--
       (1) by inserting after ``Secretary'' the following: ``and 
     the Committee on Education and the Workforce of the House of 
     Representatives and the Committee on Health, Education, 
     Labor, and Pensions of the Senate''; and
       (2) by striking ``or the institution authorized to 
     establish and operate the NTID under section 112(a)'' and 
     inserting ``or RIT''.
       (e) Limitations Regarding Expenditure of Funds.--Section 
     203(c)(2)(A) of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4353(c)(2)(A)) is amended in the fifth sentence by 
     striking ``the Committee on Education and Labor of the House 
     of Representatives and the Committee on Labor and Human 
     Resources of the Senate'' and inserting ``the Committee on 
     Education and the Workforce of the House of Representatives 
     and the Committee on Health, Education, Labor, and Pensions 
     of the Senate''.

     SEC. 906. REPORTS.

       (a) Technical Amendments.--Section 204 of the Education of 
     the Deaf Act of 1986 (20 U.S.C. 4354) is amended in the 
     matter preceding paragraph (1)--
       (1) by striking ``or other governing body of the 
     institution of higher education with which the Secretary has 
     an agreement under section 112'' and inserting ``of RIT''; 
     and
       (2) by striking ``Committee on Education and Labor of the 
     House of Representatives and the Committee on Labor and Human 
     Resources of the Senate'' and inserting ``Committee on 
     Education and the Workforce of the House of Representatives 
     and the Committee on Health, Education, Labor, and Pensions 
     of the Senate''.
       (b) Contents of Report.--Section 204 of the Education of 
     the Deaf Act of 1986 (20 U.S.C. 4354) is amended--
       (1) in paragraph (2)(C), by striking ``upon graduation/
     completion'' and inserting ``within one year of graduation/
     completion''; and
       (2) in paragraph (3)(B), by striking ``of the institution 
     of higher education with which the Secretary has an agreement 
     under section 112, including specific schedules and analyses 
     for all NTID funds, as required under section 203'' and 
     inserting ``of RIT programs and activities''.

     SEC. 907. LIAISON FOR EDUCATIONAL PROGRAMS.

       Section 206(a) of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4356(a)) is amended by striking ``Not later than 30 
     days after the date of enactment of this Act, the'' and 
     inserting ``The''.

     SEC. 908. FEDERAL ENDOWMENT PROGRAMS FOR GALLAUDET UNIVERSITY 
                   AND THE NATIONAL TECHNICAL INSTITUTE FOR THE 
                   DEAF.

       Section 207(a)(2) of the Education of the Deaf Act of 1986 
     (20 U.S.C. 4357(a)(2)) is amended by striking ``or other 
     governing body of the institution of higher education with 
     which the Secretary has an agreement under section 112'' and 
     inserting ``of RIT''.

     SEC. 909. OVERSIGHT AND EFFECT OF AGREEMENTS.

       Section 208(a) of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4359(a)) is amended--
       (1) by striking ``the institution of higher education with 
     which the Secretary has an agreement under part B of title 
     I'' and inserting ``RIT''; and
       (2) by striking ``Committee on Labor and Human Resources of 
     the Senate and the Committee on Education and the Workforce

[[Page H1258]]

     of the House of Representatives'' and inserting ``Committee 
     on Education and the Workforce of the House of 
     Representatives and the Committee on Health, Education, 
     Labor, and Pensions of the Senate''.

     SEC. 910. AUTHORIZATION OF APPROPRIATIONS.

       (a) Monitoring and Evaluation Activities.--Section 205(c) 
     of the Education of the Deaf Act of 1986 (20 U.S.C. 4355(c)) 
     is amended by striking ``fiscal years 1998 through 2003'' and 
     inserting ``fiscal years 2006 through 2011''.
       (b) Federal Endowment Programs for Gallaudet University and 
     the National Technical Institute for the Deaf.--Section 
     207(h) of the Education of the Deaf Act of 1986 (20 U.S.C. 
     4357(h)) is amended in paragraphs (1) and (2) by striking 
     ``fiscal years 1998 through 2003'' each place it appears and 
     inserting ``fiscal years 2006 through 2011''.
       (c) General Authorization of Appropriations.--Section 212 
     of the Education of the Deaf Act of 1986 (20 U.S.C. 4360a) is 
     amended--
       (1) in the matter preceding paragraph (1) in subsection 
     (a), by striking ``fiscal years 1998 through 2003'' and 
     inserting ``fiscal years 2006 through 2011''; and
       (2) in subsection (b), by striking ``fiscal years 1998 
     through 2003'' and inserting ``fiscal years 2006 through 
     2011''.
       (d) Short Title.--
       (1) In general.--The Education of the Deaf Act of 1986 (20 
     U.S.C. 4301 note) is amended by striking the matter preceding 
     title I and inserting the following:

     ``SEC. 1. SHORT TITLE.

       ``This Act may be cited as the `Gallaudet University and 
     National Technical Institute for the Deaf Act'.''.
       (2) Other references.-- Any reference in a law, regulation, 
     document, or other record of the United States to the 
     Education of the Deaf Act of 1986 shall be deemed to be a 
     reference to the Gallaudet University and National Technical 
     Institute for the Deaf Act.

                   PART B--ADDITIONAL EDUCATION LAWS

     SEC. 921. CANCELLATION OF STUDENT LOAN INDEBTEDNESS FOR 
                   SURVIVORS OF VICTIMS OF THE SEPTEMBER 11, 2001, 
                   ATTACKS.

       (a) Definitions.--For purposes of this section:
       (1) Eligible public servant.--The term ``eligible public 
     sesrvant'' means an individual who, as determined in 
     accordance with regulations of the Secretary--
       (A) served as a police officer, firefighter, other safety 
     or rescue personnel, or as a member of the Armed Forces; and
       (B) died (or dies) or became (or becomes) permanently and 
     totally disabled due to injuries suffered in the terrorist 
     attack on September 11, 2001.
       (2) Eligible victim.--The term ``eligible victim'' means an 
     individual who, as determined in accordance with regulations 
     of the Secretary, died (or dies) or became (or becomes) 
     permanently and totally disabled due to injuries suffered in 
     the terrorist attack on September 11, 2001.
       (3) Eligible parent.--The term ``eligible parent'' means 
     the parent of an eligible victim if--
       (A) the parent owes a Federal student loan that is a 
     consolidation loan that was used to repay a PLUS loan 
     incurred on behalf of such eligible victim; or
       (B) the parent owes a Federal student loan that is a PLUS 
     loan incurred on behalf of an eligible victim.
       (4) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.
       (5) Federal student loan.--The term ``Federal student 
     loan'' means any loan made, insured, or guaranteed under part 
     B, D, or E of title IV of the Higher Education Act of 1965.
       (b) Relief From Indebtedness.--
       (1) In general.--The Secretary shall provide for the 
     discharge or cancellation of--
       (A) the Federal student loan indebtedness of the spouse of 
     an eligible public servant, as determined in accordance with 
     regulations of the Secretary, including any consolidation 
     loan that was used jointly by the eligible public servant and 
     his or her spouse to repay the Federal student loans of the 
     spouse and the eligible public servant;
       (B) the portion incurred on behalf of the eligible victim 
     (other than an eligible public servant), of a Federal student 
     loan that is a consolidation loan that was used jointly by 
     the eligible victim and his or her spouse, as determined in 
     accordance with regulations of the Secretary, to repay the 
     Federal student loans of the eligible victim and his or her 
     spouse;
       (C) the portion of the consolidation loan indebtedness of 
     an eligible parent that was incurred on behalf of an eligible 
     victim; and
       (D) the PLUS loan indebtedness of an eligible parent that 
     was incurred on behalf of an eligible victim.
       (2) Method of discharge or cancellation.--A loan required 
     to be discharged or canceled under paragraph (1) shall be 
     discharged or canceled by the method used under section 
     437(a), 455(a)(1), or 464(c)(1)(F) of the Higher Education 
     Act of 1965 (20 U.S.C. 1087(a), 1087e(a)(1), 
     1087dd(c)(1)(F)), whichever is applicable to such loan.
       (c) Facilitation of Claims.--The Secretary shall--
       (1) establish procedures for the filing of applications for 
     discharge or cancellation under this section by regulations 
     that shall be prescribed and published within 90 days after 
     the date of enactment of this Act and without regard to the 
     requirements of section 553 of title 5, United States Code; 
     and
       (2) take such actions as may be necessary to publicize the 
     availability of discharge or cancellation of Federal student 
     loan indebtedness under this section.
       (d) Availability of Funds for Payments.--Funds available 
     for the purposes of making payments to lenders in accordance 
     with section 437(a) for the discharge of indebtedness of 
     deceased or disabled individuals shall be available for 
     making payments under section 437(a) to lenders of loans as 
     required by this section.
       (e) Applicable to Outstanding Debt.--The provisions of this 
     section shall be applied to discharge or cancel only Federal 
     student loans (including consolidation loans) on which 
     amounts were owed on September 11, 2001. Nothing in this 
     section shall be construed to authorize any refunding of any 
     repayment of a loan.

     SEC. 922. AMENDMENT TO HIGHER EDUCATION AMENDMENTS OF 1998.

       (a) Repeals of Expired and Executed Provisions.--The 
     following provisions of the Higher Education Amendments of 
     1998 are repealed:
       (1) Study of market mechanisms in federal student loan 
     programs.--Section 801 (20 U.S.C. 1018 note).
       (2) Study of feasibility of alternate financial instruments 
     for determining lender yields.--Section 802.
       (3) Student related debt study.--Section 803 (20 U.S.C. 
     1015 note).
       (4) Study of opportunities for participation in athletic 
     programs.--Section 805 (20 U.S.C. 1001 note).
       (5) Community scholarship mobilization.--Part C of title 
     VIII (20 U.S.C. 1070 note).
       (6) Incarcerated youth.--Part D of title VIII (20 U.S.C. 
     1151).
       (7) Improving united states understanding of science, 
     engineering, and technology in east asia.--Part F of title 
     VIII (42 U.S.C. 1862 note).
       (8) Web-based education commission.--Part J of title VIII.
       (b) Extensions of Authorizations and Studies.--
       (1) Transfer of credit.--Section 804(b) of such Act (20 
     U.S.C. 1099b note) is amended--
       (A) by striking ``one year after the date of enactment of 
     this Act'' and inserting ``September 30, 2007''; and
       (B) by inserting ``and policies of institutions of higher 
     education'' after ``agencies or associations''.
       (2) Cohort default rate study.--Section 806 of such Act is 
     amended--
       (A) in subsection (a), by striking ``higher education at 
     which less'' and inserting ``higher education. The study 
     shall also review the effect of cohort default rates 
     specifically on institutions of higher education at which 
     less''; and
       (B) in subsection (c), by striking ``September 30, 1999,'' 
     and inserting ``September 30, 2007,''.
       (3) Violence against women.--Section 826 of such Act (20 
     U.S.C. 1152) is amended--
       (A) in subsection (g), by striking ``for each of the fiscal 
     years 2001 through 2005'' and inserting ``fiscal year 2006 
     and each of the 5 succeeding fiscal years''; and
       (B) by redesignating subsections (f) and (g) as subsections 
     (e) and (f), respectively.
       (4) Underground railroad.--Subsection (c) of section 841 
     (20 U.S.C. 1153(c)) is amended to read as follows:
       ``(c) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $3,000,000 for fiscal year 2006 and such sums as may be 
     necessary for each of the 5 succeeding fiscal years.''.

     SEC. 923. TRIBALLY CONTROLLED COLLEGE OR UNIVERSITY 
                   ASSISTANCE ACT OF 1978.

       (a) Title I Authorization.--Section 110(a) of the Tribally 
     Controlled Community College or University Assistance Act of 
     1978 (25 U.S.C. 1810(a)) is amended--
       (1) by striking ``1999'' each place it appears and 
     inserting ``2006''; and
       (2) by striking ``4 succeeding'' each place it appears and 
     inserting ``5 succeeding''.
       (b) Title III Reauthorization.--Section 306(a) of the 
     Tribally Controlled Community College or University 
     Assistance Act of 1978 (25 U.S.C. 1836(a)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.
       (c) Title IV Reauthorization.--Section 403 of the Tribal 
     Economic Development and Technology Related Education 
     Assistance Act of 1990 (25 U.S.C. 1852) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.
       (d) Additional Amendments.--The Tribally Controlled 
     Community College or University Assistance Act of 1978 is 
     further amended--
       (1) in section 2(a)(6) (25 U.S.C. 1801(a)(6)), by striking 
     ``in the field of Indian education'' and inserting ``in the 
     field of Tribal Colleges and Universities and Indian higher 
     education'';
       (2) in section 2(b), by striking paragraph (5) and 
     inserting the following:
       ``(5) Eligible credits earned in a continuing education 
     program shall be determined as one credit for every 10 
     contact hours for institutions on a quarter system, and 15 
     contact hours for institutions on a semester system, of 
     participation in an organized continuing education experience 
     under responsible sponsorship, capable direction, and

[[Page H1259]]

     qualified instruction, as described in the criteria 
     established by the International Association for Continuing 
     Education and Training, and may not exceed 20 percent of an 
     institution's total Indian student count.''; and
       (3) in section 103 (25 U.S.C. 1804), by striking ``and'' at 
     the end of paragraph (2), by striking the period at the end 
     of paragraph (3) and inserting ``; and'', and by inserting 
     after paragraph (3) the following new paragraph:
       ``(4) has been accredited by a nationally recognized 
     accrediting agency or association determined by the Secretary 
     of Education to be a reliable authority as to the quality of 
     training offered, or is, according to such an agency or 
     association, making reasonable progress toward 
     accreditation.''.

     SEC. 924. NAVAJO COMMUNITY COLLEGE ACT.

       Section 5(a)(1) of the Navajo Community College Act (25 
     U.S.C. 640c-1(a)(1)) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 925. EDUCATION AMENDMENTS OF 1992.

       Section 1543(d) of the Education Amendments of 1992 (20 
     U.S.C. 1070 note) is amended--
       (1) by striking ``1999'' and inserting ``2006''; and
       (2) by striking ``4 succeeding'' and inserting ``5 
     succeeding''.

     SEC. 926. STUDY OF STUDENT LEARNING OUTCOMES AND PUBLIC 
                   ACCOUNTABILITY.

       (a) Study Required.--The Secretary shall provide for the 
     conduct a study of the best practices of States in assessing 
     undergraduate postsecondary student learning, particularly as 
     such practices relate to public accountability systems.
       (b) Characteristics of the Association.--Such study shall 
     be conducted by an association or organization with specific 
     expertise and knowledge in state practices and access to 
     necessary state officials (in this section referred to as the 
     ``association''). The association responsible for the study 
     under this section shall be a national, non-partisan or bi-
     partisan entity representing States or State officials with 
     expertise in evaluative and qualitative policy research for 
     best practice models, the capacity to convene experts, and to 
     formulate policy recommendations.
       (c) Required Subjects of Study.--In performing the study, 
     the association shall, at a minimum, examine the following:
       (1) The current status of institutional and state efforts 
     to embed student learning assessments into the state-level 
     public accountability frameworks.
       (2) The extent to which there is commonality among 
     educators and accrediting agencies on learning standards for 
     the associates and bachelors degrees.
       (3) The reliability, rigor, and generalizability of 
     available instruments to assess general education at the 
     undergraduate level.
       (4) Roles and responsibilities for public accountability 
     for student learning.
       (d) Consultation.--
       (1) National committee.--The association shall establish 
     and consult with a national committee. The committee shall 
     meet not less than twice a year to review the research, 
     identify best practice models, and review recommendations.
       (2) Membership.--The national advisory committee shall 
     consist of a representative of the Secretary of Education and 
     individuals with expertise in--
       (A) State accountability systems;
       (B) student learning assessments;
       (C) student flow data;
       (D) transitions between K-12 and higher education; and
       (E) Federal higher education policy.
       (3) Additional expertise.--The association may augment this 
     committee with other expertise, as appropriate.
       (e) Congressional Consultation.--The association shall 
     consult on a regular basis with the Committee on Education 
     and the Workforce of the House of Representatives and the 
     Committee on Health Education Labor and Pensions of the 
     Senate in carrying out the study required by this section.
       (f) Report.--The association shall, not later than two 
     years after the date of enactment of this Act, prepare and 
     submit a report on the study required by this section to the 
     Committee on Education and the Workforce of the House of 
     Representatives and the Committee on Health, Education, 
     Labor, and Pensions of the Senate.

     SEC. 927. STUDY OF MINORITY GRADUATION RATES.

       (a) Study Required.--The Secretary of Education shall--
       (1) commission a national study on the decreasing numbers 
     of underrepresented minority males, particularly African 
     American males, entering and graduating from colleges and 
     universities; and
       (2) make specific recommendations to the Congress on new 
     approaches to increase minority male graduation rates and the 
     number of minority males going into careers where the 
     population is underrepresented.
       (b) Submission of Report.--Not later than one year after 
     the date of the enactment this Act, the Secretary shall 
     submit a report on the study required by subsection (a)(1), 
     together with the recommendations required by subsection 
     (a)(2), to the Committee on Health, Education, Labor and 
     Pensions of the Senate and the Committee on Education and the 
     Workforce of the House of Representatives.

     SEC. 928. STUDY OF EDUCATION-RELATED INDEBTEDNESS OF MEDICAL 
                   SCHOOL GRADUATES.

       (a) Study Required.--The Secretary of Education shall 
     conduct a study to evaluate the higher education-related 
     indebtedness of medical school graduates in the United States 
     at the time of graduation.
       (b) Deadline.--Not later than one year after the date of 
     enactment of this Act, the Secretary shall submit a report on 
     the study required by subsection (a) to the Committee on 
     Education and the Workforce of the House of Representatives 
     and the Committee on Health, Education, Labor and Pensions of 
     the Senate, and shall make the report widely available to the 
     public. Additional reports may be periodically prepared and 
     released as necessary.

     SEC. 929. STUDY OF ADULT LEARNERS.

       The Secretary of Education shall conduct a study of the 
     developing trends in older adult learners attending college 
     and how institutions of higher education are addressing the 
     needs of this specific population in terms of outreach, 
     accessibility, financing, and student support services, 
     including online education. The Secretary shall submit a 
     report on the study to the Committee on Education and the 
     Workforce of the House of Representatives that includes 
     recommendations on measures the Federal Government can take 
     to address the needs in regards to education and job training 
     for the aging population and the changing demographics of our 
     country.

     SEC. 930. INCREASE IN COLLEGE TEXTBOOK PRICES.

       (a) Findings.--The Committee on Education and the Workforce 
     of the House of Representatives makes the following findings:
       (1) The rising costs of higher education are making a 
     postsecondary education inaccessible for many individuals.
       (2) The rise in college textbook pricing contributes to the 
     overall costs of higher education, and many factors have 
     contributed to the rise in textbook pricing.
       (b) Sense of the Committee on Education and the 
     Workforce.--It is the sense of the Committee on Education and 
     the Workforce of the House of Representatives that in order 
     to make a higher education more accessible for all students, 
     the following should occur to make college textbooks more 
     affordable for students:
       (1) The Congress encourages textbook publishers to provide 
     students with the option of buying materials such as 
     textbooks, CD-ROMs, access to websites, and workbooks, ``a la 
     carte'' or ``unbundled''.
       (2) Textbook publishers should work with faculty to 
     understand the cost to students of purchasing the recommended 
     textbooks.
       (3) College bookstores should work with faculty to review 
     timelines and processes for ordering and stocking selected 
     textbooks, and disclose textbook costs to faculty and 
     students.
       (4) Colleges and universities should be encouraged to 
     implement numerous options to address textbook affordability.

  The Acting CHAIRMAN. No amendment to that amendment is in order 
except those printed in House Report 109-399. Each amendment may be 
offered only in the order printed in the report; or as permitted under 
the order of the House by unanimous consent; by a Member designated in 
the report; shall be considered read; shall be debatable for the time 
specified in the report, equally divided and controlled by the 
proponent and an opponent; shall not be subject to amendment; and shall 
not be subject to a demand for division of the question.


                 Amendment No. 1 Offered by Mr. McKeon

  Mr. McKEON. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 1 printed in House Report 109-399 offered by 
     Mr. McKeon:
       Page 15, line 12, insert ``or had'' after ``has''.
       Page 15, line 14, after ``1992'' insert the following: ``, 
     and continues to operate a clinical training program in at 
     least one State, which is approved by that State''
       Page 23, line 10, strike `` `2012' '' and insert `` `2013' 
     ''.
       Page 23, line 14, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 23, line 21, strike ``2006 and'' and insert ``2007 
     and''.
       Page 25, line 9, strike ``Secretary'' and insert 
     ``Commissioner of Education Statistics''.
       Page 26, line 13, strike ``assure'' and insert ``ensure''.
       Page 26, beginning on line 10, strike ``to institutions of 
     higher education''.
       Page 26, line 12, insert ``from institutions of higher 
     education'' after ``useful data''.
       Page 26, line 22, strike ``assuring that data is'' and 
     insert ``ensuring that data are''.
       Page 27. line 7, strike ``Secretary'' and insert 
     ``Commissioner of Education Statistics''.
       Page 27, line 25, insert ``, full-year'' before 
     ``undergraduate''.
       Page 28, beginning on line 1, strike ``for such a student'' 
     and insert ``for a first-time, full-time, full-year 
     undergraduate student''.

[[Page H1260]]

       Page 28, line 3, strike ``cost'' and insert ``price''.
       Page 28, line 4, insert ``, full-year'' before 
     ``undergraduate''.
       Page 28, beginning on line 7, strike ``first-time full-time 
     undergraduate'' and insert ``first-year, full-time, full-year 
     undergraduate''.
       Page 28, line 15, insert ``, full-year undergraduate'' 
     after ``full-time''.
       Page 28, beginning on line 18, strike subparagraph (F) (and 
     redesignate the succeeding paragraphs accordingly).
       Page 29, line 8, insert ``of undergraduate students'' after 
     ``rates''.
       Page 30, line 1, strike ``Secretary'' and insert 
     ``Commissioner of Education Statistics''.
       Page 30, line 2, strike ``make available, at a minimum, the 
     data collected'' and insert ``collect and publish data 
     submitted by each institution''.
       Page 30, beginning on line 5, strike the sentence beginning 
     with ``Such data'' and insert ``Such data shall be selected 
     in accordance with the requirements of section 131(b).''.
       Page 30, line 10, stike ``typical full-time'' and insert 
     ``typical first-time, full-time, full-year''.
       Page 30, line 12, insert ``Such data may be presented in 
     combination with forms and information from the Free 
     Application for Federal Student Aid (FAFSA) website.'' before 
     ``The Secretary''.
       Page 31, line 22, strike ``2009'' and insert ``2010''.
       Page 32, line 5, strike ``students;'' insert ``students and 
     the steps by which the institution is and will be taking to 
     reduce its college affordability index; and''.
       Page 32, beginning on line 6, strike subparagraphs (B) and 
     (C) (and redesignate the succeeding subparagraph 
     accordingly).
       Page 32, beginning on line 19, strike paragraph (2) (and 
     redesignate the succeeding paragraph accordingly).
       Page 32, strike line 25 and insert the following:
       (3) Quality efficiency task forces.--Each institution 
     subject to paragraph (1) that has a college affordability 
     index that is in the highest 10 percent of such indexes of 
     all classes of institutions subject to paragraph (1) shall 
     establish a quality-efficiency task force to review the costs 
     and expenditures on tuition and fees charged to students and 
     the operations of such institution.
       Page 33, beginning on line 1, strike subparagraph (A) (and 
     redesignate the succeeding subparagraphs accordingly).
       Page 34, beginning on line 3, strike ``has failed'' and all 
     that follows through ``submission of such plans, and'' on 
     line 7.
       Page 34, beginning on line 10, strike subparagraph (A); on 
     line 15, redesignate subparagraph (B) as subparagraph (A); on 
     line 18, insert ``and'' after the semicolon; on line 19, 
     redesignate subparagraph (C) as subparagraph (B); on line 20, 
     strike ``; and'' and insert a period; and beginning on line 
     21, strike subparagraph (D).
       Page 35, line 2, strike ``(1)(C)'' and insert ``(1)(B)''.
       Page 36, line 5, strike ``(B) or (C)'' and insert ``(A)''.
       Page 36, beginning on line 14, strike ``the actions 
     required by subparagraph (B) or (C)'' and insert ``the 
     explanation of how the institution plans to address its cost 
     increase as required by subparagraph (A)''.
       Page 37, after line 2, insert the following new paragraph:
       ``(8) Data rejection.--Nothing in this subsection shall be 
     construed as allowing the Secretary to reject the data 
     submitted by an individual institution of higher education.
       Page 37, after line 2, insert the following new subsection 
     (and redesignate the succeeding subsections accordingly):
       ``(g) Information to the Public.--Upon receipt of an 
     institution's report required under subsection (f), the 
     Secretary shall make the information in the report available 
     to the public in accordance with subsection (d) on the COOL 
     website under subsection (b).
       Page 37, beginning on line 6, strike ``described in'' and 
     insert ``required by''.
       Page 37, beginning on line 9, strike ``on the cost and 
     price of higher education under this section'' and insert 
     ``under subsections (c) and (j)''.
       Page 37, beginning on line 22, strike ``, as determined 
     under subsectiom (f)(6)(A),''.
       Page 38, after line 14, insert the following new 
     subparagraph (and redesignate the succeeding subparagraphs 
     accordingly):
       ``(H) if the institution is a public institution, the 
     relationship between State and local appropriations and the 
     institution's tuition and fees;
       Page 40, line 12, strike ``Secretary'' and insert 
     ``Commissioner of Education Statistics''.
       Page 42, after line 8, insert the following new section:

     SEC. 111. TREATMENT OF TERRITORIES AND TERRITORIAL STUDENT 
                   ASSISTANCE.

       Section 113 (20 U.S.C. 1011b) is amended--
       (1) by striking ``TREATMENT OF TERRITORIES AND TERRITORIAL 
     STUDENT ASSISTANCE'' in the heading of such section and 
     inserting ``TERRITORIAL WAIVER AUTHORITY'';
       (2) by striking ``(a) Waiver Authority.--''; and
       (3) by striking subsection (b).
       Page 69, line 6, insert ``of 1965'' after ``Act''.
       Page 70, line 14, strike ``203(b)'' and insert 
     ``203(b)(1)''.
       Page 70, beginning on line 4, strike ``made available'' and 
     insert ``authorized''.
       Page 73, line 20, strike ``shall use'' and insert ``may, 
     subject to apppropriations, use''.
       Page 78, line 1, insert ``Education'' after 
     ``Disabilities''.
       Page 91, line 16, strike ``2006'' and insert ``2007''.
       Page 92, line 17, strike ``2006'' and insert ``2007''.
       Page 93, line 18, strike ``defined'' and insert ``listed''.
       Page 97, line 20, strike ``2006'' and insert ``2007''.
        Page 103, line 24, strike ``2006'' and insert ``2007''.
       Page 104, lines 21 and 22, insert ``the'' after ``listed 
     in'', and strike ``Land Grant'' and insert ``Land-Grant''.
       Page 105, line 19, strike ``O'Odham'' and insert 
     ``O'odham''.
       Page 105, line 23, insert ``of higher education'' after 
     ``institution''.
       Page 106, line 25, insert ``in'' after ``or''.
       Page 108, line 16, strike ``at'' and insert ``awarded by''.
       Page 108, line 21, strike ``$400,000'' and insert 
     ``$500,000''.
       Page 110, line 17, strike ``Alaska Native'' and insert 
     ``Alaska Native-serving institution''.
       Page 111, strike lines 11 through 13, and insert the 
     following:
       (c) Application Process.--Section 317(d)(2) is amended by 
     striking everything after the first sentence.
       Page 111, line 22, after ``including'' insert the 
     following: ``development or improvement of facilities for 
     Internet use or other distance learning academic instruction 
     capabilities and''.
       Page 112, line 4, after ``326(c)'' insert ``(20 U.S.C. 
     1063b(c))''.
       Page 112, line 14, after ``323(a)'' insert ``(20 U.S.C. 
     1062(a))''.
       Page 113, line 10, strike ``services''.
       Page 113, line 12, strike ``services''.
       Page 113, line 13, strike ``services''.
       Page 113, beginning on line 20, strike subsection (c), and 
     redesignate the succeeding subsections accordingly.
       Page 114, line 5, strike ``required'' and insert 
     ``needed''.
       Page 115, line 13, strike ``and''; on lines 15, strike the 
     period, the close quotation marks, and the following period 
     and insert a semicolon, and after such line insert the 
     following new subparagraphs:
       ``(W) Langston University qualified graduate program;
       ``(X) West Virginia State University qualified graduate 
     program; and
       ``(Y) Fayetteville State University qualified graduate 
     program.''.
       Page 115, line 19, strike `` `2005' '' and insert `` `2006' 
     ''.
       Page 115, line 21, strike `` `(S), (T), (U), and (V)' '' 
     and insert `` `(S) through (Y)' ''.
       Page 116, beginning on line 10, strike `` `(S), (T), (U), 
     and (V)' '' and insert `` `(S) through (Y)' ''.
       Page 116, line 15, strike `` `(V)' '' and insert `` `(Y)' 
     ''.
       Page 118, line 1, strike ``301(b)(2)'' and insert 
     ``301(b)(5)''.
       Page 118, line 23, strike ``399(a)(2)'' and insert 
     ``399(a)(2)(A)''.
       Page 120, line 18, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 121, line 16, strike `` `2012' '' and insert `` `2013' 
     ''.
       Page 122, line 3, strike ``2006-2007 through 2012-2013'' 
     and insert ``2007-2008 through 2013-2014''.
        Page 122, line 20, strike ``two Pell grants during a 
     single award year'' and insert ``not more than two Pell 
     grants during an award year''.
        Page 123, line 3, strike ``in a single award year''.
        Page 124, line 6, insert ``forcible or nonforcible'' 
     before ``sexual offense''.
        Page 124, lines 7 and 8, strike ``under regulations of the 
     Secretary'' and insert ``in accordance with the Federal 
     Bureau of Investigation's Uniform Crime Reporting Program''.
       Page 125, line 8, after subsection (h) insert the following 
     new subsection (and redesignate the succeeding subsection 
     accordingly):
       (i) Academic Competitiveness Grant Eligibility.--Section 
     401A(c)(3) (as added by section 8003 of the Higher Education 
     Reconciliation Act of 2005) is amended by striking 
     ``established by a State or local educational agency and 
     recognized as such by the Secretary'' each place it appears 
     and inserting ``beyond the basic graduation requirements and 
     recognized as such by the designated State official, or with 
     respect to any private school or home school, the designated 
     school official for such school''.
       Page 125, beginning on line 11, strike ``section 401 (20 
     U.S.C. 1070a)'' and insert ``section 401A (as added by 
     section 8003 of the Higher Education Reconciliation Act of 
     2005)''.
        Page 125, line 13, strike ``401a'' and insert ``401b''.
        Page 125, line 15, strike ``From sums appropriated to 
     carry out section 401, the Secretary shall'' and insert 
     ``Beginning in academic award year 2007-2008, the Secretary 
     is authorized to''.
        Page 126, line 2, before the semicolon insert ``after 
     earning a high school diploma or its recognized equivalent''.
        Page 126, beginning on line 12, strike ``other student 
     financial assistance available'' and insert ``estimated 
     financial assistance not received under this title (as 
     described in section 480(j))''.
        Page 127, lines 17 and 18, strike ``described in section 
     484(c)'' and insert ``as determined under the institution's 
     standards developed in accordance with regulations prescribed 
     by the Secretary''.

[[Page H1261]]

        Page 127, line 25, strike the close quotes and the period 
     at the end.
       Page 127, after line 25, insert the following new 
     subsection:
       ``(e) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section such 
     sums as may be necessary for fiscal year 2007 and each of the 
     5 succeeding fiscal years.''.
       Page 128, after line 3, insert the following new 
     subsection:
       (j) Effective Date.--The amendments made by this section 
     shall be effective with respect to academic years beginning 
     on or after July 1, 2007.
       Page 129, beginning on line 13, strike subsection (c) 
     through page 130, line 8, and redesignate the succeeding 
     subsections accordingly.
       Page 130, strike lines 9 through 11 and insert the 
     following:
       (d) Application Status; Foster Care Coordination.--
     Paragraph (7) of section 402A(c) (20 U.S.C. 1070a-11(c)(7)) 
     is amended to read as follows:
       ``(7) Coordination.--Each applicant for funds under the 
     programs authorized by this chapter shall identify services 
     to foster care youth as a permissible service in those 
     programs, and ensure that such youth receive supportive 
     services, including mentoring, tutoring, and other services 
     provided by those programs.''.
       Page 131, line 5, strike ``2006'' and insert ``2007''.
        Page 134, beginning on line 13, strike ``and, as 
     appropriate, their parents''.
       Page 137, after line 7, insert the following new 
     subsection:
       (n) GAO Study of Allocation of Funds.--
       (1) Study required.--The Comptroller General shall conduct 
     a study of the Federal TRIO Programs under chapter 1 of 
     subpart 2 of part A of title IV of the Higher Education Act 
     of 1965 (20 U.S.C. 1070a-11 et seq.) to examine the 
     allocation of funds procedures for such programs. Such study 
     shall--
       (A) examine the consideration of prior experience of 
     service delivery and its impact on grant applicants who have 
     prior experience as compared to those who do not have prior 
     experience; and
       (B) examine the impact of the prior experience 
     consideration in distribution of funds across programs and 
     the impact of maintaining continuation of older programs on 
     the success rate of accomplishing the goals of the program.
       (2) Report.--The Comptroller General shall submit a report 
     on the study required by paragraph (1) within one year of the 
     date of enactment of this Act to the Committee on Education 
     and the Workforce of the House of Representatives and the 
     Committee on Health, Education, Labor, and Pensions of the 
     Senate.
        Page 137, beginning on line 21, strike ``the services 
     provided'' and all that follows through ``college students'' 
     on line 25 and insert the following: ``these programs in 
     supporting the attainment of higher education for students 
     from disadvantaged backgrounds, particularly low-income 
     individuals, prospective first-generation college students, 
     and individuals with disabilities''.
       Page 138, line 2, after ``shall'' insert ``consider 
     demographic and geographic variation and''.
       Page 139, line 24, strike ``as amended by section 402(c) 
     and''.
        Page 143, lines 17 and 18, strike ``such activities 
     available after the then most recent report'' and insert 
     ``based on the most recent report available''.
       Page 144, beginning on line 5, strike subsection (h) 
     through page 146, line 5, and insert the following:
       (h) Expect Program Outcomes.--
       (1) Section 402B (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(c) Expected Program Outcomes.--For the purposes of 
     assessing an applicant's performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider--
       ``(1) the rate of college enrollment of students served by 
     the program;
       ``(2) the continued secondary school enrollment of 
     participating students;
       ``(3) the graduation of participating students from 
     secondary school;
       ``(4) the delivery of services described in the application 
     approved by the Secretary; and
       ``(5) other such outcomes the Secretary may require.''.
       (2) Section 402C (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(f) Expected Program Outcomes.--For the purposes of 
     assessing an applicant's performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider--
       ``(1) the rate of college enrollment of students served by 
     the program;
       ``(2) the persistence of students in postsecondary 
     education;
       ``(3) the delivery of services described in the application 
     approved by the Secretary;
       ``(4) the academic achievement of participating students; 
     and
       ``(5) other such outcomes the Secretary may require.''.
       (3) Section 402D (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(e) Expected Program Outcomes.--For the purposes of 
     assessing an applicant's performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider--
       ``(1) the persistence in postsecondary education of all 
     students served by the program;
       ``(2)(A) in the case of a grant recipient that is an 
     institution of higher education offering a baccalaureate 
     degree, the number of participating students who completed 
     degree programs in which such students were enrolled; or
       ``(B) in the case of a grant recipient that is an 
     institution of higher education not offering a baccalaureate 
     degree, the number of participating students who--
       ``(i) completed degree or certificate programs; and
       ``(ii) transferred to institutions of higher education 
     offering baccalaureate degrees;
       ``(3) the delivery of services described in the application 
     approved by the Secretary; and
       ``(4) other such outcomes the Secretary may require.''.
       (4) Section 402E (20 U.S.C. 1070a-12) is amended by 
     striking subsection (f) and inserting the following:
       ``(f) Expected Program Outcomes.--For the purposes of 
     assessing an applicant's performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider--
       ``(1) the rate of graduate school enrollment of 
     participating students;
       ``(2) the attainment of doctoral degrees by participating 
     students;
       ``(3) the delivery of services described in the application 
     approved by the Secretary; and
       ``(4) other such outcomes as required by the Secretary.''.
       (5) Section 402F (20 U.S.C. 1070a-12) is amended by adding 
     at the end the following new subsection:
       ``(d) Expected Program Outcomes.--For the purposes of 
     assessing an applicant's performance under section 
     402A(c)(1), and prior experience under section 402A(d)(3), 
     the Secretary shall consider--
       ``(1) the rate of college enrollment of participating 
     students;
       ``(2) the provision of assistance to students served by the 
     program in completing financial aid applications and college 
     admission applications;
       ``(3) the delivery of services described in the application 
     approved by the Secretary; and
       ``(4) other such outcomes as required by the Secretary.''.
       Page 150, after line 21, insert the following new 
     subsection (and redesignate the succeeding subsections 
     accordingly):
       (c) Foster Care Coordination.--Section 404B(c) (20U.S.C. 
     1070a-22(c)) is amended by adding at the end the following 
     new sentence:
     ``Each applicant for funds under the programs authorized by 
     this chapter shall identify services to foster care youth as 
     a permissible service in those programs, and ensure that such 
     youth receive supportive services, including mentoring, 
     tutoring, and other services provided by those programs.''.
       Page 152, line 19, strike ``2006'' and insert ``2007''.
       Page 153, line 2, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 153, beginning on line 20, strike subsection (c) and 
     insert the following:
       (c) Eligibility for Additional Allocations.--Section 
     413D(a)(4) (20 U.S.C. 1070b-3(a)(4)) is amended by striking 
     subparagraph (B) and inserting the following:
       ``(B) An otherwise eligible institution may receive a 
     portion of the allocation described in subparagraph (A) if--
       ``(i) not less than 10 percent of the undergraduate, 
     degree- or certificate-seeking students attending the 
     institution receive Federal Pell Grants; and
       ``(ii)(I) in the case of an institution that offers 
     programs of at least 4 years in duration, if its graduation 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating within the period of time equal to 
     normal duration of the longest undergraduate program offered 
     by the institution, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(7)(C)); or
       ``(II) in the case of an institution that offers programs 
     of at least 2, but less than 4, years in duration, if its 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating or transferring to an institution 
     that offers programs of at least 4 years in duration within 
     the period of time equal to the normal duration of the 
     program offered, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(7)(C)).''.
       Page 157, line 14, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 159, line 16, strike ``2006'' and insert ``2007''.
       Page 159, line 23, strike ``2006'' and insert ``2007''.
       Page 159, line 10, strike ``and''; on line 25, strike the 
     period and insert ``; and''; and after line 25, insert the 
     following new paragraph:
       (11) by redesignating subsection (h) as subsections (i) and 
     inserting before such subsection the following new 
     subsection:
       ``(h) Technical Assistance.--The Secretary may reserve up 
     to one-half of one percent of funds appropriated under 
     subsection (i) for technical assistance activities for 
     program improvement, including data collection and 
     evaluation.''.

[[Page H1262]]

        Page 168, strike lines 1 and 2 and insert ``to the field 
     in which the student obtained the degree.''.
        Page 172, line 3, insert ``(as defined in section 9101 of 
     the Elementary and Secondary Education Act of 1965)'' after 
     ``teacher''.
       Page 178, line 24, strike ``made available'' and insert 
     ``authorized''.
        Page 179, line 22, strike ``as it pertains'' and insert 
     ``pertaining''.
       Page 183, line 5, strike ``2006'' and insert ``2007''.
       Page 183, line 10, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 184, line 13, strike ``pursuant'' and insert 
     ``subject''.
       Page 185, beginning on line 3, strike ``pursuant to the 
     designation under subsection (c)'' and insert ``on behalf of 
     borrowers employed in an area of national need described in 
     subsection (c)''.
       Page 186, line 8, strike ``as a teacher'' and insert ``as a 
     highly qualified teacher (as such term is defined in section 
     9101 of the Elementary and Secondary Education Act of 
     1965)''.
       Page 190, line 5, strike ``The Secretary'' and insert 
     ``Subject to subsection (b)(2), the Secretary''.
       Page 192, beginning on line 21, strike subparagraph (A) and 
     insert the following:
       ``(A) The nurse graduated from an accredited school of 
     nursing (as those terms are defined in section 801 of the 
     Public Health Service Act (42 U.S.C. 296)).''.
       Page 193, line 7, insert before the period the following: 
     ``or from an accredited school of nursing (as those terms are 
     defined in section 801 of the Public Health Service Act (42 
     U.S.C. 296))''.
       Page 194, beginning on line 8, strike ``accredited by an 
     agency or association recognized by the Secretary pursuant to 
     section 496(a) of this Act''.
       Page 194, line 17, strike ``2006'' and insert ``2007''.
       Page 195, line 20, strike ``July 1, 2007'' and insert ``the 
     date of enactment of this Act''.
       Page 199, after line 11, insert the following new 
     subsection (and redesignate the succeeding subsections 
     accordingly):
       (h) Student Loan Information.--Section 435(m) (20 U.S.C. 
     1085(m)) is amended by adding at the end the following new 
     paragraph:
       ``(5) Student loan information.--
       ``(A) Notwithstanding any other provision of law or 
     regulation, a lender, secondary market, holder, or guaranty 
     agency shall provide, free of charge and in a timely and 
     effective manner, any student loan information maintained by 
     that entity that is requested by an institution of higher 
     education and any third-party servicer (as defined in section 
     481(c)) working on behalf of that institution to prevent 
     student loan defaults.
       ``(B) An institution and any third-party servicer obtaining 
     access to information under subparagraph (A) shall safeguard 
     that information in order to prevent potential abuses of that 
     information, including identity theft.
       ``(C) Any third party servicer that obtains information 
     under this subparagraph shall only use the information in a 
     manner directly related to the default prevention work the 
     servicer is performing on behalf of the institution of higher 
     education.''.
       Page 200, line 14, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 200, beginning on line 23, strike subsection (a) and 
     insert the following:
       (a) Eligibility for Additional Allocations.--Section 
     442(a)(4) (42 U.S.C. 2752(a)(4)) is amended by striking 
     subparagraph (B) and inserting the following:
       ``(B) An otherwise eligible institution may receive a 
     portion of the allocation described in subparagraph (A) if--
       ``(i) not less than 10 percent of the students attending 
     the institution receive Federal Pell Grants; and
       ``(ii)(I) in the case of an institution that offers 
     programs of at least 4 years in duration, if its graduation 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating within the period of time equal to 
     normal duration of the longest undergraduate program offered 
     by the institution, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(7)(C)); or
       ``(II) in the case of an institution that offers programs 
     of at least 2, but less than 4, years in duration, if its 
     rate for Federal Pell Grant recipients attending the 
     institution and graduating or transferring to an institution 
     that offers programs of at least 4 years in duration within 
     the period of time equal to the normal duration of the 
     program offered, as measured from the first day of their 
     enrollment, exceeds the median rate for the class of 
     institution (as defined in section 131(f)(7)(C)).''.
       Page 206, line 9, strike ``2006 and'' and insert ``2007 
     and''.
       Page 206, line 24, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 207, lines 4 and 9, strike `` `2012' '' each place it 
     appears and insert `` `2013' ''.
       Page 207, line 9, strike ``and''; on line 12, strike `` 
     `2011.' '' and insert `` `2012'; and''; and after line 12 
     insert the following:
       (C) by striking ``2012'' in subsection (b) and inserting 
     ``2013''.
       Page 207, beginning on line 13, strike subsection (b) and 
     redesignate the succeeding subsection accordingly.
       Page 211, beginning on line 15, strike paragraph (2), and 
     redesignate the succeeding paragraphs accordingly.
       Page 216, beginning on line 14, strike clause (i) and 
     insert the following:
       ``(i) In general.--The Secretary shall--

       ``(I) develop a form that uses skip logic to simplify the 
     application process for applicants; and
       ``(II) make all efforts to encourage applicants to utilize 
     the electronic forms described in paragraph (4).''.

       Page 221, line 11, after ``Secretary,'' insert the 
     following: ``and an expected family contribution has been 
     calculated by the Secretary,''.
       Page 221, beginning on line 16, strike ``without a 
     signature, if a signature is subsequently submitted by the 
     applicant'' and insert ``with an electronic signature''.
       Page 228, line 2, insert ``by any entity'' after ``charged 
     a fee''.
       Page 228, line 14, insert ``, worksheet, or other 
     document'' after ``form''.
       Page 232, strike lines 9 through 12 and insert the 
     following:
       (b) Republic of Palau.--Section 484 (20 U.S.C. 1091) is 
     amended --
       (1) in subsection (a)--
       (A) in paragraph (4), by striking ``the Republic of the 
     Marshall Islands, the Federated States of Micronesia, or''; 
     and
       (B) in paragraph (5), by striking ``a citizen of any one of 
     the Freely Associated States'' and inserting ``or, to the 
     extent described in subsection (j), a citizen of the Republic 
     of Palau''; and
       (2) by amending subsection (j) to read as follows:
       ``(j) Assistance Under Subpart 1 of Part a for Students 
     From Palau.--Notwithstanding any other provision of law, a 
     student shall be eligible until September 30, 2007, for 
     assistance under subpart 1 of part A if the student is 
     otherwise qualified and--
       ``(1) is a citizen of the Republic of Palau and attends an 
     institution of higher education in a State or a public or 
     nonprofit private institution of higher education in the 
     Freely Associated States; or
       ``(2) meets the requirements of subsection (a)(5) and 
     attends a public or nonprofit private institution of higher 
     education in any one of the Freely Associated States.''.
       Page 232, beginning on line 13, strike section 483 and 
     insert the following:

     SEC. 483. INSTITUTIONAL REFUNDS.

       Section 484B(a)(1) (20 U.S.C. 1091b(a)(1)) is amended in 
     subsection (a)(1), by inserting ``subpart 4 of part A or'' 
     after ``received under''.
       Page 241, line 20, strike ``make, keep,'' and insert 
     ``establish''.
       Page 247, line 15, strike ``insure'' and insert ``ensure''.
       Page 248, beginning on line 14, strike subparagraph (E), 
     and redesignate the succeeding subparagraphs accordingly.
       Page 250, line 25, strike ``by virtue of'' and insert 
     ``resulting from''.
       Page 251, line 4, strike ``virtue of''.
       Page 251, beginning on line 7, strike ``virtue of 
     participation'' and insert ``participating''.
       Page 253, line 6, strike ``2011'' and insert ``2012''.
       Page 253, line 23, strike ``for'' and insert ``with respect 
     to''.
       Page 257, line 6, strike ``under'' and insert ``established 
     pursuant to''.
       Page 262, line 6, strike `` `2011' '' and insert `` `2012' 
     ''.
       Page 262, after line 14, insert the following new section:

     SEC. 489. PELL GRANT ELIGIBILITY PROVISION.

       Section 484 is amended by adding at the end the following 
     new subsection:
       ``(s) Pell Grant Eligibility Provision.--A student who does 
     not have a certificate of graduation from a school providing 
     secondary education may be eligible for assistance under 
     subpart 1 of Part A of this title for no more than two 
     academic years, if such student--
       ``(1) meets all eligibility requirements for such 
     assistance (other than not being enrolled in an elementary or 
     secondary school) and is an academically gifted and talented 
     student, as defined in section 9101 of the Elementary and 
     Secondary Education Act;
       ``(2) is in the junior or senior year of secondary school, 
     and has not received any assistance under this title;
       ``(3) is selected for participation and is enrolled full-
     time and resides on campus in a residential college gifted 
     student program for early enrollment, leading to fully 
     transferable college academic credit;
       ``(4) does not and will not participate in any secondary 
     school course work during or after such program; and
       ``(5) has entered into an agreement that, if the student 
     fails to complete the entirety of the academic program for 
     which assistance under subpart 1 of Part A of this title was 
     received, or participates in secondary school course work 
     after participating in such program, the student will repay 
     all funds received under such subpart pursuant to this 
     subsection to the Federal Government in accordance with 
     regulations promulgated by the Secretary.''.
       Page 262, after line 18, insert the following new paragraph 
     (and redesignate the succeeding paragraphs accordingly):
       (1) in paragraph (2), by striking subparagraph (B) and 
     inserting the following:
       ``(B) is a State agency approved by the Secretary for the 
     purpose described in subparagraph (A) and the State does not, 
     for purposes of this title, directly or indirectly--
       ``(i) require any institution of higher education to obtain 
     accreditation by such State agency, rather than another 
     accrediting agency or association approved by the Secretary 
     for the purpose described in subparagraph (A); or
       ``(ii) provide any exemption or other privilege or benefit 
     to any institution of higher

[[Page H1263]]

     education by reason of its accreditation by such State agency 
     rather than another accrediting agency or association 
     approved by the Secretary for the purpose described in 
     subparagraph (A); or'';
       Page 263, beginning on line 4, strike ``missions of 
     institutions of higher education, including such missions as 
     inculcation of religious values'' and insert ``mission of the 
     institution of higher education, including religious 
     missions''.
       Page 267, line 13, strike ``subparagraph (H)'' and insert 
     ``subparagraph (L)''.
       Page 272, line 22, strike ``programs identified under'' and 
     insert ``programs that were identified pursuant to''.
       Page 273, beginning on line 8, strike subparagraph (B) and 
     insert the following:
       (B) in subparagraph (B)--
       (i) by striking ``at the time of application,''; and
       (ii) by inserting ``at the end of the award year 
     immediately preceding the date of application'' after 
     ``Hispanic students'';
       Page 280, lines 4 and 9, strike ``2006'' each place it 
     appears and insert ``2007''.
       Page 289, line 15, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 290, line 22, and page 291, line 8, insert ``, as 
     determined by the Secretary'' after ``reduction'' each place 
     it appears.
       Page 291, line 12, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 294, line 15, strike `` `2006' '' and insert `` `2007' 
     ''.
       Page 305, line 6, insert ``grantee under this title,'' 
     after ``from any''.
       Page 305, line 10, insert ``grantee,'' after ``each such''.
       Page 310, line 8, strike `` `2006-2007' '' and insert `` 
     `2007-2008' ''.
       Page 310, line 23, strike ``2006-2007'' and insert ``2007-
     2008''.
       Page 310, beginning on line 25, strike ``2005-2006 adjusted 
     for 2006-2007'' and insert ``2006-2007 adjusted for 2007-
     2008''.
       Page 311, line 8, strike ``2006'' and insert ``2007''.
       Page 313, lines 3 and 4, strike ``for a grant by'' and 
     insert ``from''.
       Page 313, line 5, strike ``contain'' and insert 
     ``provide''.
       Page 313, line 6, strike ``collaborates'' and insert ``will 
     collaborate''.
       Page 313, line 8, strike ``assure'' and insert ``ensure''.
       Page 313, line 13, strike ``2006-2007'' and insert ``2007-
     2008''.
       Page 313, line 23, strike `` `2006-2007' '' and insert `` 
     `2007-2008' ''.
       Page 313, line 25, strike `` `2005-2006' '' and insert `` 
     `2006-2007' ''.
       Page 314, line 6, strike ``2006'' and insert ``2007''.
       Page 315, line 22, strike ``2006 and'' and insert ``2007 
     and''.
       Page 317, line 16, strike ``and'' at the end of the line; 
     on line 25, strike the period, close quotation marks, and 
     following period and insert ``; and''; and after such line 
     insert the following new paragraph:
       ``(11) supporting efforts to establish pilot programs and 
     initiatives to help college campuses to reduce illegal 
     downloading of copyrighted content, in order to improve the 
     security and integrity of campus computer networks and save 
     bandwidth costs.''.
       Page 318, line 22, strike ``timeless'' and insert 
     ``timely''.
       Page 320, line 13, strike ``2006'' and insert ``2007''.
       Page 323, line 4, strike ``2006'' and insert ``2007''.
       Page 332, line 5, strike ``and''.
       Page 332, line 9, strike the period and insert ``; and''.
       Page 332, after line 9, insert the following new 
     subparagraph:
       (C) in paragraph (4)(C)--
       (i) in clause (i), by striking ``(6)'' and inserting 
     ``(8)''; and
       (ii) in clause (vi), by striking ``(m)'' and inserting 
     ``(o)''.
       Page 333, after line 8, insert the following new section 
     (and redesignate the succeeding sections accordingly):

     SEC. 902. AGREEMENT WITH GALLAUDET UNIVERSITY.

       Section 105(b)(4) of the Education of the Deaf Act of 1986 
     (20 U.S.C. 4305) is amended--
       (1) by striking ``the Act of March 3, 1931 (40 U.S.C. 276a-
     276a-5)'' and inserting ``sections 3141 through 3148 of title 
     40, United States Code,''; and
       (2) by striking ``section 2 of the Act of June 13, 1934 (40 
     U.S.C. 276c)'' and inserting ``section 3145 of title 40, 
     United States Code''.
       Page 333, line 9, redesignate section 902 as section 903.
       Page 333, line 15, redesignate section 903 as section 904.
       Page 334, line 18, strike ``and''.
       Page 335, line 10, strike the period and insert ``; and''.
       Page 335, after line 10, insert the following new 
     paragraph:
       (3) in paragraph (5)--
       (A) by striking ``the Act of March 3, 1931 (40 U.S.C. 276a-
     276a-5)'' and inserting ``sections 3141 through 3148 of title 
     40, United States Code,''; and
       (B) by striking ``section 2 of the Act of June 13, 1934 (40 
     U.S.C. 276c)'' and inserting ``section 3145 of title 40, 
     United States Code,''.
       Page 335, strike line 11 and all that follows through line 
     15 and insert the following:
       (c) Limitation.--Section 112(c) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4332(c)) is amended--
       (1) in paragraphs (1) and (2), by striking ``institution'' 
     each place it appears and inserting ``Rochester Institute of 
     Technology''; and
       (2) in the matter following paragraph (2), by striking 
     ``the applicant'' and inserting ``RIT''.
       Page 335, line 16, redesignate section 904 as section 905.
       Page 336, line 1, redesignate section 905 as section 906.
       Page 336, strike line 18 and all that follows through line 
     23 and insert the following:
       (c) Compliance.--Section 203(b)(2) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4353(b)(2)) is amended by 
     striking ``sections'' and all that follows and inserting 
     ``sections 102(b), 105(b)(4), 112(b)(5), 203(c), 207(b)(2), 
     subsections (c) through (f) of section 207, and subsections 
     (a), (b), and (c) of section 209.''.
       Page 337, line 19, redesignate section 906 as section 907.
       Page 338, after line 12, insert the following new 
     paragraph:
       (1) in paragraph (1), by striking ``preparatory,'';
       Page 338, line 13, redesignate paragraph (1) as paragraph 
     (2).
       Page 338, line 16, redesignate paragraph (2) as paragraph 
     (3).
       Page 338, after line 21, insert the following new section:

     SEC. 908. MONITORING, EVALUATION, AND REPORTING.

       Section 205(a) of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4305) is amended in the first sentence by striking 
     ``preparatory,''.
       Page 338, line 22, redesignate section 907 as section 909.
       Page 339, line 3, redesignate section 908 as section 910.
       Page 339, line 11, redesignate section 909 as section 911.
       Page 339, after line 23, insert the following new sections:

     SEC. 912. INTERNATIONAL STUDENTS.

       (a) Enrollment.--Section 209(a) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4359a(a)) is amended by striking 
     ``preparatory, undergraduate,'' and inserting 
     ``undergraduate''.
       (b) Tuition Surcharge.--Section 209(b) of the Education of 
     the Deaf Act of 1986 (20 U.S.C. 4359a(b)) is amended by 
     striking ``preparatory, undergraduate'' and inserting 
     ``undergraduate''.
       (c) Definition.--Section 209(d) of the Education of the 
     Deaf Act of 1986 (20 U.S.C. 4359a(d)) is amended by striking 
     ``1990 per capita income'' and all that follows and inserting 
     ``per-capita income of not more than $5,125, measured in 2002 
     United States dollars and adjusted by the Secretary to 
     reflect inflation since 2002.''.

     SEC. 913. RESEARCH PRIORITIES.

       Section 210(b) of the Education of the Deaf Act of 1986 (20 
     U.S.C. 4359b(b)) is amended by striking ``Committee on Labor 
     and Human Resources'' and inserting ``Committee on Health, 
     Education, Labor, and Pensions''.
       Page 340, line 1, redesignate section 910 as section 914.
       Page 340, beginning on line 5, strike ``2006 through 2011'' 
     and insert ``2007 through 2012''.
       Page 340, line 13, strike ``2006 through 2011'' and insert 
     ``2007 through 2012''.
       Page 340, beginning on line 19, strike ``2006 through 
     2011'' and insert ``2007 through 2012''.
       Page 340, line 23, strike ``2006 through 2011'' and insert 
     ``2007 through 2012''.
       Page 345, beginning on line 22, strike paragraph (4) and 
     redesignate the succeeding paragraphs accordingly.
       Page 347, beginning on line 6, strike paragraph (3) and 
     redesignate the succeeding paragraph accordingly.
       Page 347, line 19, strike ``2006'' and insert ``2007''.
       Page 348, lines 2, 9, and 17, strike `` `2006' '' each 
     place it appears and insert `` `2007' ''.
       Page 350, lines 6 and 13 , strike `` `2006' '' each place 
     it appears and insert `` `2007' ''.
       At the end of the Amendment, add the following new 
     sections:

     SEC. 931. INDEPENDENT EVALUATION OF DISTANCE EDUCATION 
                   PROGRAMS.

       (a) Independent Evaluation.--The Secretary of Education 
     shall enter into an agreement with the National Academy of 
     Sciences to conduct a scientifically correct and 
     statistically valid evaluation of the quality of distance 
     education programs, as compared to campus-based education 
     programs, at institutions of higher education. Such 
     evaluation shall include--
       (1) identification of the elements by which the quality of 
     distance education, as compared to campus-based education, 
     can be assessed, including elements such as subject matter, 
     interactivity, and student outcomes;
       (2) identification of distance and campus-based education 
     program success, with respect to student achievement, in 
     relation to the mission of the institution of higher 
     education; and
       (3) identification of the types of students (including 
     classification of types of students based on student age) who 
     most benefit from distance education programs, the types of 
     students who most benefit from campus-based education 
     programs, and the types of students who do not benefit from 
     distance education programs, by assessing elements including 
     access to higher education, job placement rates, 
     undergraduate graduation rates, and graduate and professional 
     degree attainment rates.
       (b) Scope.--The National Academy of Sciences shall select 
     for participation in the evaluation under subsection (a) a 
     diverse group of institutions of higher education with 
     respect to size, mission, and geographic distribution.

[[Page H1264]]

       (c) Interim and Final Reports.--The agreement under 
     subsection (a) shall require that the National Academy of 
     Sciences submit to the Secretary of Education, the Committee 
     on Health, Education, Labor and Pensions of the Senate, and 
     the Committee on Education and the Workforce of the House of 
     Representatives--
       (1) an interim report regarding the evaluation under 
     subsection (a) not later than December 31, 2007; and
       (2) a final report regarding such evaluation not later than 
     December 31, 2009.

     SEC. 932. STUDY OF CAMPUS-BASED PROGRAM ALLOCATION OF FUNDS.

       (a) Study Required.--The Comptroller General shall conduct 
     a study of the Federal Supplemental Educational Opportunity 
     Grant program, the Federal Work-Study program, and the 
     Federal Perkins Loan program (authorized by subpart 3 of part 
     A, and parts C and E, respectively, of title IV of the Higher 
     Education Act of 1965)--
       (1) to examine the procedure for allocating funds to 
     institutions;
       (2) to compare among participating institutions the amount 
     of funds allocated and the amount of aid awarded to students 
     on a per-student basis under these programs; and
       (3) to suggest any modifications to the allocation 
     procedures to ensure appropriate distribution of funds under 
     these programs
       (b) Report.--The Comptroller General shall submit a report 
     on the study required by subsection (a)within one year of the 
     date of enactment of this Act to the Committee on Education 
     and the Workforce of the House of Representatives and the 
     Committee on Health, Education, Labor, and Pensions of the 
     Senate.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from California (Mr. McKeon) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from California.
  Mr. McKEON. Mr. Chairman, I rise in support of this amendment to the 
College Access and Opportunity Act, and I would like to take a few 
moments to identify and clarify for Members a few points regarding the 
manager's amendment.
  The process that we go through here is, somebody, after many 
hearings, writes a bill, and then it goes to our committee by direction 
of the Speaker, and then generally the subcommittee holds a markup 
giving all members a chance to participate and amend the bill, and then 
the full committee, and we go through the process again with all 
members on the committee able to add amendments, change the bill. It 
goes through a series of debate. And then, after that, between the time 
it goes to the committee and the time it comes to the floor, we 
continue working on the process, and the changes that are worked out at 
that time are added to a final manager's amendment, which we are now 
presenting on the floor.
  And with respect to the College Affordability Index provisions of 
H.R. 609, which aim to shine a spotlight on hyperinflation and college 
costs, the manager's amendment, after this process, makes a couple of 
very important changes. First, it requires institutions whose 
affordability index ranking falls in the highest 10 percent nationwide 
to establish a quality, efficient task force charged with comparing the 
operating costs of its institution with those of others. This is down 
from the highest 25 percent in the underlying bill, so we have reduced 
that 25 percent of the colleges that have increased their costs the 
most over the period of the 8 years that it affects, to be highlighted, 
and we have cut that from 25 down to 10 percent.
  Furthermore, under the manager's amendment, one of the things that we 
had in the original bill was we could call on the Inspector General to 
do an audit of the school. We have removed that, and there will be 
nothing more than the reporting provisions that the schools will have 
to comply with connected to the College Affordability Index.
  On accreditation, the manager's amendment explicitly clarifies that a 
State cannot require colleges and universities within its borders to be 
accredited by that State. There has been some misinformation out on 
that. We have clarified that in the manager's amendment.
  Moreover, this amendment provides colleges and universities a clear 
choice regarding whose accreditation they seek.

                              {time}  1315

  It forces no accreditation decisions on any school or any State, 
period. If the State wants to get into the accrediting business, they 
have to go through the requirements that are offered for all other 
accreditors. They have to be approved by the Department of Education, 
and then the school picks what accrediting body they want to work with.
  Finally, the manager's amendment retains current law with respect to 
campus-based aid programs, as well as the TRIO Federal college access 
programs. It requires new studies that will allow us to take a deeper 
look into these programs and determine what steps need to be taken in 
the future to ensure they are running as effectively and as efficiently 
as possible.
  Mr. Chairman, the manager's amendment contains several other changes 
including many that are the products of negotiations with my friends on 
the other side of the aisle. I urge my colleagues to support both this 
amendment and the underlying bill.
  Mr. Chairman, I yield back the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, we have seen the 
amendment and discussed it with the chairman, and we have no objections 
to the amendment.
  The Acting CHAIRMAN (Mr. Dent). The question is on the amendment 
offered by the gentleman from California (Mr. McKeon).
  The amendment was agreed to.


                Amendment No. 9 Offered by Mr. Fossella

  Mr. FOSSELLA. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 9 printed in House Report 109-399 offered by 
     Mr. Fossella:
       Page 317, line 16, strike ``and'' after the semicolon; on 
     line 25, strike the period, close quotation marks, and 
     following period and insert ``; and''; and after line 25, 
     insert the following new paragraph:
       ``(11) support increased fire safety in student housing--
       ``(A) by establishing a demonstration incentive program for 
     qualified student housing in institutions of higher 
     education;
       ``(B) by making grants for the purpose of installing fire 
     alarm detection, prevention, and protection technologies in 
     student housing, dormitories, and other buildings controlled 
     by such entities; and
       ``(C) by requiring, as a condition of such grants--
       ``(i) that such technologies be installed professionally to 
     technical standards of the National Fire Protection 
     Association; and
       ``(ii) that the recipient shall provide non-Federal 
     matching funds in an amount equal to the amount of the 
     grant.''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from New York (Mr. Fossella) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from New York.
  Mr. FOSSELLA. Mr. Chairman, I yield myself such time as I may 
consume.
  Mr. Chairman, according to the nonprofit Center for Campus Fire 
Safety, between January 2000, and January 2006, 82 people from 25 
States have been killed in student-housing fires. Common factors in 
these fatal fires are a lack of fire prevention technologies. Each 
year, an estimated 1,800 fires occur in dormitories and other college-
owned houses. These fires are responsible for over $8 million in 
property damage.
  In New York alone, there was an average of more than 300 campus fires 
per year between 1997 and 2000, with roughly 160 of them annually in 
dormitories.
  Mr. Chairman, more people are alive today because of fire detection 
and prevention technologies, and this amendment, I think, is an 
important one that can benefit both colleges and universities around 
the country. The amendment I offer does not create a new program or any 
additional cost to the Federal Government. It simply allows fire alarm 
detection, prevention and protection systems to be eligible for funding 
under the Fund for the Improvement of Post-Secondary Education. Fire 
detection plus fire suppression equals fire safety. I urge my 
colleagues to support this amendment.
  As many know, and especially those who may have young sons or 
daughters at colleges or universities, the last thing you want to hear 
is a call that perhaps one of your children was injured or, even worse, 
lost their life in a tragic fire at a dorm or campus housing. We know 
of many colleges not just in New York but across the country

[[Page H1265]]

who would love to install and have in place fire prevention and 
detection systems given the new technology, and we would think that 
this is an amendment that could be supported to allow these colleges 
and universities to become eligible for these grants and also leverage 
those public grants with private resources.
  Mr. Chairman, I yield back the balance of my time.
  Mr. KILDEE. Mr. Chairman, I rise in support of the amendment and urge 
its adoption.
  The Acting CHAIRMAN. Without objection, the gentleman will control 5 
minutes.
  There was no objection.
  Mr. McKEON. Mr. Chairman, I would also like to say that we appreciate 
the gentleman's amendment. We think it makes the bill stronger. We 
thank him for his support and work on this issue.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from New York (Mr. Fossella).
  The amendment was agreed to.


                 Amendment No. 12 Offered by Mr. Porter

  Mr. PORTER. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 12 printed in House Report 109-399 offered by 
     Mr. Porter:
       Page 189, after line 12, insert the following new 
     subparagraph (and redesignate the succeeding subparagraph 
     accordingly):

       ``(I) Public service employment.--An individual who is 
     employed full time in by a qualified public service employer.
       Page 193, after line 23, insert the following new paragraph 
     (and redesignate the succeeding paragraph accordingly):

       ``(7) Public service employment.--The term `qualified 
     public service employer' means any State, local government, 
     Federal agency, or other organization (as such terms are 
     defined by section 3371 of title 5, United States Code), any 
     other office or entity of the legislative branch, and any 
     employer that is exempt from taxation under section 501(c)(3) 
     or section 501(c)(4) of title 26, United States Code.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Nevada (Mr. Porter) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Nevada.
  Mr. PORTER. Mr. Chairman, I yield myself such time as I may consume.
  I would first like to thank my colleagues, Mr. Andrews from New 
Jersey and Mr. Renzi from Arizona, for joining me in offering this 
commonsense, bipartisan amendment.
  Many students graduate from college and professional schools, 
including those of social work, nursing, medicine, teaching and law, 
with crushing debt burdens. With the median entry-level public service 
law salary at $35,000, a mortgage-size debt will bar most graduates 
from pursuing public service jobs, such as those with government 
agencies or legal services programs.
  Among the graduates who take such positions, many are forced to leave 
after 2 or 3 years of employment due to financial constraints. The 
Porter-Andrews-Renzi amendment amends section 421, the Loan Forgiveness 
for Service in Areas of National Need, of H.R. 609, by allowing public 
service employees to access funds in the loan forgiveness program.
  Specifically, the language expands section 428K of the Higher 
Education Act to provide up to $5,000 in loan forgiveness for 
individuals who have completed a baccalaureate or advanced degree and 
served for 5 consecutive years in areas of public service. This 
amendment will help encourage highly trained individuals to enter and 
continue in areas of public service by reducing the burden of student 
debt for Americans who dedicate their careers in areas of public 
service.
  This amendment is especially important in rapidly growing communities 
like Southern Nevada. In my district, we have over 5,000 new people 
moving into our State each month, and it is critical that we ensure our 
workforce staff is equipped to handle our population growth.
  For example, Federal agencies such as the Department of Justice, 
Social Security Administration, and the U.S. Attorney's office are 
continually faced with staffing needs to address the increased growth 
in our communities. By providing these incentives, we can help our 
communities staff positions for which there are significant needs such 
as public service employees.
  This is an opportunity for Congress to make an existing Federal 
program more useful by providing an incentive for students to enter the 
fields of public service. It is a fiscally responsible solution that 
will support individuals who choose to enter areas of public service 
without imposing costly new mandates that will eat into our ability to 
provide other student benefits through higher education.
  Mr. Chairman, I yield such time as he may consume to the gentleman 
from Arizona (Mr. Renzi).
  Mr. RENZI. Mr. Chairman, I thank the gentleman from Nevada, my good 
friend, for yielding me this time. And I want to thank especially the 
chairman, Mr. McKeon, for his hard work and belief in this effort; 
Majority Leader Boehner, who helped us early on; and I have got to give 
credit to a good professor and doctor, Philip Schrag, over at 
Georgetown University, who for years has been fighting and championing 
this cause.
  This amendment to the underlying bill provides much needed loan 
forgiveness for individuals involved in the public sector. 
Specifically, the language expands section 428 of the Higher Education 
Act to provide up to $5,000 in loan forgiveness for individuals that 
have completed a baccalaureate or an advanced degree and are willing to 
serve 5 consecutive years in public service. This will make a huge 
impact on our Native American reservations around America who need 
young people to come out in the field of doctors and lawyers and nurses 
to provide for our Native Americans, provide for many of our poorer 
communities. It is an opportunity for Congress to improve on an 
existing Federal program and provides incentives for students to enter 
the field of public service.
  I urge my colleagues to support this amendment and help us attract 
and retain the best and brightest of America by providing them a little 
bit of an incentive.
  Again, I want to thank my colleague, Mr. Porter of Nevada, and our 
chairman so very much. I appreciate it.
  Mr. PORTER. Mr. Chairman, I yield such time as he may consume to the 
gentleman from California (Mr. McKeon).
  Mr. McKEON. Mr. Chairman, I would like to thank the gentleman for 
this amendment. It again makes the bill stronger, and I appreciate 
their working together in a bipartisan method to make this happen.
  Mr. ANDREWS. Mr. Chairman, I claim the time in opposition to the 
amendment.
  The Acting CHAIRMAN. Without objection, the gentleman from New Jersey 
will control 5 minutes.
  There was no objection.
  Mr. ANDREWS. Mr. Chairman, I rise to claim the time in opposition, 
although I am obviously in favor of the amendment.
  I want to thank the chairman from California; my colleagues from 
Nevada and Arizona; our ranking member, Mr. George Miller; and our 
subcommittee ranking member, Mr. Kildee, for their cooperation.
  This is really an unsung heroes amendment. It is for people who 
administer inoculation shots to children in health clinics. It is for 
people that work in senior centers serving meals to senior citizens. It 
is for lawyers who go to court and represent people who are too poor to 
otherwise afford a lawyer on their own when they are facing an eviction 
or a bankruptcy or domestic violence crisis. It is a modest way to 
encourage people to enter and stay in those fields.
  If a person makes a long-term commitment, a minimum of 5 years, for 
public service fields, this amendment makes it possible that there will 
be a $5,000 amount of forgiveness on the student loans that they owe.
  Now, I wish, frankly, we could include more people. I wish that we 
could have a greater level of forgiveness. Some of the issues that Mr. 
Miller was talking about earlier today really go to that point as to 
why there are not more resources available in this bill.
  Having said that, this is a modest improvement. The average debt for 
a person graduating from a 4-year program is about $18,000 a year now. 
So a $5,000

[[Page H1266]]

loan forgiveness is quite relevant to a person in one of those fields 
and could be quite helpful. Frankly, although the help is welcome, it 
falls short for those who have gone beyond the baccalaureate degree to 
a graduate or professional school because their debt usually tends 
towards six figures, and although any little bit helps, this is most 
decidedly only a very little bit. Nevertheless, it is an improvement 
over the existing situation. It does help those unsung heroes.
  I again thank the leadership of the committee on both sides for 
making this a possibility. And I would urge my colleagues to vote 
``yes'' on this amendment.
  Mr. TOM DAVIS of Virginia. Mr. Chairman, I applaud the amendment 
offered by congressman Jon Porter and others today that would add 
Federal employees and other public servants to a Department of 
Education program that helps people in certain jobs pay off their 
student loans.
  I am a longtime supporter of student loan relief programs for our 
valuable Federal workforce. The programs are an effective recruitment 
and retention tool, helping to keep the Federal Government competitive 
with the higher salaries of the private and non-profit sectors.
  We have to take proactive steps to ensure the best and the brightest 
will be attracted to public sector employment. The average Federal 
worker is over 50--more has to be done to appeal to younger workers. 
Offering up to $5,000 a year for student loan repayments, as this 
amendment does, is an obvious way to attract the attention of recent 
graduates and those with remaining educational balances.
  As chairman of the House Government Reform Committee and as a 
representative from northern Virginia, I am keenly aware of the need to 
safeguard the health of the Federal workforce. These are talented, well 
educated people with a strong sense of duty. We likely will never be 
able to compete on a dollar-for-dollar basis with the private sector, 
but we do have to take steps to make government service a viable 
option.
  We are debating the Higher Education Act today; the recurring theme 
of this legislation is the fact that tuition costs for college degrees 
are skyrocketing. For that young man or woman considering a civil 
service career, we have to make tools available that will allow them to 
forgo the higher salaries they could otherwise command.
  Mr. Chairman, I am proud to support this amendment today, but we 
should go even further. Under current law, agencies can repay student 
loans on behalf of their employees--up to $10,000 a year with a $60,000 
total cap per employee. My bill, the Generating Opportunity by 
Forgiving Educational Debt for Service, GOFEDS, Act, which I have 
introduced in the last two Congresses, would improve these benefits by 
making them tax free.
  I encourage my colleagues to join with me in ensuring the American 
taxpayer has the benefit of a vibrant Federal workforce--truly the best 
and the brightest. You can start today by support this amendment.
  Mr. WILSON of South Carolina. Mr. Chairman, I am pleased to rise 
today in support of the Porter Amendment, which would extend student 
loan forgiveness to individuals employed full-time by a qualified 
public service employer.
  In order to receive this loan forgiveness, individuals would commit 
to serving in areas of national need for 5 years. The underlying bill 
extends teacher loan forgiveness to select other groups who play 
critical roles in bettering the lives of millions of America's youth. 
From social workers and nurses to medicine specialists and lawyers, 
thousands of America's roll models will benefit from this vital 
provision. By removing the burden of student loan debt, this amendment 
will encourage trained professionals to seek careers in public service 
fields.
  In South Carolina, I am specifically impressed by the tremendous 
dedication of speech language pathologists. Fortunately, speech 
language pathologists are included in the underlying bill and would 
also be eligible to receive the crucial student loan forgiveness. These 
talented and caring professionals dedicate their lives to helping 
children throughout our community who struggle with speech, language, 
or hearing disorders. As American schools struggle to recruit teaching 
professionals, we must do more to help promote these important careers 
to our Nation's best and brightest. My friend Congressman Porter's 
amendment is an important way to increase the incentive for students to 
enter public service fields. Please join me in supporting this 
amendment today.
  In conclusion, God bless our troops and we will never forget 
September 11.
  Mr. ANDREWS. Mr. Chairman, I yield back the balance of my time.
  Mr. PORTER. Mr. Chairman, I have no further requests for time, and I 
yield back the balance of my time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Nevada (Mr. Porter).
  The amendment was agreed to.


         Amendment No. 14 Offered by Mrs. Wilson of New Mexico

  Mrs. WILSON of New Mexico. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 14 printed in House Report 109-399 offered by 
     Mrs. Wilson of New Mexico:
       Page 177, line 24, strike ``and'' after the semicolon.
       Page 178, line 5, insert ``and'' after the semicolon.
       Page 178, after line 5, insert the following new paragraph:
       ``(4) supporting regional workshops designed to permit the 
     sharing of successful research-based strategies to improve 
     the achievement of students in mathematics and science.
       Page 179, after line 24, insert the following new 
     paragraph:
       ``(4) Supporting regional workshops designed to permit 
     educators, administrators responsible for professional 
     development and curriculum development, and faculty of 
     teacher preparation programs to share successful research 
     based strategies for--
       ``(A) carrying out the activities described in section 
     2202(c) of the Elementary and Secondary Education Act of 1965 
     (20 U.S.C. 6662(c)) (as amended by the No Child Left Behind 
     Act of 2001); and
       ``(B) otherwise improving student achievement in 
     mathematics and science instruction in elementary and 
     secondary schools.
       Page 180, line 5, insert ``, which may include a plan for 
     establishing a regional working group to conduct regional 
     workshops to share research-based information and approaches 
     to improving the achievements of students in mathematics and 
     science'' after ``funds''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the 
gentlewoman from New Mexico (Mrs. Wilson) and a Member opposed each 
will control 5 minutes.
  The Chair recognizes the gentlewoman from New Mexico.
  Mrs. WILSON of New Mexico. Mr. Chairman, I yield myself such time as 
I may consume.
  I wanted to thank the chairman for bringing this bill forward today. 
There are several provisions of it that are very important to our 
colleges and universities and the students that they serve, 
particularly in our Hispanic Serving Institutions, and the base bill 
strengthens those programs substantially.
  The amendment that I am offering today deals with the teaching of 
math and science. In the bill there are provisions for education 
coordinating councils, which are educators, business, and community 
leaders at the local level that develop strategies to improve math and 
science education, drawing on the resources in the community. Not just 
the public funding that comes for the schools but things like 
universities, national laboratories, high-tech industry, giving kids 
the opportunity to see mathematics and science in action and connect 
them with the possibility of a career in science or mathematics.
  What my amendment does is add to the kinds of things that can be used 
with these funds for these councils. It is based on legislation that I 
introduced in November of 2005, and what it really does is allow these 
councils to fund regional workshops of teachers and university 
professors and curriculum developers so that people can share 
information about the best techniques and the resources available for 
the teaching of mathematics and science and strengthening our ability 
to teach math and science, particularly in the elementary and secondary 
levels.
  Sometimes teaching can be an isolating thing, particularly if you are 
in a rural community and maybe you are the only science teacher that 
serves all of one particular middle school. Certainly practice is 
important for teaching, but also interaction with one's colleagues is 
important. And that is why allowing these regional interactions for 
professional development is particularly important.
  If I have a choice about the kind of school that I want my kids to go 
to, if I have a choice between the best, newest, most well-equipped 
school and a good teacher standing under a cottonwood tree, for my 
kids, I choose the good teacher standing under the cottonwood tree.

[[Page H1267]]

                              {time}  1330

  This amendment that I am offering today will help teachers become 
better teachers through interaction with their peers in the teaching of 
mathematics and science.
  Mr. Chairman, I would ask my colleagues to support this amendment 
today.
  Mr. Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, we have read the 
amendment. We support the amendment. We urge passage.
  The Acting CHAIRMAN (Mr. Dent). Without objection, the gentleman is 
recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield back the 
balance of my time.


 =========================== NOTE =========================== 

  
  March 29, 2006--On Page H1267 the following appeared: The Acting 
CHAIRMAN (Mr. Dent). Without objection, the gentleman is 
recognized for 5 minutes. There was no objection. Mr. Chairman, I 
yield back the balance of my time.
  
  The online version should be corrected to read: The Acting 
CHAIRMAN (Mr. Dent). Without objection, the gentleman is 
recognized for 5 minutes. There was no objection. Mr. GEORGE 
MILLER of California. Mr. Chairman, I yield back the balance of my 
time.


 ========================= END NOTE ========================= 

  Mrs. WILSON of New Mexico. Mr. Chairman, I have no more speakers, and 
I yield back the balance of my time.
  The Acting CHAIRMAN (Mr. Dent). The question is on the amendment 
offered by the gentlewoman from New Mexico (Mrs. Wilson).
  The amendment was agreed to.


               Amendment No. 2 Offered by Mr. Blumenauer

  Mr. BLUMENAUER. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 2 printed in House Report 109-399 offered by 
     Mr. Blumenauer:
       At the end of title IX of the Amendment add the following 
     new section:

     SEC. ___. SUMMIT ON SUSTAINABILITY.

        No later than May 2007, the Secretary of Education shall 
     convene a summit of higher education experts working in the 
     area of sustainable operations and programs, representatives 
     from the agencies of the Federal Government, and business and 
     industry leaders to focus on efforts of national distinction 
     that--
       (1) encourage faculty, staff, and students at institutions 
     of higher education to establish both administrative and 
     educational sustainability programs on campus;
       (2) enhance research by faculty and students at 
     institutions of higher education in sustainability practices 
     and innovations that assist and improve sustainability;
       (3) encourage institutions of higher education to work with 
     community partners from the business, government, and 
     nonprofit sectors to design and implement sustainability 
     programs for application in the community and workplace; and
       (4) identify opportunities for partnerships involving 
     higher education institutions and the Federal Government to 
     expand sustainable operations and academic programs focused 
     on environmental and economic sustainability.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Oregon (Mr. Blumenauer) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Oregon.
  Mr. BLUMENAUER. Mr. Chairman, I yield myself 3 minutes.
  Mr. Chairman, I am pleased to offer this amendment on behalf of my 
colleagues, Congressman Ehlers and Congressman Wu, that would bring 
about a national summit on sustainability.
  There is a quiet revolution that is occurring in communities across 
the country. Hospitals, businesses, local governments, many educational 
institutions are all involved with pioneering efforts to promote 
sustainable development, energy efficiency.
  There is local produce that is being used by businesses and 
universities in their cafeterias. People are more sensitive to 
landscaping, carpet supplies, transportation alternatives. Time does 
not allow me to even list the programs in just my community, at 
Portland State University, the University of Portland, Lewis & Clark 
College, Nike, Intel, Kaiser Permanente. These institutions are putting 
into practice groundbreaking procedures that allow us to live more 
lightly on the land.
  This is a great opportunity for the Department of Education to 
spotlight these best practices around the country, ways to save money, 
ways to live and practice our environmental values. And one wonders 
whether there is any better way for students to learn than to actually 
explore ways to put these elements into practice. I am confident that 
ultimately this process can help lead to more leadership, more 
investment, and stronger policies.
  Mr. Chairman, I yield 2 minutes to the gentleman from Oregon (Mr. 
Wu).
  Mr. WU. Mr. Chairman, the need for developing innovative and 
successful, sustainable development is becoming more critical as our 
population in urban areas grows. The higher education system is in a 
unique position to foster new knowledge, evaluate policies, and develop 
new technologies addressing sustainability and its benefits to our 
society.
  I am very proud that my home State of Oregon is exhibiting, once 
again, independent, effective leadership on sustainability. Oregon is 
leading the Nation on sustainable architecture, the production of 
environmentally certified wood products, sustainable energy, nanotech, 
biotech, sustainable agriculture, and wind, hydroelectricity and solar 
energy.
  Portland State University, in my congressional district, has 
undertaken the sustainability initiative featuring new educational 
offerings such as green capital construction, multidisciplinary 
research, public forums and community outreach projects on 
sustainability. I recently toured a brand-new building there, 
exhibiting energy efficiencies and rainwater and other recycling 
programs that lead the Nation.
  For several years now, Portland State has been active in these 
efforts. In 2003, PSU launched a new program which draws on faculty and 
community expertise to teach 40 students the theory and practice of 
developing effective sustainability programs for their organizations.
  In fact, this year, Portland State University is expected to save an 
additional $275,000 in energy costs alone on campus simply by 
installing more energy-efficient equipment and lighting and adjusting 
temperature settings. These savings are equivalent to the tuition of 80 
students at PSU. This is independent, effective leadership.
  The amendment that I am offering today with Congressman Ehlers and 
Congressman Blumenauer would call on the Secretary of Education to 
convene a summit of higher education experts working in the area of 
sustainability to encourage the development of sustainability programs 
on campuses; research in this area; and to identify opportunities for 
partnerships.
  Educating and training the next generation of scientists, engineers, 
planners, and business professionals can help in the development of new 
tools and strategies for environmental and resource conservation, 
energy efficiency and more sustainable development.
  I look forward to folks following Oregon's independent, effective 
leadership and supporting this important amendment.
  Mr. BLUMENAUER. Mr. Chairman, I yield myself the balance of the time.
  Mr. Chairman, I appreciate my colleague's comments and his 
spotlighting Portland State University.
  Mr. Chairman, if this amendment is adopted, no later than May of next 
year, the Secretary of Education is to convene a summit of higher 
education experts working in these areas. We have a vast array of 
people available around the country.
  As my colleague pointed out, this is cost effective. This is what 
America needs to do to face its energy challenges, clean air, clean 
water. And what better way than to have higher education lead and being 
able to model and employ some of the best practices that we see in 
local communities, in the business community, and in the pioneering 
leadership on behalf of students themselves?
  Mr. Chairman, we respectfully hope that the House will not only adopt 
this amendment, but that we will find ways in other legislative 
vehicles to advance the principles that are involved here, not just for 
higher education. One longs for the day when the Federal Government 
itself models those important principles.
  Mr. EHLERS. Mr. Chairman, I rise in support of the Blumenauer-Ehlers-
Wu amendment, which calls for the Secretary of Education to convene a 
summit on sustainability. I would like to thank Chairman McKeon and his 
staff for working with us to make this amendment in order for 
consideration.
  Simply put, sustainability is meeting the needs of the present 
generation without compromising the ability of future generations to 
meet their needs. As population growth, urban development and growing 
energy use place stress on our ecosystem, it is imperative that we 
develop innovative and successful sustainable operations and programs.
  For many years, businesses and universities in Michigan and 
throughout the nation have engaged in sustainability initiatives. The 
West

[[Page H1268]]

Michigan Sustainable Business Forum, a diverse group of 90 companies, 
academic institutions and government agencies works toward achieving 
the triple bottom line of environmental stewardship, economic vitality 
and social responsibility.
  Universities are in a unique position to foster new knowledge, 
evaluate policies and discover new technologies to address 
sustainability. In fact, the University of Michigan, Michigan State 
University and Aquinas College have sustainability centers that have 
provided innovative research and have engaged students in 
sustainability thinking. Sustainable operations and programs on 
university campuses include water and energy conservation and 
recycling, as well as academic programs such as engineering courses 
that encourage innovative product designs, e.g., alternative fuels for 
cars and new types of packing that use fewer natural materials.
  This amendment would convene a summit of higher education experts 
working in the area of sustainable operations and programs. It would 
encourage the Federal Government and university and business leaders to 
identify best practices in sustainability by encouraging current 
efforts, enhancing research and identifying opportunities for 
partnerships to expand sustainable operations and academic programs.
  I respectfully urge Members to support this very important amendment.
  Mr. BLUMENAUER. Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Oregon (Mr. Blumenauer).
  The amendment was agreed to.


               Amendment No. 15 offered by Miss McMorris

  Miss McMORRIS. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 15 printed in House Report 109-399 offered by 
     Miss McMorris:
       Page 56, after line 2, insert the following new paragraph:
       ``(16) Advanced placement.--Implementing strategies to 
     increase the number of teachers qualified to teach advanced 
     placement and pre-advanced placement courses in mathematics, 
     science, and critical foreign languages, and other strategies 
     to increase the availability of those courses, particularly 
     for low-income students.
       Page 69, after line 9, insert the following new paragraph:
       ``(16) Advanced placement.--Implementing strategies to 
     increase the number of teachers qualified to teach advanced 
     placement and pre-advanced placement courses in mathematics, 
     science, and critical foreign languages, and other strategies 
     to increase the availability of those courses, particularly 
     for low-income students.
       Page 160, line 5, strike ``Honors Scholarship'' and insert 
     ``American Competitiveness'' .
       Page 162, line 18, and page 178, line 25, strike ``419D'' 
     and insert ``419F''.
       Page 183, line 3, redesignate section 419D as section 419F, 
     and before such line insert the following new sections:

     ``SEC. 419D. ADJUNCT TEACHER CORPS.

       ``(a) Purpose.--It is the purpose of this section to create 
     opportunities for professionals and other individuals with 
     subject-matter expertise to teach secondary school courses in 
     mathematics, science, and critical foreign languages, on an 
     adjunct basis.
       ``(b) Program Authorized.--The Secretary is authorized to 
     award grants to eligible entities to recruit and place well-
     qualified individuals to serve as adjunct teachers in 
     secondary school mathematics, science, and critical foreign 
     language courses.
       ``(c) Eligible Entity.--For the purpose of this section, an 
     eligible entity is--
       ``(1) a local educational agency;
       ``(2) a public or private educational organization (which 
     may be a State educational agency); or
       ``(3) a partnership consisting of a local educational 
     agency and a public or private educational organization.
       ``(d) Duration of Grants.--The Secretary may award grants 
     under this section for a period of not more than five years.
       ``(e) Priorities.--In awarding grants under this section, 
     the Secretary shall give priority to eligible entities that 
     propose to--
       ``(1) serve local educational agencies that have a large 
     number or percentage of students performing below grade level 
     in mathematics, science, and critical foreign language 
     courses;
       ``(2) serve local educational agencies that have a large 
     number or percentage of students from families with incomes 
     below the poverty line; and
       ``(3) recruit adjunct faculty to serve in schools that have 
     an insufficient number of teachers in mathematics, science, 
     and critical foreign languages.
       ``(f) Applications.--
       ``(1) Application required.--To be considered for a grant 
     under this section, an eligible entity shall submit an 
     application to the Secretary at such time, in such manner, 
     and containing such information as the Secretary may 
     reasonably require.
       ``(2) Contents.--The Application shall, at a minimum, 
     include a description of--
       ``(A) the need for, and expected benefits of using, adjunct 
     teachers in the participating schools, which may include 
     information on the difficulty participating schools face in 
     recruiting qualified faculty in mathematics, science, and 
     critical foreign language courses;
       ``(B) measurable objectives for the project, including the 
     number of adjunct teachers the eligible entity intends to 
     place in classrooms and gains in academic achievement 
     intended to be achieved;
       ``(C) how the eligible entity will recruit qualified 
     individuals and public or private educational organizations 
     to participate in the program;
       ``(D) how the eligible entity will use funds received under 
     this section, including how the eligible entity will evaluate 
     the success of its program;
       ``(E) how the eligible entity will support and continue the 
     program after the grant has expired, including how it will 
     seek support from other sources, such as State and local 
     government, foundations, and the private sector;
       ``(F) how the eligible entity will address legal, 
     contractual, or administrative barriers to employment of 
     adjunct faculty in the participating State or local 
     educational agency or agencies; and
       ``(G) how the eligible entity will provide pre-service 
     training to selected adjunct teachers, including the on-going 
     mentoring of such teachers by highly qualified teachers.
       ``(g) Uses of Funds.--An eligible entity that receives a 
     grant under this section is authorized to use grant funds to 
     carry out one or more of the following activities:
       ``(1) To develop the capacity of the local educational 
     agency or the State educational agency, or both, to identify, 
     recruit, and train qualified individuals outside of the 
     elementary and secondary education system (including 
     individuals in business and government, and individuals who 
     would participate through distance-learning arrangements) to 
     become adjunct teachers in mathematics, science, and critical 
     foreign language courses.
       ``(2) To provide signing bonuses and other financial 
     incentives to encourage individuals to become adjunct 
     teachers in mathematics, science, and critical foreign 
     language courses.
       ``(3) To provide pre-service training to adjunct teachers, 
     including the on-going mentoring of such teachers by highly 
     qualified teachers.
       ``(4) To reimburse outside entities for the costs 
     associated with allowing an employee to serve as an adjunct 
     teacher, except that these costs shall not exceed the total 
     cost of salary and benefits for teachers with comparable 
     experience or expertise in the local educational agency.
       ``(h) Matching Requirement.--Each eligible entity that 
     receives a grant under this section shall provide, from non-
     Federal sources, an amount equal to 100 percent of the amount 
     of the grant (in cash or in kind) to carry out the activities 
     supported by the grant.
       ``(i) Program Performance.--Each eligible entity receiving 
     a grant under this section shall prepare and submit to the 
     Secretary a final report on the results of the project that 
     contains such information as the Secretary may require 
     including improvements in academic achievement as a result of 
     instruction from adjunct teachers.
       ``(j) Evaluation.--The Secretary shall evaluate the 
     activities funded under this section including the impact of 
     the program on student academic achievement and shall report 
     the results of the evaluation to the appropriate Committees 
     of Congress.
       ``(k) Definitions.--As used in this section:
       ``(1) Adjunct teacher.--The term `adjunct teacher' means a 
     teacher who
       ``(A) possesses, at a minimum, a bachelor's degree;
       ``(B) has demonstrated expertise in mathematics, science, 
     or a critical foreign language by having met the requirements 
     of section 9101(23)(B)(ii) of the Elementary and Secondary 
     Education Act of 1965; and
       ``(C) is not required to meet the other requirements of 
     section 9101(23) of the Elementary and Secondary Education 
     Act of 1965.
       ``(2) Critical foreign language.--The term `critical 
     foreign language' has the same meaning given such term under 
     section 428K(h).

     ``SEC. 419E. FOREIGN LANGUAGE PARTNERSHIPS.

       ``(a) Purpose.--The purpose of this section is to increase 
     the number of highly qualified teachers in, and the number of 
     United States' students who achieve the highest level of 
     proficiency in, foreign languages critical to the security 
     and competitiveness of the Nation.
       ``(b) Program Authorized.--The Secretary is authorized to 
     award grants to institutions of higher education, in 
     partnership with one or more local educational agencies, to 
     establish teacher preparation programs in critical foreign 
     languages, and activities that will enable successful 
     students to advance from elementary school through college to 
     achieve proficiency in those languages.
       ``(c) Applications.--
       ``(1) Application required.--Any institution of higher 
     education that desires to receive a grant under this section 
     shall submit an application to the Secretary at such time, in 
     such manner, and containing such information as the Secretary 
     may require.
       ``(2) Contents.--Each Application shall--

[[Page H1269]]

       ``(A) identify each local educational agency partner and 
     describe each such partner's responsibilities (including how 
     they will be involved in planning and implementing the 
     program, what resources they will provide, and how they will 
     ensure continuity of student progress from elementary school 
     to the postsecondary level); and
       ``(B) describe how the applicant will support and continue 
     the program after the grant has expired, including how it 
     will seek support from other sources, such as State and local 
     government, foundations, and the private sector.
       ``(d) Uses of Funds.--Funds awarded under this section 
     shall be used to develop and implement programs consistent 
     with the purpose of this section by carrying out one or more 
     of the following activities:
       ``(1) To recruit highly qualified teachers in critical 
     foreign languages and professional development activities for 
     such teachers at the elementary through high school level.
       ``(2) To provide innovative opportunities for students that 
     will allow for critical language learning, such as immersion 
     environments, intensive study opportunities, internships, and 
     distance learning.
       ``(e) Matching Requirement.--Each grantee under this 
     section shall provide, from non-Federal sources, an amount 
     equal to 100 percent of the amount of the grant (in cash or 
     in kind) to carry out the activities supported by the grant.
       ``(f) Evaluation.--The Secretary shall evaluate the 
     activities funded under this section and report the results 
     of the evaluation to the appropriate Committees of Congress.
       ``(g) Definition.--As used in this section the term 
     `critical foreign language' has the same meaning given such 
     term under section 428K(h)(2).

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the 
gentlewoman from Washington (Miss McMorris) and a Member opposed each 
will control 10 minutes.
  The Chair recognizes the gentlewoman from Washington.
  Miss McMORRIS. Mr. Chairman, I yield myself such time as I may 
consume.
  Mr. Chairman, I rise today to support the McMorris-Holt-Dreier 
American Competitiveness amendment to H.R. 609.
  We are pleased to offer this amendment that follows up on the 
President's State of the Union proposal to enhance America's leadership 
in science and technology. I applaud his American Competitiveness 
Initiative which recognizes the need for a well-educated and skilled 
workforce.
  This amendment offers us the ability to grow our economy while 
retaining our cutting-edge placement as a leader in science and 
technology. I praise the President for his leadership on this issue, 
and my colleagues, and look forward to continuing to work on these 
issues that strengthen America and America's future.
  The McMorris-Holt-Dreier amendment is an important step in promoting 
that educational achievement and economic productivity. This amendment 
is very much a collaboration between business and education, 
Republicans and Democrats. It is supported by numerous groups, 
including the U.S. Chamber of Commerce, National Association of 
Manufacturers, the Business Roundtable and the Information Technology 
Industry Council.
  They all recognize the need to enhance America's competitiveness. 
Today, over half of China's undergraduate degrees are in math, science 
technology and engineering, yet only 16 percent of America's 
undergraduates pursue these schools.
  In 2002, foreign nationals accounted for over half of all engineering 
and math doctorates, and almost half of all computer science 
doctorates. If current trends continue, by 2010, more than 90 percent 
of all scientists and engineers will be living in Asia, not the United 
States.
  To meet the demands of an increasingly advanced global market, we 
must better train and equip our Nation's workforce. As we consider the 
College Access and Opportunity Act, H.R. 609, we will have the chance 
to take a critical step in that direction.
  This amendment supports the College Access and Opportunity Act by 
allowing existing funds to be used to increase the number of teachers 
qualified to teach advanced placement courses. It also customizes the 
Byrd Honors Scholarship Program, which provides scholarships to 
students pursuing an undergraduate or graduate degree in science, 
mathematics or engineering, by authorizing adjunct teacher 
opportunities and critical foreign language activities.
  The amendment we have submitted would build on these activities by 
authorizing the Secretary of Education to award grants to recruit and 
place well-qualified individuals to serve as adjunct teachers in 
secondary school mathematics, science, and critical foreign language 
courses.
  We need to tap the resource of current and retiring science and math 
professionals that have both content mastery and the practical 
experience to serve as effective teachers. We need to ensure that our 
rural and small schools have the support they need to train and equip 
our young people.
  In eastern Washington, our high-tech companies, such as ISR in 
Liberty Lake, have stressed that they must have access to a trained 
workforce in order to remain competitive in the global economy. Rural 
schools in my district also face difficulties in obtaining qualified 
teachers to teach math, science and foreign language courses.
  Jenkins High School in Chewelah received national recognition as a 
Blue Ribbon School, the only high school in Washington State to receive 
this national award for academic achievement. This school is still 
working toward the goal of ensuring that highly qualified teachers are 
in the classroom, and this amendment will help them meet that need.
  The Adjunct Teachers Corps will draw on the skills of well-qualified 
individuals with subject matter expertise to help meet specialized 
teaching needs in our Nation's secondary schools.
  Math and science fields are not the only areas where we see the 
United States lagging behind. Less than 1 percent of American high 
school students study the critical foreign languages of Arabic, 
Chinese, Japanese, Korean or Russian, combined. This amendment meets 
this need by authorizing the Secretary to award grants for teacher 
preparation programs in critical foreign languages and activities that 
will enable successful students to advance from elementary school 
through college to achieve proficiency in those languages.
  I believe, by offering our students access to well-qualified teachers 
and encouraging them to participate in math, science and foreign 
language, our country and our 21st-century workforce will be better 
prepared to compete in the global marketplace.
  Join us in supporting legislation to increase America's 
competitiveness. We urge you to vote ``yes'' on this amendment and 
``yes'' on H.R. 609.
  Mr. Chairman, I reserve the balance of my time.
  Mr. HOLT. Mr. Chairman, I ask to claim time in opposition.
  The Acting CHAIRMAN. Does the gentleman oppose the amendment?
  Mr. HOLT. No, Mr. Chairman.
  The Acting CHAIRMAN. Without objection, the gentleman will control 
the time in opposition.
  There was no objection.
  The Acting CHAIRMAN. The Chair recognizes the gentleman from New 
Jersey.
  Mr. HOLT. Mr. Chairman, indeed I am not opposing this amendment. In 
fact, I am joining the gentlewoman in this amendment and working with 
her, and I hope we will continue to work to perfect the amendment. It 
is particularly important that we do this.
  The National Academy of Science's report, for example, ``Rising Above 
the Gathering Storm''; the Glenn Commission's report, ``Before It's Too 
Late''; and many others point out the need for greater content 
knowledge in the areas of math and science.
  There are also reports that make it clear that we need greater 
content knowledge in foreign languages. Our national deficiency in 
foreign languages is affecting the ability of American businesses to 
compete overseas and really compromising our very national security.

                              {time}  1345

  I think we hardly need spend time arguing the need for content 
knowledge in math, science and foreign languages.
  The question is, what are we going to do about it? Well, this 
amendment seeks to address that. It seeks to bring content specialists. 
In the amendment, we call them adjunct teachers. These are content 
specialists who will come to the classroom to make up for some of that 
deficiency that is all too real in schools across the country.
  The amendment also establishes something that is in the legislation

[[Page H1270]]

that I had introduced separately known as a K-16 Critical Language 
Pipeline. It will provide for instruction in foreign languages from 
kindergarten through university, a course across the curriculum.
  Having been a teacher, a science teacher myself, I am well aware that 
the knowledge of a subject is only one part of helping students learn. 
Being an effective teacher is much more than that. This bill, this 
amendment to the bill, intends to bring experts into the classroom, but 
it recognizes these are not yet full-fledged teachers.
  An adjunct teacher cannot be pulled from the job and immediately 
placed into the classroom and expect to do as well as an experienced 
teacher. They will need supervision. They will need training, first of 
all, and then supervision by experienced teachers, but it will raise 
the level of achievement in the classroom. These content specialists, 
with appropriate training, appropriate supervision and preparation, 
will be, I think, an important way of addressing this content need.
  I want to emphasize that the adjunct teacher core program is not 
about replacing teachers. Schools that are in need of applying for 
these grants will design their program to suit their local needs, and 
the applications require that stakeholders in education participate as 
well.
  I look forward to working with the author of this bill and the Chair 
of the committee as this legislation moves through a process to perfect 
it.
  Mr. Chairman, I reserve the balance of my time.
  Miss McMORRIS. Mr. Chairman, I yield 3 minutes to the gentleman from 
California (Mr. Dreier).
  Mr. DREIER. Mr. Chairman, I thank my friend from Washington for 
yielding. I would like to congratulate her on her great commitment when 
it comes to this issue of America's competitiveness. We all know that 
President Bush stood right here in this Chamber and, in his State of 
the Union message, talked about the need to ensure that the United 
States of America remains competitive.
  I believe that, frankly, that vision that the President put forward 
is really one of the underlying priorities and the reason for us with 
this legislation to continue to pursue it.
  If we look at the economic standing that the United States of America 
has today with a 4.8 percent unemployment rate, GDP growth last year 
that was at 3.5 percent, 4.8 percent projected GDP growth for the first 
quarter of this year, and the fact that household net worth has jumped 
8 percent in the last calendar year, that being in 2005, to a level of 
$52 trillion and recognition contrary to what we often hear around 
here, prosperity has improved in virtually every single demographic 
bracket.
  What does it say? It says that we as a country are doing something 
that is right.
  One of the things that we learned throughout our Nation's history and 
one of the things that we clearly learn with the vision that is put 
forth with this amendment that Miss McMorris is offering is we cannot 
sit on our laurels. We cannot as a Nation be complacent with all of 
those great things that we are able to point to, that we have 
accomplished in the last several years when it comes to economic growth 
and our competitiveness in the world.
  What we need to do is we need to make sure that we have policies that 
keep us on the cutting edge. Nothing is more important in pursuit of 
that policy than our ensuring that we have the best quality education, 
the best teachers, and that we pursue science, technology, engineering 
and math, the so-called ``stem package.'' I believe that is exactly 
what we are trying to do with this amendment. I hope very much that we 
are able to see strong bipartisan support for this.
  As I said when I stood here earlier today, I hope very much that we 
will be able to see strong bipartisan support for this underlying 
legislation. I congratulate my friend for her fine work.
  Miss McMORRIS. Mr. Chairman, I yield 1\1/2\ minutes to the gentleman 
from Virginia (Mr. Cantor).
  Mr. CANTOR. Mr. Chairman, I thank the gentlewoman and I would like to 
commend her, too, on her leadership in bringing this amendment forward 
along with the gentleman from New Jersey as well as the Rules Chairman 
from California.
  I think it is important to note that there is a cry of unison here 
that we all must stand for the continued expansion of our American 
economy, the continued leadership of this country. It is my opinion we 
should hold as a goal that we should double this economy of ours in the 
next 10 years.
  The way to do that is to promote math and science education. We have 
all seen the evidence of the fact that our competition is leaping ahead 
of us in terms of graduating math and science PhDs and other graduate 
students. We have got to get back in the game. This amendment will 
allow us to do just that. It will strengthen our ability to compete in 
the 24-7 global economy. I am glad to hear the other side, and the 
gentleman from New Jersey indicate that this will increase the level of 
discourse and discussion in the classroom by the participation of 
adjunct faculty.
  This amendment does not create a new program. Rather, it is an 
innovative, fiscally responsible approach that overhauls and updates an 
existing program.
  Over time, it will increase the number of science, technology, 
engineering and math graduates in America. I commend the gentlewoman 
for her leadership.
  Mr. HOLT. Mr. Chairman, I yield 4 minutes to the gentleman from 
Wisconsin (Mr. Kind).
  Mr. KIND. Mr. Chairman, I thank my friend from New Jersey (Mr. Holt). 
I want to rise to speak in favor of this amendment and commend my 
colleagues for coming together in a bipartisan fashion to recognize one 
of the more urgent needs that we have as a Nation to prepare for the 
global competition that our children and grandchildren will face in the 
21st Century.
  I think this is a very responsible amendment in light of recent 
reports that we have had a chance to decipher and analyze, as members 
of the education committee, from virtually all sectors of business in 
this country, the National Academy of Sciences have weighed in on an 
extensive study about the need for us to ramp up our investment in 
math, science, engineering, technology.
  What this amendment also recognizes is the critical link between 
foreign language studies and those entering the fields of math and 
science, which is growing even more critical given the complex, 
interdependent economic relationship that we have with so many people 
and so many countries and so many businesses throughout the world.
  This is a critical need that this amendment recognizes and speaks to. 
I want to especially commend my friend from New Jersey for the 
leadership that he has provided, not only to those of us on the 
committee but for the entire Congress, given his background and 
qualifications and expertise to speak on the subject of content 
knowledge in math, science and engineering.
  He can correct me if I am wrong, but I think one of his campaign 
bumper stickers that his volunteers and supporters were fond of handing 
out was that their Congressman is a rocket scientist. And we have had 
the pleasure of benefiting from that knowledge on the committee. And he 
along with Mr. Ehlers have been tireless in their advocacy for us to do 
more as an institution to ramp up the fields of study of math and 
science and engineering.
  This is, as Mr. Dreier indicated, consistent with one of the calls 
the President made in the State of the Union address with the American 
Competitiveness Initiative. That is something that I hope we all can 
come together in a bipartisan fashion to support and move forward on, 
not just in a passing authorizing language but also the important 
appropriation in the funds to back up these programs.
  The other issue that Mr. Holt spoke to that I think is very important 
too is in regards to the adjunct teachers envisioned under this 
legislation. Teaching is different from private life. You just cannot 
pluck someone off the street no matter how good and no matter how 
knowledgeable they are in the realm of business or in the research 
labs, put them in a classroom and expect them to work miracles with the 
students. We are hoping as we move forward with this legislation, if it 
is accepted, that there be pre-in-service training and screening with 
these adjunct teachers before they enter the classroom, before they 
start working with these kids at such a crucial developmental age.

[[Page H1271]]

  We have a long way to go as a Nation in light of the current trends 
around the globe. Many of us on the Education Committee last year had a 
chance for a couple of weeks to do a higher education tour of China to 
see where they are going. China and India are clearly two nations that 
are going to be very significant and influential in world events in the 
21st century. We are already starting to see that influence today.
  China is a country that is not content with just being good at 
copying and mass producing. They want be on the cutting edge of 
scientific and medical and technological discoveries. We need to 
recognize that in light of the competition it will pose to our students 
in the 21st century and be willing to support bipartisan amendments 
like this in order to makes these steps to advance the cause of 
critical content knowledge in these critical fields that will hopefully 
enable us to retain our leadership in being the most innovative and 
creative nation in the world.
  Again, I commend my colleagues for their leadership and vision on 
this amendment. I hope the rest of our colleagues will support it.
  Miss McMORRIS. Mr. Chairman, I reserve the balance of my time.
  Mr. HOLT. Mr. Chairman, I yield 1\1/2\ minutes to the gentleman from 
Michigan (Mr. Ehlers) who, with me, comprises the Bipartisan Physicist 
Caucus.
  Mr. EHLERS. Mr. Chairman, I thank my fellow physicist for yielding.
  I rise with great pleasure to support this amendment. For 12 years I 
have been fighting within this chamber for improved math and science 
education, and I am delighted to see other individuals offering similar 
amendments, and that I am not the only one doing so.
  I congratulate the gentlewoman from Washington State. This is 
precisely what we need. We must address this issue if we are going to 
remain competitive. I recognize full well that we are at this time 
quite competitive; but the Chinese and the Indians 20 years ago started 
a program to teach their children math and science. They did it well, 
and they have now become major competitors of us. If we do not get on 
the ball and once again get to the top in competing with them on math 
and science education, so that we are producing scientists, engineers, 
technicians, and mathematicians who can compete worldwide, then we will 
lose the competitiveness battle.
  I am absolutely delighted the President had proposed the American 
Competitiveness Initiative. This amendment will be an important 
component of the President's initiative, along with the other things we 
have done in this bill and in other bills to improve math and science 
education in this country.
  So thank you again to the gentleman from New Jersey for yielding me 
time. I commend him and the gentlewoman from Washington for initiating 
this amendment.
  Mr. HOLT. Mr. Chairman, I yield myself the balance of my time.
  I thank the gentlewoman from Washington for working with me on this 
amendment. It does address an important need that you have heard over 
and over again. It hardly bears repeating that we have a need in the 
schools for content specialists in science, in mathematics, in foreign 
languages. This will go part way toward addressing this need. And I 
think it will be an important test of the K-16 Language Pipeline 
Program and I think it will be an important exercise in seeing how we 
can bring this expertise into the schools without disrupting the 
schools, without displacing the trained teachers. We will do it in a 
way so that the specialists will learn the pedagogy and will be drawn 
into the full system so that the students will benefit, not just in the 
subject matter but in the pedagogy.
  Mr. Chairman, I yield back the balance of my time.

                              {time}  1400

  Miss McMORRIS. Mr. Chairman, I yield myself the balance of the time.
  Mr. Chairman, I want to thank Mr. Holt for working with me on this 
amendment. It is an important issue that we are addressing in this 
country in a bipartisan fashion. I also want to recognize Mr. Ehlers 
and his work as the math-science expert in Congress and his tremendous 
leadership in this area.
  We need to be working together to make sure that America remains 
competitive.
  Miss McMORRIS. Mr. Chairman, I would like to enter the following 
letters from the Chamber of Commerce of the United States, the Business 
Roundtable, TechNet, the Information Technology Industry Council, and 
the American Chemical Society which state support for the McMorris-
Holt-Dreier American Competitiveness Initiative, into today's 
Congressional Record.

                                                      Technet,

                                   Washington, DC, March 29, 2006.
     Hon. Cathy McMorris,
     House of Representatives,
     Washington DC.
     Hon. Rush Holt,
     House of Representatives,
     Washington, DC.
       Dear Representatives McMorris and Holt: TechNet is proud to 
     lend its support to the ``American Competitiveness 
     Amendment'' you will offer to the College Access & 
     Opportunity Act, H.R. 609, this week. Maintaining our 
     competitive edge is largely dependent upon a highly educated 
     and skilled workforce, and your efforts to improve teaching 
     and learning in our Nation's classrooms will help prepare 
     today's students to be tomorrow's innovators.
       As you know, TechNet is the bipartisan, political network 
     of chief executive officers promoting the growth of 
     technology and the innovation economy. TechNet's members 
     represent more than one million employees in the fields of 
     information technology, biotechnology, e-commerce and 
     finance. TechNet is committed to working with Congress and 
     the Administration to ensure the United States remains the 
     world leader in economic and technological innovation.
       Today, we face the reality that the demand for the best and 
     brightest minds has become highly competitive and global in 
     scope. With Congress and the Administration offering numerous 
     proposals for tapping America's potential and maintaining our 
     competitive edge, your amendment to H.R. 609 is a timely and 
     critical supplement to private sector investments for 
     improving educational opportunities for students and 
     teachers.
       The ``American Competitiveness Amendment'' to H.R. 609 not 
     only authorizes resources to improve teacher quality, it 
     helps address the long term challenge of encouraging more 
     young people here in the U.S. to pursue careers in science, 
     technology, engineering and math, STEM. In short, with so 
     many countries beginning to recognize their own economic 
     development potential, the United States can no longer take 
     its current leading position for granted.
       We look forward to working with you and your staff to 
     advance our shared goals of ensuring our nation's economic 
     strength, growth and vitality.
           Sincerely,
                                                   Lezlee Westine,
     President & CEO.
                                  ____

                                   Information Technology Industry


                                                      Council,

                                   Washington, DC, March 27, 2006.
     Hon. Dennis Hastert,
     Office of the Speaker,
     Washington, DC.
       Dear Mr. Speaker, On behalf of the Information Technology 
     Industry Council, I would like to thank you for your 
     leadership in bringing H.R. 609, the College Access and 
     Opportunity Act to the floor for consideration. It is our 
     understanding Representative Cathy McMorris intends to offer 
     an amendment that will drive improvements in math and science 
     education and, ultimately, strengthen America's competitive 
     position in the global economy. ITI strongly supports the 
     McMorris amendment and we anticipate scoring it in our 109th 
     Congress High-Tech Voting Guide.
       The United States is the most technologically and 
     scientifically advanced country in the world, and our 
     distinction as the global leader in innovation is driven by 
     the ingenuity of our American scientists and engineers. The 
     McMorris amendment will help sustain our position as the 
     world leader by incorporating portions of the President's 
     American Competitive Initiative to encourage advanced 
     placement classes in high schools, create an adjunct teacher 
     corps for middle and high schools, and enhance loan 
     forgiveness programs.
       We applaud your efforts to strengthen math and science 
     education, and we encourage you to contact us if we may be of 
     any assistance.
           Best Regards,

                                                 Rhett Dawson,

                                 President, Information Technology
     Industry Council.
                                  ____



                                    American Chemical Society,

                                   Washington, DC, March 29, 2006.
     Hon. Cathy McMorris,
     House of Representatives,
     Washington, DC.
       Dear Congresswoman McMorris: On behalf of the American 
     Chemical Society, ACS, I am writing to thank you for your 
     leadership in offering a bi-partisan floor amendment, the 
     McMorris Amendment, to the College Access and Opportunity 
     Act, H.R. 609, that would authorize the Department of 
     Education to conduct the Adjunct Teacher Corps and Advanced 
     Placement programs proposed by the President's American 
     Competitiveness Initiative. The innovative, fiscally 
     responsible approach your amendment would take comes at a 
     time when the math and science education are a central focus 
     of a vigorous national debate about future U.S. capacity for 
     innovation and global competitiveness.

[[Page H1272]]

       As you may know, the ACS is a nonprofit scientific and 
     educational organization, chartered by Congress in 1938, with 
     more than 158,000 chemical scientists and engineers as 
     members. The world's largest scientific society, ACS advances 
     the chemical enterprise, increases public understanding of 
     chemistry, and brings its expertise to bear on state and 
     national matters.
       Throughout our Nation's history, American economic and 
     technological strength has been built upon a large and 
     highly-skilled domestic workforce of scientists, technicians, 
     engineers, and mathematicians--the STEM workforce. A strong 
     and growing consensus has emerged in the business, education, 
     and scientific communities that our Nation's future economic 
     prosperity and national security will increasingly depend on 
     our ability to better educate our young people in math and 
     science and to attract more of our best and brightest 
     students into technological careers. To keep with our global 
     competitors, we must step up our investment in math and 
     science education.
       We applaud your efforts to improve math and science 
     education and your leadership on this issue. The American 
     Chemical Society stands ready to work with you and others to 
     make sure our children have the math and science skills that 
     will enable our Nation to remain the world's most innovative.
           Sincerely,
     E. Ann Nalley.
                                  ____



                                           Chamber of Commerce

                              of the United States of America,

                                   Washington, DC, March 27, 2006.
     Hon. Cathy McMorris,
     House of Representatives,
     Washington, DC.
       Dear Representative McMorris: On behalf of the U.S. Chamber 
     of Commerce, the world's largest business federation 
     representing more than three million businesses and 
     organizations of every size, sector and region, I write to 
     express the Chamber's support of your American 
     Competitiveness Amendment to H.R. 609, the College Access and 
     Opportunity Act of 2006, which would reauthorize the Higher 
     Education Act, HEA, of 1965. Your amendment and the enactment 
     of this bill are critical in strengthening U.S. education 
     performance and workforce competitiveness in the worldwide 
     economy.
       The U.S. Chamber of Commerce has long recognized the 
     important role of quality education and workforce investment 
     in keeping business successful and the American economy 
     competitive. Yet the demographics of the impending 
     retirements of the baby-boom generation and the current 
     recognized skill shortage in the American workforce cause us 
     to raise the priority of these issues to a new level. In the 
     knowledge-based, global economy of the 21st century, the U.S. 
     Chamber acknowledges that, working together, educators, 
     business, and government at all levels must do better.
       The Chamber's goals, and we believe, our Nation's goals, 
     must be to prepare our students to be ``college ready and 
     workforce ready''. Many new jobs will require more technical 
     skills and a greater understanding of math and science--
     subjects in which American students fail to show a suitable 
     level of competence or even interest. If America is to remain 
     competitive, we need to expand the workforce and restore 
     excellence in education and science. As a result, several 
     months ago, the U.S. Chamber, along with other business 
     organizations, began an initiative called Tapping America's 
     Potential, which calls for the doubling of America's number 
     of science, technology, engineering and math graduates by 
     2015. We believe that to succeed in today's economy, there 
     must be a collaborative effort among government, education 
     institutions, employers and business.
       In its commitment to reducing the education achievement 
     gap, the Chamber supports your amendment and the goals behind 
     it, and we look forward to working with you on this issue and 
     in the future.
           Sincerely,
     R. Bruce Josten.
                                  ____



                                          Business Roundtable,

                                   Washington, DC, March 29, 2006.
     Hon. Cathy McMorris,
     House of Representatives,
     Washington, DC.
       Dear Congresswoman McMorris: On behalf of Business 
     Roundtable, I commend you for introducing your American 
     Competitiveness Amendment to the College Access and 
     Opportunity Act, H.R. 609. Business Roundtable, 
     www.businessroundtable.org, is an association of chief 
     executive officers of leading U.S. companies with over $4.5 
     trillion in annual revenues and more than 10 million 
     employees. They are technology innovation leaders, with $86 
     billion in annual research and development spending--nearly 
     half of the total private R&D spending in the U.S.
       Maintaining U.S. scientific and technological leadership is 
     essential to our national security, economic growth and high 
     standard of living. Innovation has fueled America's economic 
     growth and extraordinary productivity gains of the last 
     several decades. Although our capabilities are strong today, 
     we are not making the strategic investments needed to keep 
     pace with the rapidly improving capacity of our foreign 
     competitors.
       A world-class workforce is critical to our future success. 
     Especially important are the scientists and engineers who 
     will develop the next generation of technologies, push the 
     frontiers of new discoveries and make critical scientific 
     breakthroughs. But we face real challenges:
       Fewer students are pursuing degrees in these critical 
     disciplines;
       The retirement of the baby boom generation will deplete the 
     current science and engineering workforce by more than 50 
     percent; and
       U.S. high school students perform near the bottom in 
     international assessments of math skills.
       For precisely this reason, 15 national business 
     organizations, led by Business Roundtable, issued the 
     ``Tapping America's Potential'', TAP, report in July 2005. 
     The report included five overall recommendations:
       Build public support for making science, technology, 
     engineering and math improvement a national priority;
       Motivate U.S. students and adults to study and enter 
     science, technology, engineering and mathematics careers, 
     with a special effort geared to those in currently 
     underrepresented groups;
       Upgrade K-12 math and science teaching to foster higher 
     student achievement;
       Reform visa and immigration policies to enable the U.S. to 
     attract and retain the best and brightest science, 
     technology, math and engineering students from around the 
     world to study for advanced degrees and stay to work in the 
     U.S.; and
       Boost and sustain funding for basic research, especially in 
     the physical sciences and engineering.
       The McMorris Amendment updates Federal student aid and 
     teacher training provisions by enabling funds to be used for 
     training advanced placement teachers and creating adjunct 
     teacher positions in order to strengthen math and science 
     instruction in our schools. It makes sense for Congress to 
     ensure that existing Federal education programs are enhancing 
     national competitiveness as well as students' opportunities 
     to succeed in the 21st century.
       Business Roundtable urges all Members of Congress to 
     support the McMorris Amendment to H.R. 609.
           Sincerely,
                                               John J. Castellani.

  Mr. WILSON of South Carolina. Mr. Chairman, as the global economy 
becomes increasingly competitive, Americans must have the skills and 
knowledge necessary to compete against workers throughout the world.
  Preparing American workers begins in American schools. If our 
students fail to excel at math, science, and foreign languages, 
tomorrow's generation of workers will simply not be able to overcome 
the challenges of the international workforce.
  My friend Congresswoman Cathy McMorris is addressing this issue by 
offering fiscally responsible legislation to update the current Higher 
Education Act provisions and adapt them to meet the needs of the 21st 
century workforce. Specifically, this amendment will: Increase the 
number of Advanced Placement teachers; recruit well-qualified Americans 
to serve as adjunct teachers in high school math, science, and critical 
foreign language classes; and establish competitive teacher preparation 
programs to encourage students to advance from elementary school 
through college while achieving proficiency in foreign languages.
  I encourage all of my colleagues to support this visionary 
legislation which will help American students, workers, and our 
economy.
  In conclusion, God bless our troops and we will never forget 
September 11.
  Miss McMORRIS. Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN (Mr. Davis of Kentucky). The question is on the 
amendment offered by the gentlewoman from Washington (Miss McMorris).
  The question was taken; and the Acting Chairman announced that the 
ayes appeared to have it.
  Miss McMORRIS. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIRMAN. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentlewoman from Washington 
will be postponed.


            Amendment No. 3 Offered by Mr. Burton of Indiana

  Mr. BURTON of Indiana. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 3 printed in House Report 109-399 offered by 
     Mr. Burton of Indiana:
       At the end of title VI of the Amendment, add the following 
     new section:

     SEC. ___. CONDITIONS ON PROGRAM GRANTS AND CONTRACTS.

       Title VI of the Higher Education Act of 1965 (20 U.S.C. 
     1122) is amended by adding at the end the following new 
     section:

     ``SEC. 632. GIFT REPORTS BY RECIPIENT INSTITUTIONS.

       ``(a) Reporting by Institutions.--
       ``(1) Report required.--The Secretary shall require, as 
     part of the Integrated Postsecondary Education Data System 
     (IPEDS) annual data collection, that each institution 
     receiving funds under this title include the following data:
       ``(A) the total cost of establishing or operating a program 
     or center assisted under this title;

[[Page H1273]]

       ``(B) the names and addresses of all State and private 
     sector corporations, foundations, or any other entities or 
     individuals that contribute cash or any other property for 
     the institution, programs, or centers receiving funds under 
     this title;
       ``(C) the amount of cash or the fair market value of the 
     property that each contributor contributes to the 
     institution, programs, or centers receiving funds under this 
     title; and
       ``(D) the use made of each contribution by each such 
     contributor.
       ``(2) Deadline.--Any report under paragraph (1) shall be 
     made no later than such date as the Secretary shall require.
       ``(3) Consequences of failure to report.--In the case of 
     any institution from which a report is requested under 
     paragraph (1), if the Secretary does not receive a report in 
     accordance with the deadline established under paragraph (2), 
     the Secretary shall--
       ``(A) make a determination that the institution of higher 
     education has failed to make the report required by this 
     paragraph;
       ``(B) transmit a notice of the determination to Congress; 
     and
       ``(C) publish in the Federal Register a notice of the 
     determination and the effect of the determination on the 
     eligibility of the institution of higher education for 
     contracts and grants under this title.
       ``(b) Reports by Secretary.--The Secretary shall annually 
     prepare a report summarizing the information collected from 
     institutions of higher education under subsection (a)(1), 
     including all of the information required by subparagraphs 
     (A) through (D) of such subsection. The Secretary of 
     Education shall publish such report in the Federal Register 
     and transmit a copy of such report to the Committee on 
     Education and the Workforce of the House of Representatives 
     and the Committee on Health, Education, Labor, and Pensions 
     of the Senate.
       ``(c) Retrospective Information.--The data collected from 
     institutions of higher education under subsection (a)(1) in 
     the first submission after the date of enactment of this 
     section, and the Secretary's first report under subsection 
     (b), shall include the information required by subparagraphs 
     (B), (C), and (D) of subsection (a)(1) regarding 
     contributions made on or after September 11, 2001, and before 
     the end of the first reporting period under such 
     subsection.''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Indiana (Mr. Burton) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Indiana.
  Mr. BURTON of Indiana. Mr. Chairman, I yield myself such time as I 
may consume.
  (Mr. BURTON of Indiana asked and was given permission to revise and 
extend his remarks.)
  Mr. BURTON of Indiana. Mr. Chairman, the war on terror goes beyond 
just worrying about our borders and fighting in other parts of the 
world against known terrorists.
  Money from the Middle East has been coming into our universities in 
large amounts to try to indoctrinate young American students into 
taking a different position than our government has taken in fighting 
the war against terrorists and terror around the world.
  One of the things that I think is extremely important is that while 
we are protecting first amendment rights for people to assemble and 
express themselves, even if they do not agree with our government, we 
ought to know where this money is coming from.
  Millions and millions of dollars have been coming from Middle Eastern 
interests into colleges and universities around this country, espousing 
Middle Eastern positions and Middle Eastern studies. While not all of 
these Middle Eastern study programs are a problem, some of them are 
advocating the destruction of Israel and taking an opposing view to the 
United States Government's in dealing with the war against terror.
  I think it is extremely important, Mr. Chairman, that we have a 
reporting policy so that we know where this money is coming from. I do 
not believe we should cut off people's first amendment right to 
assemble and discuss governmental policy, but I think we ought to know 
where the money is coming from.
  All this amendment does is, it says very clearly that if money comes 
in from Middle Eastern interests or other interests around the world, 
the colleges and universities need to put it on a reporting form. This 
reporting form is also required once a year so we are not adding any 
additional workload to the colleges and universities.
  All we are saying is, if you are getting money from Middle Eastern 
interests or other interests around the world, you have to report it. 
That gives our government the ability to watch what is going on and 
where the money is coming from, and if it is coming from proterrorist 
organizations, we can track it. We think it is extremely important for 
the protection of the United States and the security of the United 
States.
  It does not cost any money. This amendment costs no money. It imposes 
no additional workload, and it does not violate the first amendment 
rights of the people of this country.
  What it does do is it says we are going to find out where the money 
is coming from.
  Mr. GEORGE MILLER of California. Mr. Chairman, will the gentleman 
yield?
  Mr. BURTON of Indiana. I yield to the gentleman from California.
  Mr. GEORGE MILLER of California. Mr. Chairman, you said several times 
``Middle Eastern.'' The fact of the matter is that any money from any 
source would be reported; is that correct?
  Mr. BURTON of Indiana. Yes.
  Mr. GEORGE MILLER of California. We have read the amendment. We don't 
have a problem with it and we support its passage.
  Mr. BURTON of Indiana. Mr. Chairman, I urge my colleagues to support 
this. I think it is a very important amendment.
  Mr. NORWOOD. Mr. Chairman, I rise in strong support of the Burton 
amendment. This commonsense reform requires colleges and universities 
receiving Title VI funds to disclose contributions and gifts under a 
publicly searchable database known as the Integrated Postsecondary 
Education Data system.
  I generally believe that institutions of higher learning ought to 
focus their time and energy on the business of educating young people, 
not complying with burdensome reporting requirements. However, this 
particular case demands as much sunlight as humanly possible.
  Over the last several decades, American students and faculty members 
have been bombarded with a steady stream of rhetoric attacking American 
foreign policy in the Middle East and throughout the world. Many refer 
to this as the ``Blame America First'' philosophy that permeates 
throughout college campuses and takes root in small yet influential 
international studies programs.
  And while the so-called ``intellectuals'' hired to staff these 
programs are well within their rights to engage in important foreign 
policy debates, it is important to note that much of this debate is 
bought and paid for by, foreign entities that do not have American 
interests in mind.
  In fact, a wave of foreign money from oil-rich countries in the 
Middle East, including Saudi Arabia, is directly responsible for 
funding programs on college campuses that produce vicious rhetoric 
attacking American foreign policy in the Middle East and the War on 
Terrorism. These centers purportedly train teachers and professors, 
supply materials, and often preach a radical anti-democratic and anti-
Semitic agenda in our classrooms at every level.
  Allowing the American people to access information will help them 
discern fact from fiction in the field of ``International Studies.'' 
The Burton amendment accomplishes this goal by giving average Americans 
the ability to connect the dots. After all, if an oil-rich sheikh funds 
a Middle East Studies program in the U.S. with millions of dollars, it 
stands to reason he might have an ulterior motive.
  The American people deserve a right to know.
  Mr. BURTON of Indiana. Mr. Chairman, I yield back the balance of my 
time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Indiana (Mr. Burton).
  The question was taken; and the Acting Chairman announced that the 
noes appeared to have it.
  Mr. BURTON of Indiana. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIRMAN. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from Indiana will 
be postponed.


                Amendment No. 4 Offered by Mr. Boustany

  Mr. BOUSTANY. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 4 printed in House Report 109-399 offered by 
     Mr. Boustany:
       At the end of part B of title IX add the following new 
     section:

     SEC. ___. STUDY OF RESIDENCY APPLICATIONS.

       (a) GAO Study Required.--The Comptroller General shall 
     conduct a study to evaluate the decline, and any causes 
     thereof, in the number of individuals who have been accepted 
     into, or currently participate in, a

[[Page H1274]]

     graduate medical education program or fellowship (or both) to 
     provide health care services that--
       (1) requires more than 5 years of total graduate medical 
     training; and
       (2) has fewer United States medical school graduate 
     applicants than total number of training and fellowship 
     positions.
       (b) Deadline.--Not later than one year after the date of 
     enactment of this Act, the Comptroller General shall submit a 
     report on the study required by subsection (a) to the 
     Committee on Education and the Workforce of the House of 
     Representatives and the Committee on Health, Education, 
     Labor, and Pensions of the Senate, and shall make the report 
     widely available to the public. Additional reports may be 
     periodically prepared and released as necessary.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Louisiana (Mr. Boustany) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Louisiana.
  Mr. BOUSTANY. Mr. Chairman, I yield myself such time as I may 
consume.
  Mr. Chairman, I am proposing an amendment to H.R. 609, the College 
Access and Opportunity Act of 2005, along with the gentleman from New 
Jersey (Mr. Andrews), my good friend.
  The amendment that I am proposing would require a GAO study to 
evaluate and determine the reasons for the decline in the number of 
medical school graduates entering residency programs lasting more than 
5 years.
  This amendment complements a study currently in H.R. 609 that the 
gentleman from Georgia (Mr. Price) has already offered. The gentleman 
from Georgia's proposal looks at student indebtedness. My amendment 
looks beyond that, and I am interested in identifying other primary 
reasons that students pick certain medical specialties.
  In my experience and conversations with medical students, I found 
that student loan debt is certainly an important consideration, but 
other factors that might include length of residency training, 
locations to obtain training, salary issues, shortages or surpluses in 
certain medical specialties also play a role.
  The concern among many health professionals is that certain 
specialties or subspecialties will have shortages in health 
professionals in the coming years. This could create a significant 
health access crisis that could take years to overcome because of 
workforce shortage.
  Mr. Chairman, I believe this study that I am proposing, along with my 
colleague from New Jersey, and with Representative Price's study will 
help provide evidence and alternatives for Congress to consider to 
ensure that we are taking steps to support education for critically 
needed health care professionals.
  At this time, I also want to thank the Rules Committee and Chairman 
McKeon for considering this amendment, and I urge my colleagues to 
support the amendment.
  Mr. Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, I claim the time in 
opposition, even though I am not opposed to the amendment.
  The Acting CHAIRMAN. Without objection, the gentleman from California 
is recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield such time as 
he may consume to the gentleman from New Jersey (Mr. Andrews).
  Mr. ANDREWS. Mr. Chairman, I thank my friend for yielding me the 
time. I thank him, Mr. Kildee, Chairman McKeon, and Chairman Boehner 
before him, for their help in bringing this legislation to the floor. 
It is a pleasure to work with my friend from Louisiana on this issue.
  I think this issue addresses a poorly thought-up health care policy 
we have in this country, which is to say that we want to discourage 
people from going into certain aspects of health care professions 
because we have a mismatch between the amount of debt they need to earn 
their education in that area and the amount of money they are going to 
make to pursue that area. A lot of critical specialties in the health 
care field, in the physician field especially, are underserved because 
the students cannot make that mismatch work in their lives.
  The choice between incurring six-figure debt, which is typical of 
medical students, and then spending 5 years or more in a residency 
program that thoroughly underpays you and thoroughly overworks you is a 
policy which is driving people out of some very important, needed 
specializations.
  My friend and I bring this to the floor as a hypothesis. What we want 
the GAO to do is to test that hypothesis and to look at the reasons why 
people are underenrolling in long-term residency programs. Mr. 
Chairman, I would be very surprised if the finding was anything other 
than the fact that the amount of debt that students are incurring is a 
major factor in their decision to avoid these longer-term residencies.
  This is particularly important at a time when pediatric health and 
geriatric health are such huge issues in this country. Many of these 
specialties overlap with the care of our very young, prenatal and 
pediatric patients, and our elderly who are dealing with increasing 
issues of Alzheimer's, dementia and other problems.
  So at a time when we most need people in these areas of 
specialization and when their residency, by definition, must be 
extended so we can truly learn the field, we are driving young 
physicians out of these fields because of this mismatch between student 
debt and the relatively meager income.
  I thank my friend from Louisiana for working with us on this measure. 
I look forward to the GAO finishing its work; and hopefully, Mr. 
Chairman, we can have a bipartisan effort down the road to make loan 
programs more robust and more reasonable from the point of view of 
students, so that we can proceed with that.
  I thank my friend from California for the time.
  Mr. BOUSTANY. Mr. Chairman, I yield myself such time as I may 
consume.
  I thank my colleague again for bringing up some very important issues 
that will relate to access, particularly as we see an aging population 
who will require these specialty services, and certainly, we are going 
to have some projected shortages.
  I believe this GAO study will play an instrumental role in helping to 
define why we are looking at some of these shortages over and beyond 
indebtedness, but also help us clarify what that degree of indebtedness 
would be.
  Mr. Chairman, I am very pleased to yield 1 minute to my friend from 
Florida (Mr. Keller).
  Mr. KELLER. Mr. Chairman, I thank the gentleman for yielding.
  Two of the specialties that we are talking about, really, are 
neurosurgery and thoracic surgery. There certainly is a shortage of 
neurosurgeons in my area in central Florida, and that is a big deal for 
someone who is in a car crash, for example, and is taken to a trauma 
center and needs appropriate and immediate assistance from a 
neurosurgeon within the first key hour.
  Now, why is it that we have fewer neurosurgeons? Is it that it is so 
expensive? Is it that the specialty is so difficult? Is it that the 
insurance premiums they pay are too high? I do not have the answers 
today, but I do know this is a problem worth studying, and so I 
strongly support Dr. Boustany's amendment and urge my colleagues to 
also support it.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield back the 
balance of my time.
  Mr. BOUSTANY. Mr. Chairman, I yield back.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Louisiana (Mr. Boustany).
  The amendment was agreed to.


                Amendment No. 5 Offered by Mr. Boustany

  Mr. BOUSTANY. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 5 printed in House Report 109-399 offered by 
     Mr. Boustany:
       Page 189, after line 12, insert the following new 
     subparagraph (and redesignate the succeeding subparagraph 
     accordingly):
       ``(I) Medical specialists.--An individual who--
       ``(i) has received his or her degree from an accredited 
     medical school (as accredited by the Liaison Committee on 
     Medical Education or as defined by this title IV); and
       ``(ii)(I) has been accepted to, or currently participates 
     in, a graduate medical education training program or 
     fellowship (or

[[Page H1275]]

     both) to provide health care services (as recognized by the 
     Accreditation Council for Graduate Medical Education); or
       ``(II) has been accepted into, or currently participates 
     in, a graduate medical education program or fellowship (or 
     both) to provide health care services that--

       ``(aa) requires more than 5 years of total graduate medical 
     training; and
       ``(bb) has fewer United States medical school graduate 
     applicants than the total number of training and fellowship 
     positions available in the programs specified in subclause 
     (I) of this clause.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Louisiana (Mr. Boustany) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Louisiana.
  Mr. BOUSTANY. Mr. Chairman, I yield myself such time as I may 
consume.
  Mr. Chairman, I am offering an amendment, along with the gentleman 
from New Jersey (Mr. Andrews), again to the bill H.R. 609, and this 
would add language to section 421, the Loan Forgiveness for Service in 
Areas of National Need.
  Currently, this section makes eligible for student loan forgiveness 
workers in several important jobs and one health care-related field, 
nursing. My amendment would make eligible for loan forgiveness those 
medical residents that are entering a program lasting more than 5 years 
and are entering a field that is facing a shortfall in filling those 
residency positions.
  This amendment will provide medical students with a reason to 
consider other medical specialties that require more training. Many 
medical specialties require 3 or 4 years of training. However, there 
are certain specialties and subspecialties that require more training 
after the initial program. For instance, in my case, as a thoracic 
surgeon, I trained 5 years in general surgery and then another 3 years 
in thoracic surgery to become a cardiothoracic surgeon.
  Current law only provides loan deferment for 3 years. For certain 
medical specialties, that means while students are in the middle of 
their residency they are paying back student loans. For many medical 
students, this is a concern and a reason to not pursue certain medical 
careers.
  In the case of cardiothoracic surgery, there are currently about 20 
open slots in these residency programs this year, and as each year goes 
by, we see fewer and fewer of these positions being filled.
  The situation is similar in other specialties, as mentioned earlier 
with neurosurgery and certain subspecialties of plastic surgery.

                              {time}  1415

  These are specialties that provide vital care to seniors, critically 
ill patients, and other vulnerable populations. If this trend 
continues, it will lead to a lack of health care access for seniors, 
critically ill patients and other vulnerable populations. These 
patients may see a doctor but not necessarily one that has the 
experience and adequate training to provide the latest and most 
effective care. My amendment aims to prevent this decline in health 
care access by providing a small incentive for medical students to 
enter these professions with a critical need.
  Again, I want to thank the Rules Committee and Chairman McKeon for 
considering this amendment. I urge my colleagues to support this, and I 
also want to thank my colleague from New Jersey who has offered his 
support as well.
  Mr. Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, I ask unanimous 
consent to claim the time, but I am not opposed to the amendment.
  The Acting CHAIRMAN (Mr. Davis of Kentucky). Without objection, the 
gentleman from California is recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield such time as 
he may consume to the gentleman from New Jersey (Mr. Andrews).
  Mr. ANDREWS. Thank you, Mr. Miller. I appreciate your help, I 
appreciate your yielding the time, and I thank Mr. Kildee, Chairman 
McKeon, Chairman Boehner before him, and I thank my friend from 
Louisiana for offering this amendment.
  This amendment recognizes that there is a public service value to the 
work of residents who go into a complex and long-term residency in the 
health care field. There is a recognition that these are individuals 
who are contributing to the public good in two very important ways: the 
first is the specialization with which they come out of school, which 
is incredibly important for the health of our population. The second is 
that in order to achieve those skills they are deferring their higher 
earning years for a very, very considerable period of time, in excess 
of 5 years.
  These are people with families and household obligations who are 
working very long hours, working at a very intense occupation and 
specialization, and giving up a significant amount of wealth and 
economic opportunity to do so. This is a public service, and it is 
important to recognize the public benefit that comes from this.
  So I think that Mr. Boustany's idea, in which I heartily join, of 
requiring more than 5 years in the residency program in medical 
specialties that have shortages recognizes the public service that 
these men and women are providing and falls into the other categories 
of occupations that are already recognized in the existing section 421 
of the law.
  I believe that this amendment will result in more talented young men 
and women stepping forward and serving in critical and underserved 
areas of health care in the country. This will result in an increase in 
the quality of our health care in our system and a more moderate degree 
of fairness in terms of loan forgiveness for the young men and women 
who do so. These are folks who work very, very long hours and incur a 
huge amount of debt and are foregoing and giving up benefits that other 
families are receiving, and I think it is a worthy consideration for us 
to extend this modest loan forgiveness under the right circumstances to 
these men and women.
  So I would urge a ``yes'' vote on this amendment.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield back the 
balance of my time.
  Mr. BOUSTANY. Again, I thank my friend and colleague for his 
comments. I just want to add some statistics with regard to 
cardiothoracic surgery, for the record.
  Currently, we have 3,500 practicing cardiothoracic surgeons in the 
country. Last year, there were a total of 104 applicants for 139 
residency positions. This year, as of this past Friday, there were only 
76 applicants for these 139 positions. Current survey data indicates 
that over the next decade we will have a 50 percent reduction in the 
current cardiovascular surgery workforce as the workforce hits 
retirement age.
  Again, as we hit this aging population, the demographic tidal wave 
that we are facing, we are not going to have heart surgeons that can 
back up cardiologists in these hospitals providing life-preserving 
care.
  So, again, I believe this amendment is a very important addition to 
H.R. 609. I appreciate my colleagues on the other side of the aisle 
supporting this.
  Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. All time having expired, the question is on the 
amendment offered by the gentleman from Louisiana (Mr. Boustany).
  The amendment was agreed to.


                 Amendment No. 6 Offered by Mr. Castle

  Mr. CASTLE. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 6 printed in House Report 109-399 offered by 
     Mr. Castle:
       Page 104, after line 2, insert the following new section 
     (and redesignate the succeeding section accordingly):

     SECTION 205. NATIONAL TEACHER CORPS.

       Title II (20 U.S.C. 1021 et seq.), as amended by section 
     204 of this Act, is further amended by adding at the end the 
     following:

                    ``PART E--NATIONAL TEACHER CORPS

     ``SEC. 251. PURPOSES.

       ``The purposes of this part are--
       ``(1) to raise the number of highly accomplished recent 
     college graduates teaching in underserved urban and rural 
     communities in the United States;
       ``(2) to increase the number of school districts and 
     communities served by a nationally recruited corps of 
     outstanding new teachers; and

[[Page H1276]]

       ``(3) to build a broader pipeline of talented and 
     experienced future leaders in public education and education 
     reform.

     ``SEC. 252. DEFINITIONS.

       ``In this part:
       ``(1) In general.--The terms `highly qualified', `local 
     educational agency', and `Secretary' have the meanings given 
     the terms in section 9101 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7801).
       ``(2) High need.--The term `high need', when used with 
     respect to a local educational agency, means a local 
     educational agency experiencing a shortage of highly 
     qualified teachers, as determined by the Secretary.

     ``SEC. 253. GRANT PROGRAM AUTHORIZED.

       ``The Secretary is authorized to award a grant to a highly-
     selective national teacher corps to implement and expand its 
     program of recruiting, selecting, training, and supporting 
     new teachers. The grantee shall be a highly-selective 
     national teacher corps that--
       ``(1) focuses a national recruitment effort on recent 
     college graduates from all academic majors;
       ``(2) trains such graduates through intensive summer 
     institutes;
       ``(3) places such graduates as teachers in public schools 
     in school districts of high need local educational agencies 
     in urban and rural communities across multiple States; and
       ``(4) supports and measures the progress of such teachers 
     through intensive professional development.

     ``SEC. 254. GRANT REQUIREMENTS.

       ``In carrying out the grant program under this part, the 
     Secretary shall enter into an agreement with the grantee 
     under which the grantee agrees to use the grant funds--
       ``(1) to provide highly qualified teachers to high need 
     local educational agencies in urban and rural communities;
       ``(2) to pay the cost of recruiting, selecting, training, 
     and supporting new teachers; and
       ``(3) to serve a substantial number and percentage of 
     underserved students.

     ``SEC. 255. AUTHORIZED ACTIVITIES.

       ``Grant funds provided under this part shall be used by the 
     grantee to carry out each of the following activities:
       ``(1) Recruiting and selecting teachers through a highly-
     selective national process.
       ``(2) Providing preservice training to selected teachers 
     through a rigorous summer institute that includes hands-on 
     teaching experience and significant exposure to education 
     coursework and theory.
       ``(3) Placing selected teachers in schools and positions in 
     high need local education agencies that serve a high 
     percentage of low-income students.
       ``(4) Providing ongoing professional development activities 
     for the selected teachers in the classroom, including regular 
     classroom observations and feedback, and ongoing training and 
     support.

     ``SEC. 256. EVALUATION.

       ``(a) Annual Report.--The grantee shall provide to the 
     Secretary an annual report that includes--
       ``(1) data on the number and quality of the teachers 
     provided to local educational agencies through the grant 
     under this part;
       ``(2) an externally conducted analysis of the satisfaction 
     of local educational agencies and principals with the 
     teachers so provided; and
       ``(3) comprehensive data on the background of the selected 
     teachers, the training such teachers received, the placement 
     sites of the teachers, the professional development of the 
     teachers, and the retention of the teachers.
       ``(b) Study.--The Secretary shall provide for a study 
     comparing the academic achievement of students taught by the 
     teachers selected, trained, and placed under this part with 
     the academic achievement of students taught by other teachers 
     in the same schools and positions. The Secretary shall 
     provide for such a study not less than once every 3 years, 
     and each such study shall include multiple local education 
     agencies. Each such study shall meet the peer-review 
     standards of the education research community.

     ``SEC. 257. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $12,000,000 for fiscal year 2007 and such sums as may be 
     necessary for each succeeding fiscal year.''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Delaware (Mr. Castle) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Delaware.
  Mr. CASTLE. Mr. Chairman, I yield myself such time as I may consume.
  I am offering my amendment today with the cosponsorship of 
Congressmen Regula, Osborne, Van Hollen, and Ford. I support H.R. 609, 
and I believe with passage today we will be making some good reforms 
for our institutions of higher learning, parents, and students.
  This amendment is intended to build upon these reforms and extend 
them into our Nation's elementary and secondary schools. Specifically, 
our amendment would authorize funding to recruit, select, train and 
support a national corps of outstanding recent college graduates of all 
academic majors who commit to teach in low-income communities and who 
hopefully become lifelong leaders for education.
  An example of a national teach corps that would be eligible for this 
funding would be Teach for America. This past summer I introduced 
legislation which authorizes Teach for America. Currently, funding for 
the program has been consistent but piecemeal. The purpose of the bill 
and amendment, should the organization be awarded a grant, would be to 
provide an efficient funding stream. Ultimately, this will help the 
organization grow from its current membership of 3,500 corps members in 
over 1,000 schools in 22 regions to 8,000 corps members teaching across 
35 high-need communities.
  The Teach for America legislation has the support of 145 cosponsors 
spanning the political spectrum. The Senate has also expressed support 
for the program and has included language in their reauthorization of 
the Higher Education Act. It is my hope that today the House will show 
our support by including this amendment to H.R. 609.
  Support extends beyond Congress. This week I spent some time with 
Secretary Spellings who mentioned the importance of encouraging 
creative avenues to the classroom and specifically referenced Teach for 
America. The First Lady has also taught in a Teach for America 
classroom.
  What we know to be true is that a highly qualified teacher is 
imperative to the achievement of our students. This amendment will help 
us to make that more possible across the country. A study by 
Mathematica Policy Research showed that corps members effected greater 
gains than would typically be expected in a year, especially in math.
  This year, 19,000 individuals applied to Teach for America, 
including, for example, 10 percent of the senior classes of Yale, 
Dartmouth, and Spellman, and 7 percent of the senior class of Caltech. 
A majority of these students then stay on in the classroom.
  As we as a Nation continue to focus on closing the achievement gap, I 
see no better complement than a national teacher corps. I encourage all 
my colleagues to join me in supporting the Castle-Regula-Osborne-Van 
Hollen-Ford amendment.
  Mr. Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Mr. Chairman, I ask unanimous 
consent to claim the time, but I am not opposed to the amendment.
  The Acting CHAIRMAN. Without objection, the gentleman from California 
is recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Mr. Chairman, I yield 4 minutes to 
the gentleman from Maryland (Mr. Van Hollen).
  Mr. VAN HOLLEN. Mr. Chairman, I thank my colleague, the ranking 
member of the committee, and I am pleased to join with Mr. Castle and 
my other colleagues in supporting this amendment, and I want to commend 
the gentleman from Delaware for his leadership on this very, very 
important issue.
  I think it is vital in our Nation that we encourage more and more 
young people graduating from college to go into the teaching 
profession, to teach throughout our communities, but also to encourage 
many of them to go into those communities where they are most needed, 
where you have many more at-risk youth than others. That is what this 
particular amendment does, and the Teach for America program is a great 
example of this idea in action. If you look at their history, you see 
it is one of making sure that we do do a better job of getting into 
communities with these young teachers.
  By 2010, Teach for America will increase the number of highly 
accomplished recent college graduates teaching in underserved urban and 
rural communities in the United States from 3,500 to 8,000 reaching 
nearly 700,000 underserved kindergarten-12th grade students every day. 
It recruits at over 500 colleges and universities across the country, 
and this year 19,000 individuals of all academic majors applied for the 
Teach for America program. They come from colleges all over the country 
and are represented with the full geographic diversity of our Nation. I 
am personally proud to say that 138

[[Page H1277]]

seniors from the University of Maryland system applied for the Teach 
for America program.
  And they do a great job of encouraging more people, as I said, to get 
into the classroom. If you take a survey, and they did, 10 percent of 
those who were accepted to the Teach for America program stated that 
they would not have considered a career in education if they had not 
participated in this program.
  Currently, 60 percent of Teach for America's 10,000 alumni are 
working within education to effect fundamental change. Last year's 2005 
National Teacher of the Year was a Teach for America alum and is still 
teaching math in the District of Columbia public school system, the 
same school system he began in 8 years ago. So we want to encourage 
these students as they graduate and become teachers to go into these 
communities and then stay in those communities.
  So I think, Mr. Chairman, in closing, I just want to again commend my 
colleagues on both sides of the aisle for their efforts in this area. I 
think it is a very, very important initiative and one that I commend to 
all our colleagues in this House.
  Mr. GEORGE MILLER of California. Reclaiming my time, Mr. Chairman, I 
want to thank my colleagues for this amendment. I have had wonderful 
experience with the Teach for America teachers in my congressional 
district.
  This past week I was up in the Lakota Nation on the reservations of 
Rosebud and Pine Ridge, and met a number of Teach for America teachers 
there and the coordinators. And I think in that case, we always talk 
about them being for 2 years, I think almost 30 percent of the teachers 
are planning to extend themselves for another year on those 
reservations, in Indian and public schools on the Indian reservations, 
and they are doing a magnificent job.
  So I would urge the passage of this amendment and thank Mr. Castle, 
Mr. Osborne, Mr. Ford, Mr. Regula and Mr. Van Hollen for offering this 
amendment.
  Mr. Chairman, I yield back the balance of my time.
  Mr. CASTLE. Mr. Chairman, I yield 1\1/2\ minutes to the distinguished 
gentleman from Ohio (Mr. Regula), the chairman of the appropriations 
subcommittee on Labor, HHS, and Education.
  (Mr. REGULA asked and was given permission to revise and extend his 
remarks.)
  Mr. REGULA. Mr. Chairman, I thank the gentleman for yielding me the 
time, and I want to give great credit to Mr. Castle and the other 
sponsors of this amendment because this is an important program. I also 
want to mention Wendy Kopp. She was the person who had the vision to 
start Teach for America, and it has had a tremendous impact. I won't go 
over the same things you have heard already, but it is one of those 
things that is making a difference in classrooms across this Nation.
  As chairman of the Labor, HHS and Education, I have visited 
classrooms with Teach for America teachers, and their enthusiasm, their 
involvement has been terrific. I think it will be a great asset to our 
Nation's education program to expand this and get more young people 
involved. I am just a totally strong supporter of the whole program.
  Mr. Chairman, I rise in strong support of this amendment. I believe 
an investment in education is an investment in human capital.
  Teachers are the heart and soul of education, and we must ensure that 
every classroom has a good teacher. This amendment would authorize 
funding to recruit, select, train and support a national corps of 
outstanding recent college graduates of all academic majors who commit 
two years to teach in low-income communities and become lifelong 
leaders of education reform. This year, 19,000 individuals applied to 
Teach for America and roughly 4,000 were selected to teach in schools.
  As many of you know, America faces a growing shortage of qualified 
math and science teachers. In a recent international assessment of 15-
year-olds' math problem skills, the United States had the smallest 
percentage of top performers and the largest percentage of low 
performers compared to the other participating countries.
  I've long been a supporter of Teach for America and it is worth 
noting that a highly regarded study by Mathematica Policy Research 
showed that students taught by Teach for America corps made greater 
gains than those of veteran, fully certified teachers.
  As the U.S. economy becomes even more reliant on workers with greater 
knowledge and technological expertise, it is incumbent upon us to 
prepare our students to meet the future demands of the workforce.
  As a former teacher, I am very impressed by the Teach for America 
program and would urge strong support of my colleagues for this 
amendment.
  Mr. CASTLE. Mr. Chairman, I yield such time as he may consume to the 
distinguished gentleman from Nebraska (Mr. Osborne), who in many ways 
has probably taught more students, more young people than any of us.
  Mr. OSBORNE. Thank you, Mr. Chairman, and I too urge support of this 
important amendment.
  As we have learned from implementation of No Child Left Behind, in 
many cases school districts with the greatest needs have the most 
trouble attracting highly qualified teachers to their communities. This 
is true particularly in the inner cities, urban areas, and then in a 
district like mine, which is almost entirely rural. So to have more 
teachers available, a larger pool, is critical.
  As has been mentioned, Teach for America currently has 3,500 members. 
And the thing I do not think has been mentioned is that they are 
serving roughly 300,000 students around the country. So this is one 
program that enables us to capture some of our best and our brightest 
young people coming out of college.
  This has been a tremendously successful program, and I am very 
pleased that the chairman and other members of the committee have 
chosen to offer this amendment. I also appreciate Mr. Regula's support. 
That is also very important.
  Mr. CASTLE. Mr. Chairman, I yield the balance of my time to the 
distinguished gentleman from California (Mr. Dreier).
  (Mr. DREIER asked and was given permission to revise and extend his 
remarks.)
  Mr. DREIER. I thank my friend for yielding and, Mr. Chairman, I would 
simply like to rise in strong support of this amendment.
  I believe that the whole concept of Teach for America, which is 
designed to incentivize the top men and women who are gaining their 
educations to get out and provide education in communities where it is 
desperately needed, is the right thing to do.
  And I want to congratulate my good friend from California, Don 
Fisher, who has been a driving force behind this, and Wendy Kopp, who 
has been working very hard on it. I have met with her and a number of 
other people, and I believe this is the kind of model program that will 
help us deal with this challenge of ensuring that the United States of 
America maintains its competitive edge.

                              {time}  1430

  The Acting CHAIRMAN (Mr. Davis of Kentucky). The question is on the 
amendment offered by the gentleman from Delaware (Mr. Castle).
  The amendment was agreed to.


                 Amendment No. 7 Offered by Mr. Cuellar

  Mr. CUELLAR. Mr. Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 7 printed in House Report 109-399 offered by 
     Mr. Cuellar:
       Page 272, after line 25, insert the following new section:

     SEC. 497. REPORT TO CONGRESS ON COMPLIANCE WITH THE PAPERWORK 
                   REDUCTION ACT OF 1995.

       Title IV is further amended by adding after section 499, as 
     added by section 496 of this Act, the following new section:

     ``SEC. 499A. REPORT TO CONGRESS ON THE COMPLIANCE OF THE 
                   STUDENT AID APPLICATION PROCESS WITH THE 
                   REQUIREMENTS OF THE PAPERWORK REDUCTION ACT OF 
                   1995.

       ``(a) Study and Report.--The Secretary shall commission a 
     nonpartisan, comprehensive study on the degree to which the 
     student aid application process under title IV complies with 
     the requirements of the Paperwork Reduction Act of 1995 (44 
     U.S.C. 101 note). Not later one year after the date of the 
     enactment of the College Access and Opportunity Act of 2006, 
     the Secretary shall report the results of such study to the 
     Congress.
       ``(b) Scope.--The study and report to the Congress under 
     subsection (a) shall thoroughly identify and address the 
     following:

[[Page H1278]]

       ``(1) The impact of the technical and computer literacy of 
     prospective college students on the existing electronic 
     capabilities offered by the student aid application process 
     under title IV, including the Free Application for Federal 
     Student Aid System (FAFSA).
       ``(2) The effectiveness of the policies and requirements of 
     the FAFSA system that are intended to reduce the need for 
     paper and ease the application process.
       ``(3) Areas in which the electronic system can be improved 
     to help facilitate a `one-stop shopping' goal for students 
     seeking financial assistance.''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Texas (Mr. Cuellar) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Texas.
  Mr. CUELLAR. Mr. Chairman, I yield myself such time as I may consume.
  First of all, I want to thank Mr. Keller and Mr. Miller for the work 
they have been doing on this particular bill, H.R. 609.
  My amendment is a very straightforward amendment that allows the 
student aid application process to be simple and straightforward and 
make sure that it complies with the Paperwork Reduction Act of 1995, to 
make sure that it meets the expectations of today's students.
  We want to make sure that we reduce the paperwork, and when we talk 
about student aid, that we minimize the amount of paperwork involved; 
and especially when we work on trying to get the free application for 
Federal student aid paperwork and the other work to make sure that when 
a student is trying to get this information, we reduce the paperwork 
and make it as simple as possible.
  The second part of the amendment calls for a one-stop center for 
finding financial aid for students. As Members know, in order to get 
this information, whether you are talking about students, parents, or 
counselors across the Nation, it is sometimes difficult to get this 
information. The more we can enhance the one-stop center so the 
information is in one place, this will make it easier on the students 
and make sure that we do one thing, and that is, make student aid 
opportunities as accessible and as simple as possible for the students, 
the parents and the counselors.
  I believe this amendment is acceptable to both Mr. George Miller and 
Mr. Keller.
  Mr. Chairman, I yield back the balance of my time.
  Mr. KELLER. Madam Chairman, I claim the time in opposition, although 
I am not in opposition to the amendment.
  The Acting CHAIRMAN (Mrs. Miller of Michigan). Without objection, the 
gentleman is recognized for 5 minutes.
  There was no objection.
  Mr. KELLER. Madam Chairman, I yield myself such time as I may 
consume.
  Simplifying the financial aid process and applying for Pell Grants is 
such a worthy objective, something we have been working on very 
closely, and we have made a lot of progress in this underlying 
legislation to simplify the process.
  This amendment makes it an even better bill, and I wholeheartedly 
support the amendment and urge my colleagues to do so as well.
  Madam Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Texas (Mr. Cuellar).
  The amendment was agreed to.


                 Amendment No. 8 Offered by Mr. Cuellar

  Mr. CUELLAR. Madam Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 8 printed in House Report 109-399 offered by 
     Mr. Cuellar:
       Page 125, line 25, insert ``or a certification program'' 
     after ``education''.
       Page 126, line 2, insert ``or a certification program'' 
     after ``education''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Texas (Mr. Cuellar) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Texas.
  Mr. CUELLAR. Madam Chairman, I yield myself such time as I may 
consume.
  Again, I thank Mr. Keller and Mr. Miller for allowing me to present 
this particular amendment. This amendment is very simple. It deals with 
the Pell Grant Plus. The Pell Grant Plus is an excellent program that 
allows extra financial aid to students that take the extra recommended 
courses or the college preparatory courses.
  Studies show that students who take the college preparatory courses, 
two things are going to happen: one, their success rate in college 
increases, and the second part is that the probability or the 
possibility of those students going off to college will increase. So 
providing this incentive through Pell Grant Plus to make sure that they 
take the college preparatory courses is good for all students across 
the Nation.
  This amendment, what it does is instead of just allowing the academic 
courses from universities, this allows students to take the 
certificates from universities or colleges across the Nation to be 
allowed to take this Pell Grant Plus and to be eligible to receive 
Federal student aid.
  Examples of certificate programs from my district and across the 
United States, Palo Alto College provides certificate programs in 
accounting and electromechanical technology. Texas A&M International 
University in Laredo allows education certificates in early, middle 
school and high school education, and other universities also do this. 
This allows the students who take those certificate programs to be 
eligible for the Pell Grant Plus.
  Again, the Pell Grant Plus is an excellent incentive, and what I am 
trying to do is make sure that students across the board take those 
college preparatory courses. This will be good for education in 
general.
  Again, I believe this amendment is acceptable to Mr. Keller and to 
Mr. Miller also.
  Madam Chairman, I yield back the balance of my time.
  Mr. KELLER. Madam Chairman, I claim the time in opposition, although 
I am not in opposition.
  The Acting CHAIRMAN. Without objection, the gentleman from Florida is 
recognized for 5 minutes.
  There was no objection.
  Mr. KELLER. Madam Chairman, I yield myself such time as I may 
consume.
  I was proud to offer the Pell Grant Plus section that was included in 
the underlying legislation which is going to reward those high-
achieving, low-income students with a few extra dollars to encourage 
them to continue their education.
  I support this amendment to also allow those folks who are getting a 
certificate as part of their education because that would include, for 
example, people studying to be skilled nurses. We have a dramatic 
nursing shortage throughout the country, and particularly in my home 
State of Florida.
  Again, this is a good amendment. I would urge my colleagues to 
support it.
  Madam Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentleman from Texas (Mr. Cuellar).
  The amendment was agreed to.


                  Amendment No. 10 Offered by Ms. Hart

  Ms. HART. Madam Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 10 printed in House Report 109-399 offered by 
     Ms. Hart:
       Page 317, line 16, strike ``and'' after the semicolon; on 
     line 25, strike the period, close quotation marks, and 
     following period and insert ``; and''; and after line 25, 
     insert the following new paragraph:
       ``(11) establishing and operating pregnant and parenting 
     student services offices that--
       ``(A) will serve students who are pregnant or parenting, 
     prospective parenting students who are anticipating a birth 
     or adoption, and students who are placing or have placed a 
     child for adoption; and
       ``(B) will help students with locating and utilizing child 
     care, family housing, flexible academic scheduling such as 
     telecommuting programs, parenting classes and programs, and 
     post-partum counseling and support groups.''.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the 
gentlewoman from Pennsylvania (Ms. Hart) and a Member opposed each will 
control 5 minutes.
  The Chair recognizes the gentlewoman from Pennsylvania.
  Ms. HART. Madam Chairman, I yield myself such time as I may consume.

[[Page H1279]]

  I rise in support of the amendment and ask that my colleagues support 
it as well, because this amendment would encourage institutions of 
higher education to establish and operate pregnant and parenting 
student services offices for pregnant students, parenting students, 
prospective parenting students who are anticipating a birth or 
adoption, and also students who are placing or who have placed their 
children up for adoption.
  The student servicing center will help students with locating and 
utilizing child care, family housing, flexible academic scheduling such 
as telecommuting programs, parenting classes, and programs in 
postpartum counseling and support groups.
  This language will be added as an additional authority under the Fund 
for the Improvement of Post-Secondary Education, the FIPSE, which was 
established to improve post-secondary education activities.
  Madam Chair, 27 percent of all undergraduates are parents; 34 percent 
of all graduate students are parents; one-half of undergraduate 
students are single parents; and about a third of graduate students are 
single parents. This means that approximately 4.5 million undergraduate 
and graduate students are parents.
  Forty-five percent of the women who have abortions are college-age 
women. Many, unfortunately, have them because they fear that they 
cannot complete their study. They fear they cannot support the child, 
and there are no resources to help them continue their education while 
having their child. They also lack the financial resources to afford 
child care. The amendment is an important step in providing much-needed 
services for these students so they will bear their children and also 
finish their education.
  Right now there is a lack of campus necessary resources for pregnant 
and parenting students. This amendment will be an important first step 
in providing these students with these much-needed services, including 
family housing; affordable on-campus child care; babysitters; co-ops; 
telecommuting options; on-campus parking; maternity coverage in the 
student health plans; desks accessible to pregnant women; diaper decks 
in men's and women's restrooms; clean, comfortable places for women to 
breast feed in private if they choose to do so; and also financial aid, 
especially for women living independently from their parents.
  This amendment is especially important because families are 
profoundly impacted by the education attainment level of the parents. 
No other single indicator has the same ability to predict social, 
economic and educational outcomes for the children and the families as 
the parental education. Education improves the quality of life for 
these families, providing increased financial security and 
socioeconomic mobility, as well as directly impacting the K-12 
performance and post-secondary education attainment rates of their 
children.
  If we want to move Americans forward, this is something we need to 
support. Higher education increases the workplace competitiveness of 
these parents in the increasingly complex job market that they face 
today and ensures a better educated and diverse workforce.
  It also shows that we value our families and we also value meaningful 
workplace and school place policies. We believe that by empowering 
parents to go to college, we can directly impact the children and 
effect social change in families and the larger community in a positive 
way.
  Student parents face enormous challenges in balancing the demands of 
school with family responsibilities. As a result, these parents suffer 
high dropout rates, particularly during the first year. In fact, the 
U.S. Department of Education studies indicate that when student parents 
are able to persevere through the first critical year of school, their 
chances of completion are similar to other student groups. These 
parents need specialized resources to help them succeed.
  The programs that I have outlined are included in this amendment. For 
these reasons, I ask my colleagues to support this amendment.
  Madam Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Madam Chairman, I ask unanimous 
consent to claim the time, although I am not opposed to the amendment.
  The Acting CHAIRMAN. Without objection, the gentleman from California 
is recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Madam Chairman, we support the 
amendment, and I yield back the balance of my time.
  Ms. HART. Madam Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. The question is on the amendment offered by the 
gentlewoman from Pennsylvania (Ms. Hart).
  The amendment was agreed to.


               Amendment No. 11 Offered by Mrs. Musgrave

  Mrs. MUSGRAVE. Madam Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 11 printed in House Report 109-399 offered by 
     Mrs. Musgrave:
       Page 165, line 4, strike ``and''; on line 9, strike the 
     period and insert ``; and''; and after line 9, insert the 
     following:
       ``(7) shall not develop a criteria that discriminates 
     against a student based on the type of program in which the 
     student completed his or her secondary education.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the 
gentlewoman from Colorado (Mrs. Musgrave) and a Member opposed each 
will control 5 minutes.
  The Chair recognizes the gentlewoman from Colorado.
  Mrs. MUSGRAVE. Madam Chairman, I yield myself such time as I may 
consume.
  My amendment ensures that all home school students will be considered 
as eligible applicants for the Robert C. Byrd Honors Scholarship 
Program. The Robert Byrd Honors Scholarship Program recognizes high 
school seniors who show the promise of continued excellence in post-
secondary education.
  Currently, only those students who were graduates of a public or 
private school are eligible for this prestigious scholarship. Students 
graduating from alternative programs such as home schools are 
ineligible for this scholarship. All graduates should be able to 
compete for this scholarship regardless of what type of secondary 
program the student has completed.
  Studies show that home school students are excellent students. In 
recent independent studies, home-schooled students consistently scored, 
on average, in the 80th percentile on standard achievement tests. And 
yet these excellent students are regularly denied the opportunity to 
compete for the Byrd scholarship.
  During Senate consideration of the higher education bill several 
months ago, this matter was brought to the attention of Senator Byrd 
from West Virginia. The Senate acted, with Senator Byrd's support, 
approving an amendment to the Byrd scholarship that would make home 
school graduates eligible to apply for this important scholarship 
program.
  This amendment I offer today ensures that under the House's new 
Robert Byrd Scholarship proposal, managing agents may not discriminate 
against students based upon the type of program in which the student 
completed his or her secondary education, including a public school, 
private school or home school.
  I urge my colleagues to support this amendment.
  Mr. McKEON. Madam Chairman, will the gentlewoman yield?
  Mrs. MUSGRAVE. I yield to the gentleman from California.
  Mr. McKEON. Madam Chairman, I rise to thank the gentlewoman for her 
amendment.
  One of my daughters has home schooled some of her children, and we 
have many friends who home school their children and do a fantastic 
job, and I am really happy that they will be able to participate in 
this scholarship. I think this improves the bill.
  Mr. GEORGE MILLER of California. Madam Chairman, I ask unanimous 
consent to claim the time, although I am not opposed to the amendment.
  The Acting CHAIRMAN. Without objection, the gentleman from California 
is recognized for 5 minutes.
  There was no objection.
  Mr. GEORGE MILLER of California. Madam Chairman, we support the

[[Page H1280]]

amendment, and I yield back the balance of my time.

                              {time}  1445

  Mrs. MUSGRAVE. Madam Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN (Mrs. Miller of Michigan). All time having 
expired, the question is on the amendment offered by the gentlewoman 
from Colorado (Mrs. Musgrave).
  The amendment was agreed to.


                Amendment No. 13 Offered by Mr. Sessions

  Mr. SESSIONS. Madam Chairman, I offer an amendment.
  The Acting CHAIRMAN. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Amendment No. 13 printed in House Report 109-399 offered by 
     Mr. Sessions:
       Page 206, after line 11, insert the following new section:

     SEC. 447. WORK ASSISTANCE FOR STUDENTS IN COMPREHENSIVE 
                   POSTSECONDARY PROGRAMS FOR STUDENTS WITH MENTAL 
                   RETARDATION.

       (a) Amendment.--Part C of title IV (42 U.S.C. 2751 et seq.) 
     is further amended by adding at the end thereof the following 
     new section:

     ``SEC. 449. WORK ASSISTANCE FOR STUDENTS IN COMPREHENSIVE 
                   POSTSECONDARY PROGRAMS FOR STUDENTS WITH MENTAL 
                   RETARDATION.

       ``(a) Purpose.--It is the purpose of this section to enable 
     an institution participating under this part that offers a 
     comprehensive postsecondary program for students with mental 
     retardation to provide work assistance to such students 
     enrolled in that program in order to assist these students 
     with the costs of postsecondary education and improve their 
     academic and personal skills, independence, and 
     employability.
       ``(b) Program Authority.--(1) An institution of higher 
     education participating under this part may, pursuant to a 
     plan developed in accordance with subsection (c) and approved 
     by the Secretary, transfer funds allocated under section 442 
     for use under this section to award work assistance to 
     students with mental retardation who are enrolled and 
     maintaining satisfactory progress in a comprehensive 
     postsecondary program for students with mental retardation at 
     that institution.
       ``(2)(A) Notwithstanding any other provisions of this Act, 
     the following requirements do not apply to students seeking 
     work assistance under this section:
       ``(i) Student eligibility requirements relating to 
     enrollment in a program leading to a recognized education 
     credential under section 484(a)(1).
       ``(ii) Satisfactory progress requirements under sections 
     484(a)(2) and (c).
       ``(iii) Student eligibility requirements relating to the 
     satisfaction of secondary education standards under section 
     484(d).
       ``(iv) Determination of need in accordance with part F.
       ``(v) The common financial reporting form developed and 
     processed pursuant to section 483, and any related aid 
     processing, disbursement, and delivery requirements as the 
     Secretary may specify.
       ``(vi) Any reporting requirements that the Secretary may 
     specify.
       ``(B) Notwithstanding any other provisions of this Act, the 
     requirement that a program lead to a degree or certificate, 
     or meet the requirements of section 481(b), shall not apply 
     to comprehensive postsecondary programs for students with 
     mental retardation at institutions of higher education that 
     are otherwise eligible to participate under this part.
       ``(c) Agreement With the Secretary.--An institution of 
     higher education that wishes to provide work assistance under 
     this section shall prepare, and submit to the Secretary for 
     approval, a plan describing how work assistance will be 
     awarded under this section to students with mental 
     retardation who are enrolled in a comprehensive postsecondary 
     program for students with mental retardation at that 
     institution. That plan shall include--
       ``(1) a description of how the institution will determine 
     which students in the program will receive work assistance, 
     including what criteria will be used for determining the 
     student's financial need for the assistance in lieu of a 
     determination under part F;
       ``(2) a description of the types of jobs in which students 
     in the program will be employed, at what rates of 
     compensation, and the number of hours that a student may 
     work;
       ``(3) the maximum dollar amount of assistance that the 
     institution may award to a student in the program; and
       ``(4) a requirement that the Federal share of the 
     compensation of a student in the program shall not exceed 75 
     percent.
       ``(d) Definitions.--For the purpose of this section:
       ``(1) Comprehensive postsecondary program for students with 
     mental retardation.--The term `comprehensive postsecondary 
     program for students with mental retardation' means a degree, 
     certificate, or nondegree program offered by an institution 
     of higher education that--
       ``(A) is designed for students with mental retardation who 
     seek to continue academic, vocational, and independent living 
     instruction at the institution to prepare for gainful 
     employment;
       ``(B) includes an advising and curriculum structure; and
       ``(C) includes enrollment by the student (through regular 
     enrollment, auditing courses, participation in internships, 
     or enrollment in noncredit, nondegree courses) in the 
     equivalent of not less than half-time enrollment, as defined 
     by the institution.
       ``(2) Student with mental retardation.--The term `student 
     with mental retardation' means a student with significantly 
     subaverage general intellectual functioning, existing 
     concurrently with deficits in adaptive behavior and 
     manifested during the developmental period, that adversely 
     affects a student's educational performance.
       ``(3) Satisfactory progress.--A student with mental 
     retardation enrolled in a comprehensive postsecondary program 
     for students with mental retardation is maintaining 
     satisfactory progress if--
       ``(A) the institution at which that student is enrolled 
     reviews the progress of the student at the end of each 
     academic year, or its equivalent, as determined by the 
     institution; and
       ``(B) the institution determines that the student is 
     meeting or exceeding the program requirements and adequately 
     progressing toward program completion.''.
       (b) Effective Date.--The amendments made by subsection (a) 
     shall be effective for academic year 2007-2008 and succeeding 
     academic years.

  The Acting CHAIRMAN. Pursuant to House Resolution 741, the gentleman 
from Texas (Mr. Sessions) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Texas.
  Mr. SESSIONS. Madam Chairman, I would like to, before I really begin 
my remarks, thank the gentleman, the chairman of the committee and his 
staff who have been very helpful not only in working with me on this 
amendment but being supportive of it. I would like to thank the 
gentleman from California.
  Madam Chairman, I rise today to offer my amendment that would grant 
students with intellectual disabilities access to Federal work study 
funds for enrollment in comprehensive post-secondary educational 
programs. The reauthorization of the Individuals With Disabilities 
Education Act, known as IDEA, in 2004 helped ensure that students with 
intellectual disabilities are provided every resource necessary to 
address their elementary through high school education goals.
  However, education for people with disabilities should not end in 
high school, which is why this amendment is so important. My amendment 
provides these young adults with an opportunity to participate in post-
secondary education programs along with their peers.
  Madam Chairman, approximately 94 universities and colleges currently 
offer programs for students with intellectual disabilities, enabling 
these students to lead productive and independent lives. For example, 
Laura Lee, a student with Downs Syndrome, is a junior at George Mason 
University's LIFE program, or known as the Learning into the Future 
Environments program. She is one of the first students in this 
innovative post-secondary program for young adults with intellectual 
disabilities, providing these students with not only the experience of 
college life in a supportive environment, but also with important life 
and employment skills. Laura is taking courses in computers, banking, 
employment skills and other subjects that will help her to become as 
self-sufficient as possible and to use her future education for 
employment endeavors.
  I am very proud of Laura's success in the LIFE program at George 
Mason University. While Laura is fortunate enough to have the financial 
resources to enroll in this program, many students with intellectual 
disabilities do not. These students are unable to assess Federal 
financial aid because these programs typically do not lead to a post-
secondary degree, or the student may not have a traditional high school 
diploma. This amendment recognizes the unique nature of these programs 
and removes the barriers in current law from providing work study funds 
to each of these students.
  My amendment would allow these students to assess work study funds 
without creating a new program and, therefore, adding no additional 
cost to the government.
  This amendment provides flexibility to institutions, granting them 
the power to decide if it is appropriate to award work study funds to 
students

[[Page H1281]]

with intellectual disabilities enrolled in comprehensive programs on 
their campus.
  Madam Chairman, I have seen firsthand how IDEA has benefited my own 
son, Alex, who is a student at Lakewood Elementary School in Dallas, 
Texas. Alex, who is 12 years old, has Downs Syndrome, and he has made 
significant academic progress and has been provided with many of the 
same educational opportunities as his peers as a result of IDEA. I know 
that IDEA will serve as an incredible opportunity for Alex throughout 
his K-12 education.
  However, I also realize that IDEA will not be there to serve his 
needs after high school. Therefore, I am very pleased to stand here 
today in recognition of those colleges and universities who are filling 
the post-IDEA void for so many young Americans. I am proud to offer 
this amendment that will provide many young adults with intellectual 
disabilities the ability to access the vital postsecondary programs 
that lead to a very fulfilling life.
  Madam Chairman, I yield 2 minutes to the gentleman from California 
(Mr. McKeon), the chairman of the committee.
  Mr. McKEON. Madam Chairman, I thank the gentleman for yielding. And I 
want to thank him for his leadership on this issue. We have worked 
together on this issue before. I am getting toward the end of my life. 
I am a lot older than a lot of the people around here. But in my youth, 
I remember when families that had children with Downs Syndrome used to 
keep them out of sight. And we have made so much progress. And I have a 
nephew that has Downs Syndrome, and I see the love that he has brought 
into their family. He is 12 also. And to think that we have come so far 
and yet we have an opportunity to go further. And this amendment makes 
that possible. And I just want to thank the gentleman for his efforts 
in this, and on behalf of all children with Downs Syndrome to give them 
the opportunity to go as far as they can, because I think that is 
something that, again, improves and enhances the bill. And I appreciate 
the gentleman's efforts.
  Mr. SESSIONS. Madam Chairman, I reserve the balance of my time.
  Mr. GEORGE MILLER of California. Madam Chairman, I ask unanimous 
consent to claim the time, but I am not opposed to the amendment.
  The Acting CHAIRMAN. Is there objection to the request of the 
gentleman from California?
  There was no objection.
  Mr. GEORGE MILLER of California. Madam Chairman, I yield myself such 
time as I may consume.
  I want to thank the gentleman for offering this amendment. I think it 
is an important addition to this legislation, and I urge my colleagues 
to support it.
  Madam Chairman, I yield back the balance of my time.
  Mr. SESSIONS. Madam Chairman, I yield myself such time as I may 
consume.
  In addition to the chairman's remarks, I would like to add, if I 
could, that from time to time, my son, Alex, is on the floor of the 
House of Representatives, and I believe that Alex is a fine 
representation, as well as the Members of this body, who take time to 
recognize the individual and special talents that not only Alex 
possesses as a result of him being a young adult with Downs Syndrome, 
but also his love that he extends to people. And this body has always 
gone out of their way to express to Alex and make him feel like he was 
a part of this body also.
  And I would thank the gentleman, both the gentlemen from California, 
not only for their agreement with this bill today, but also I think it 
extends the knowledge that this body has with the capacity to 
understand that thousands of other families that have their own Alex, 
that they, if their children have the ability to do something when they 
get out of high school, that there would be a program like this. And so 
I would like to thank the ranking member and the chairman of our 
committee.
  Madam Chairman, I yield back the balance of my time.
  The Acting CHAIRMAN. All time having expired, the question is on the 
amendment offered by the gentleman from Texas (Mr. Sessions).
  The amendment was agreed to.
  Mr. McKEON. Madam Chairman, I move that the Committee do now rise.
  The motion was agreed to.
  Accordingly, the Committee rose; and the Speaker pro tempore (Mr. 
Sessions) having assumed the chair, Mrs. Miller of Michigan, Acting 
Chairman of the Committee of the Whole House on the State of the Union, 
reported that that Committee, having had under consideration the bill 
(H.R. 609) to amend and extend the Higher Education Act of 1965, had 
come to no resolution thereon.

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