Congressional Record, Volume 160 Issue 116 (Wednesday, July 23, 2014)

[Congressional Record Volume 160, Number 116 (Wednesday, July 23, 2014)]
[House]
[Pages H6695-H6702]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

ADVANCING COMPETENCY-BASED EDUCATION DEMONSTRATION PROJECT ACT OF 2013

The SPEAKER pro tempore. Pursuant to House Resolution 677 and rule
XVIII, the Chair declares the House in the Committee of the Whole House
on the state of the Union for the further consideration of the bill,
H.R. 3136.
Will the gentleman from Georgia (Mr. Westmoreland) kindly take the
chair.

{time} 1547

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 further consideration of
the bill (H.R. 3136) to establish a demonstration program for
competency-based education, with Mr. Westmoreland (Acting Chair) in the
chair.
The Clerk read the title of the bill.
The Acting CHAIR. When the Committee of the Whole House rose earlier
today, amendment No. 5 printed in part A of House Report 113-546
offered by the gentleman from Alabama (Mr. Byrne) had been disposed of.

Amendment No. 6 Offered by Mr. Langevin

The Acting CHAIR. It is now in order to consider amendment No. 6
printed in part A of House Report 113-546.
Mr. LANGEVIN. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 10, after line 9 insert the following:
``(B) Employment data.--
``(i) In general.--Each eligible entity that carries out a
demonstration project under this section may provide to the
Director of the Institute of Education Sciences with respect
to the students participating in the competency-based
education project carried out by the eligible entity the
number and percentage of students completing a competency-
based education program or course of study offered by such
eligible entity who find employment in a field related to the
program or course of study of such students.
``(ii) Technical assistance.--The Director of the Institute
of Education Sciences shall, at the request of an eligible
entity, provide technical assistance to such eligible entity
to assist such eligible entity in collecting and reporting
accurate information relating to the employment of students
participating in a competency-based education project carried
out by such eligible entity.
Page 10, line 10, strike ``(B)'' and insert ``(C)''.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from Rhode Island (Mr. Langevin) and a Member opposed each will control
5 minutes.
The Chair recognizes the gentleman from Rhode Island.
Mr. LANGEVIN. Mr. Chairman, I yield myself such time as I may
consume.
Mr. Chairman, I would like to, first of all, thank the gentleman from
Arizona, Congressman Salmon, as well as Chairman Kline and Ranking
Member Miller for their work in bringing this very important bill to
the floor.
Mr. Chairman, my amendment would allow entities receiving funds under
this bill to report the number and percentage of students who are able
to find employment in a field relating to their program or course of
study and would allow the director of IES to provide technical
assistance to such entities upon request.
Basically, my intent is to give situational awareness to both
educators and students and also an understanding of how well our
dollars being spent in terms of educating both our young people and
people who are looking for a second career, looking for other job
opportunities, so that they know that their time and effort will be
well spent.
I am proud to be joined in offering this amendment by my good friend
and colleague, Congressman G.T. Thompson from Pennsylvania, as cochairs
of the bipartisan Career and Technical Education Caucus.
Representative Thompson and I are committed to providing all students
with the information necessary to make informed career decisions.
Many of the students who will be served by this bill are
nontraditional students, working parents, students with full-time jobs,
and many others who are seeking a different education than what a
traditional 4-year curriculum affords, so these are the very people who
would benefit the most from clear and accessible career market
information.
It has become obvious that high school diplomas are really no longer
sufficient training for the modern job market, and while not every job
will require a college degree, some sort of postsecondary education
will be necessary, and students, Mr. Chairman, deserve accurate
information to help them find the career pathway that best fits their
goals and abilities.
My amendment will help these students by encouraging schools to
report on the number of students who are able to use their education to
find a relevant career, data that students will be able to use in the
coming years to inform their own decisions and choose an academic path
that will lead to a well-paying job.
This amendment has been scored by the CBO as budget-neutral and will
not result in any additional spending.
With that, I reserve the balance of my time.
Mr. THOMPSON of Pennsylvania. Mr. Chairman, I rise to claim the time
in opposition, although I am not opposed to this amendment.
The Acting CHAIR. Without objection, the gentleman is recognized for
5 minutes.
There was no objection.
Mr. THOMPSON of Pennsylvania. Mr. Chairman, while claiming the time
in opposition, I rise as a supporter and cosponsor of this bipartisan
amendment with my colleague and fellow cochairman of the House Career
and Technical Education Caucus, Congressman Langevin.
Our amendment would allow eligible entities to submit to the
Institute of Education Sciences information regarding the number and
percentage of students who are able to find employment, jobs in a field
relating to their program or course of study.
This will provide for the collection of longitudinal data and will
allow policymakers to have a further understanding of course study and
career alignment, but more importantly, students will be able to
utilize these findings to see what courses of study have a higher
prevalence of job placement.
Mr. Chairman, I often say, ``It is not where you start out in life,
but it is where you end up,'' and education is the key to that journey.
This amendment will further assist students participating in
competency-based programs, many of whom will be nontraditional students
and will provide them with another opportunity to attain success in
life.
I urge my colleagues to support this bipartisan, no-cost amendment
and reserve the balance of my time.

[[Page H6696]]

Mr. LANGEVIN. Mr. Chairman, I thank the gentleman from Pennsylvania
for his comments and the exceptional work that he does and that we do
collaboratively with respect to career and technical education, and I
appreciate his cosponsorship of this amendment.
Mr. Chairman, again, in closing, this amendment would help to give
situational awareness to students, to educators, and to all those who
want to understand, is the time and effort, the investment that people
are making worth that investment, and is it a clear path forward,
particularly for those who are looking for a new career or who are
looking to, as we do right now, trying to close the skills gap that we
have not only in my home State of Rhode Island, but across the country,
as people are trying to get the right skills for the right jobs that
are good paying going forward.
This will give them the data to understand the best career paths to
follow, where it would be best to invest their time and their energy,
as well as their resources.
So with that, I urge all of my colleagues to support this amendment,
and I yield back the balance of my time.
Mr. THOMPSON of Pennsylvania. I just want to thank my colleague for
his work and leadership on this amendment. I thank the chairman and the
ranking member for their leadership on the underlying bill.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Rhode Island (Mr. Langevin).
The amendment was agreed to.

Amendment No. 7 Offered by Mr. Duffy

The Acting CHAIR. It is now in order to consider amendment No. 7
printed in part A of House Report 113-546.
Mr. DUFFY. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 13, line 17, strike ``(h)'' and insert ``(i)''.
Page 13, after line 16, insert the following:
``(h) Disclosure of Authorization to Sell Student Data.--An
eligible entity carrying out a demonstration project under
this section shall ensure that each institution of higher
education of the eligible entity provides to each student, or
the parents of each minor student, enrolled in the
institution of higher education--
``(1) a disclosure letter, which describes the personally
identifiable information of the student that may be sold by a
person with whom the institution of higher education has an
agreement to provide software applications for students; and
``(2) an option to opt-out of such personally identifiable
information from being sold.''.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from Wisconsin (Mr. Duffy) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Wisconsin.
Mr. DUFFY. Mr. Chairman, I appreciate all the work that Chairman
Kline and Ranking Member Miller have put into this bill.
My amendment today has to do with the issue of privacy. Listen,
technology has been a great thing for America. It has allowed better
communication and connectivity amongst our friends and our family
members.
With email, cell phones, text, and pictures, we are able to share
very intimate parts of our lives with those who are closest to us, but
it is not always used with the purest of hearts. Many Americans,
including many young Americans, have been concerned about the data
collection that comes from the NSA about Americans' emails, texts, and
phone records.
We have just learned recently about the information that the Consumer
Financial Protection Bureau is collecting on the American citizenry.
They are collecting information on nearly 600 to 800 million credit
cards in America.
They are also teaming up with FHFA to form a database that collects
information on Americans about their race, their religion, their sex,
their payment history, their credit scores, the number of children that
they have, their date of birth, their Social Security number.
They have access to all of this information, and I think most
Americans would say that is too much information for the government to
have.
It just doesn't happen in government though. It also happens in the
private sector, without Americans' permission or consent.
My amendment is narrowly focused on this demonstration project, but
it requires those schools, universities, and colleges who participate
that when they enter into an agreement with an outside company and that
outside company can actually sell the personally identifiable
information of students to third parties--whether it is for
advertisement or just basic data collection for research--they actually
have to give notice to the students that their information is going to
be sold, and they have give an opportunity for the students to opt out,
that their information not be sold to third-party vendors.
This is about empowering students, giving them the power and control
over their personally identifiable information, and if they choose to
have it sold, so be it. They give permission, just like when they make
a post on Facebook or they send a tweet on Twitter, but if they don't
give consent, let's not allow schools to take their information and
sell it without their permission.
I urge my colleagues to support this amendment in support of our
students across the country.
With that, I reserve the balance of my time.
Mr. POLIS. Mr. Chairman, I claim the time in opposition to the Duffy
amendment, but do not oppose the amendment.
The Acting CHAIR. Without objection, the gentleman from Colorado is
recognized for 5 minutes.
There was no objection.
Mr. POLIS. Mr. Chairman, this amendment would require institutions
participating in the demonstration project to provide a disclosure to
students when companies can access and potentially sell students'
personally identifiable information.
Students should always know when and how their personal information
may be used or sold. This amendment would also allow students to opt
out of any arrangement where their information could be sold, allowing
them to maintain their privacy.
I have been very active on this issue of privacy in the K-12 space,
where I challenged a group of industry leaders to come up with a
statement of principles or a promise to parents that delineates clear
language about what they are doing and not doing when it comes to
housing student data.
I would certainly be pleased to work with the gentleman from
Wisconsin on this issue in the higher education space as well, to
ensure that we are protecting the privacy of all students.
I thank the gentleman from Wisconsin for his amendment to ensure the
continued protection and safety of students' personally identifiable
information, and I yield back the balance of my time.
Mr. DUFFY. Listen, I would just make the point to my good friend from
Colorado, this is common sense.
If you are able to take a poll of university students--college
students and say: Listen, there is an amendment on the floor today that
would give you power over your personally identifiable information so
schools can't sell it and it can't be used for advertisement or data
collection, would you support that amendment, to empower you with your
personally identifiable information?

{time} 1600

I think the answer would be a resounding ``yes.'' And I have worked
with the committee to narrowly tailor this amendment specifically for
this demonstration project.
Frankly, I am one who believes this should apply to colleges and
universities across the board empowering students. I think if you talk
to 20-year-olds and 24-year-olds around the country and what they think
about the NSA infringing upon their privacy, they are the ones that
were outraged by it.
So I think this makes sense. I guess I am disappointed in the
opposition. I believe in our youth in America. I believe they should
have the right to their data and how their data is used. So I encourage
my colleagues to support this amendment.
Mr. Chairman, with that, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Wisconsin (Mr. Duffy).
The amendment was agreed to.

[[Page H6697]]

Amendment No. 8 Offered by Mr. Gowdy

The Acting CHAIR. It is now in order to consider amendment No. 8
printed in part A of House Report 113-546.
Mr. GOWDY. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 14, line 1, insert before the semicolon at the end the
following: ``including an institution of higher education
that offers a dual-enrollment program under which a secondary
school student is able simultaneously to earn credit toward a
secondary school diploma and a postsecondary degree,
certificate, or credential''.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from South Carolina (Mr. Gowdy) and a Member opposed each will control
5 minutes.
The Chair recognizes the gentleman from South Carolina.
Mr. GOWDY. Mr. Chairman, I want to start by recognizing and thanking
my friend and chairman, John Kline from Minnesota, for his leadership
not just on this bill, but on the whole jurisdiction of Education and
the Workforce. I want to also thank the folks on the staff, Mr.
Chairman, of the Committee on Education and the Workforce, Mr. Miller,
and especially my friend Peter Welch for working with me on this
amendment.
The underlying bill, Mr. Chairman, as you know, seeks to support
innovation in higher education by reenvisioning how regulators and
institutions have measured student progress and student aid. This bill,
Mr. Chairman, sets up demonstration projects to study the effect of
competency-based education.
Our amendment, Mr. Chairman, simply permits participation of dual
enrollment programs to be included in the demonstration projects
created. As the chairman knows, many students--in fact, I am reluctant
to cite statistics, but I think it is well north of 1 million students
across our great country--have benefited in dual enrollment classes.
In fact, Mr. Chairman, I live with a student that has benefited back
home in Spartanburg, both at Dorman High School and, I know,
Spartanburg High School. Probably other high schools have partnered
with institutions of higher learning to prepare, Mr. Chairman, our
children, number one, to be able to gauge the speed of the pitches in
college--the pitchers pitch a little faster in college sometimes than
they do in high school--but more significantly, and particularly for my
daughter's friends, it enables them to go ahead and start getting
college credit and reducing both their caseload and, more importantly,
the cost when these children decide to matriculate.
The dual enrollment programs are widespread, and they deserve to be
considered as part of the demonstration projects.
With that, Mr. Chairman, I reserve the balance of my time.
Mr. WELCH. Mr. Chairman, I rise in opposition to the amendment,
although I am in favor of it.
The Acting CHAIR. Without objection, the gentleman from Vermont is
recognized for 5 minutes.
There was no objection.
Mr. WELCH. First of all, I do want to thank Mr. Kline and Mr. Miller
for bringing this bill to the floor, and I want to thank the staffs for
working with Mr. Gowdy and me on this amendment and an amendment to
follow.
One of the things that brought Mr. Gowdy and me together is the
concern about the cost of education, and I know that has been a major
concern for the Education and the Workforce Committee. But one of the
dilemmas that we have is that, if we put more money in as taxpayers--
and I am a strong supporter of more grant and more aid for our
colleges--but if every dollar we put in is a dollar increase in
tuition, then the students are treading water and the taxpayers are
treading water.
So what are some of the things that we can do to try and help give
the flexibility to our institutions of higher learning the ability to
actually accelerate graduation and, therefore, help potentially lower
the cost?
Mr. Gowdy outlined what this competency-based learning amendment
would do. It would reward students who have some ambition and get
started early. It would allow college administrators to properly give
credit for that serious effort on the part of students, and it might
help reverse what has been a trend where a lot of students are taking
more than 4 years to graduate and allow them the opportunity with their
effort and discipline to graduate in less than 4 years. If you graduate
in 3\1/2\ years, that is a significant savings to that family and that
student who is borrowing money as a way of getting ahead in this
society.
So I really appreciate the focus that the committee has had on this
question and appreciate very much the work that Mr. Gowdy in trying to
present to this body this amendment which will help, I think,
facilitate the goal of making college more affordable. It is absolutely
so essential to the young people of this country.
Mr. Chairman, I reserve the balance of my time.
Mr. GOWDY. In summation, Mr. Chairman, I just want to thank, again,
the chairman, the gentleman from Minnesota, for his willingness to
entertain other peoples' ideas for his hard work and the full book of
business that they do on Education and the Workforce, and particularly
the women and men who work so hard on the staff, and my friend from
Vermont who is always open to areas of consensus and agreement and
working across the aisle.
Mr. Chairman, with that, I yield back the balance of my time.
Mr. WELCH. Mr. Chairman, I would just say the same to Mr. Gowdy. I
appreciate working with him on this and also on our Committee on
Oversight and Government Reform.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from South Carolina (Mr. Gowdy).
The question was taken; and the Acting Chair announced that the ayes
appeared to have it.
Mr. POLIS. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentleman from South
Carolina will be postponed.

Amendment No. 9 Offered by Mr. Polis

The Acting CHAIR. It is now in order to consider amendment No. 9
printed in part A of House Report 113-546.
Mr. POLIS. Mr. Chairman, I have an amendment at the desk as the
designee of Ms. Meng.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 14, beginning line 16, redesignate subsection (c) as
subsection (d).
Page 14, after line 15, insert the following:
(c) Report.--The Secretary of Education shall report to
Congress, every 10 years, on the needs of limited English
proficient students using the Free Application for Federal
Student Aid.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from Colorado (Mr. Polis) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Colorado.
Mr. POLIS. Mr. Chairman, today I am proud to rise in support of the
Meng amendment.
This amendment would ensure that the Secretary of Education assesses
the usability of the Free Application for Federal Student Aid, which we
always often call FAFSA, in the business for students with limited
English proficiency. Access to student aid should always be free, but
the technical form is often hard to understand and complete when a
student's, or particularly their parents', first language isn't
English. Frankly, I have looked at the form, and it is hard enough to
understand in English, Mr. Chairman, as a native speaker.
Assessing the usability of the FAFSA every decade will allow the
Department of Education to adapt the changing demographics at colleges
across the country. I strongly encourage my colleagues to vote ``yes''
on this amendment so students can have better and easier access to
Federal student loan aid programs for free.
Mr. Chairman, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Colorado (Mr. Polis).
The amendment was agreed to.

[[Page H6698]]

Amendment No. 10 Offered by Mr. Gowdy

The Acting CHAIR. It is now in order to consider amendment No. 10
printed in part A of House Report 113-546.
Mr. GOWDY. I have an amendment at the desk, Mr. Chairman.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Add at the end the following new section:

SECTION 3. HIGHER EDUCATION REGULATORY REFORM TASK FORCE.

(a) Task Force Established.--Not later than 2 months after
the date of enactment of this Act, the Secretary of Education
shall establish the Higher Education Regulatory Reform Task
Force.
(b) Membership.--The Higher Education Regulatory Reform
Task Force shall include--
(1) the Secretary of Education or the Secretary's designee;
(2) a representative of the Advisory Committee on Student
Financial Assistance established under section 491 of the
Higher Education Act of 1965 (20 U.S.C. 1098); and
(3) representatives from the higher education community,
including--
(A) institutions of higher education, with equal
representation of public and private nonprofit institutions,
and two-year and four-year institutions, and with not less
than 25 percent of such representative institutions carrying
out distance education programs; and
(B) nonprofit organizations representing institutions of
higher education.
(c) Activities.--
(1) Report required.--Not later than 6 months after the
date of enactment of this Act, the Secretary of Education
shall submit to Congress and make available on a publicly
available website a report (in this section referred to as
the ``Higher Education Regulatory Reform Report'') prepared
by the Higher Education Regulatory Reform Task Force on
Department of Education regulatory requirements for
institutions of higher education described in paragraph (2).
(2) Contents of report.--The Higher Education Regulatory
Reform Report shall contain the following with respect to
Department of Education regulatory requirements for
institutions of higher education:
(A) A list of rules that are determined to be outmoded,
duplicative, ineffective, or excessively burdensome.
(B) For each rule listed in accordance with subparagraph
(A) and that is in effect at the time of the review under
subparagraph (A), an analysis of whether the costs outweigh
the benefits for such rule.
(C) Recommendations to consolidate, modify, simplify, or
repeal such rules to make such rules more effective or less
burdensome.
(D) A description of the justification for and impact of
the recommendations described in subparagraph (C), as
appropriate and available, including supporting data for such
justifications and the financial impact of such
recommendations on institutions of higher education of
varying sizes and types.
(E) Recommendations on the establishment of a permanent
entity to review new Department of Education regulatory
requirements affecting institutions of higher education.
(3) Notice and comment.--At least 30 days before submission
of the Higher Education Regulatory Reform Report required
under paragraph (1), the Secretary of Education shall publish
the report in the Federal Register for public notice and
comment. The Higher Education Regulatory Reform Task Force
may modify the report in response to any comments received
before submission of the report to Congress.
(d) Definition of Institution of Higher Education.--For the
purposes of this section, the term ``institution of higher
education'' has the meaning given such term in section 102 of
the Higher Education Act of 1965 (20 U.S.C. 1002), except
that such term does not include institutions described in
subsection (a)(1)(C) of such section 102.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from South Carolina (Mr. Gowdy) and a Member opposed each will control
5 minutes.
The Chair recognizes the gentleman from South Carolina.
Mr. GOWDY. Mr. Chairman, I again want to thank Mr. Kline and all the
hardworking folks on Education and the Workforce, the Members and
especially the women and men of the staff.
The Upstate of South Carolina, Mr. Chairman, is home to several
higher education institutions, public and private, large and small, and
the issue of education affordability is front and center. And, frankly,
Mr. Chairman, families are struggling trying to be able to plan for
their kids' future.
I know that, both because I have the benefit of representing these
families and I hear from them and I also know it anecdotally, Mr.
Chairman. I have a 17-year-old daughter, and while she is blessed in
many ways compared to her contemporaries, lots and lots of her friends
come to the house from time to time. We preach to people that the road
to prosperity is paved with hard work and education, but when this road
is riddled with potholes called ``unsustainable debt,'' I don't know
how we can expect them to get to the end.
You figure out what the cost of education is. In many of these
instances, these children are the first ones in their family to try to
go to school. And so they are looking at me. They have done well in
high school. They have done everything we have asked them to do, and
they are staring, in some instances, at massive amounts of debt just so
they can do what we promised them that if you work hard and you get an
education, the pathway to prosperity will be paved for you.
So against that backdrop, my friend from Vermont and I decided let's
look at regulations and what impact they may have on the cost of higher
education. Mr. Chairman, as you well know, you may conclude that a
regulation is worth it. It may cost money, but it may still be worth
it. That is fine. That is a separate analysis. But there really is no
reason to not study the regulations themselves to see what impact they
are having.
So I give a lot of credit to the gentleman from Vermont who
approached me with his idea. I think it is a solid idea. I can't
imagine any reason not to form a task force or a working group to study
regulations and what impact, whether wittingly or unwittingly, those
regulations are having on the cost of higher education.
With that, Mr. Chairman, I reserve the balance of my time.
Mr. WELCH. Mr. Chairman, I rise in opposition to the amendment,
although I am for the amendment.
The Acting CHAIR. Without objection, the gentleman from Vermont is
recognized for 5 minutes.
There was no objection.
Mr. WELCH. Mr. Chairman, this question of college debt that my
colleague, Mr. Gowdy, spoke about, that is brutal. It is not a red
State-blue State deal, and it is not a Republican-Democratic deal. It
is young people getting out of college with a mountain of debt, and
they are starting out with the equivalent of a mortgage.
There has been an enormous amount of attention in this body to how to
deal with that and a lot of debate about how to deal with it. I know
Mr. Miller has been a champion on this cause along with Mr. Tierney on
our side and, I know, Mr. Gowdy and Mr. Kline on the other side.
I have pushed back, to some extent, on our college administrators,
because it is not just a matter of what taxpayers can afford to fund by
way of grant and aid or what families can afford to put up from their
hard-earned savings, it is a question of what will college
administrators do to try to keep those tuition increases down. So we
need the active participation of our college administrators.
When I talked to Mr. Gowdy, he talked to his folks, I guess the
president of Clemson, and I spoke with the president of the University
of Vermont and some of our other college leaders in Vermont, and they
were somewhat resistant to the notion of our getting involved in what
they saw as their job and made some complaints that regulations were
causing them to have to spend money.
Now, sometimes that can be an excuse, but I think what Mr. Gowdy said
is the right way to go. Let's take a look at them.
I happen to think there are times when you need law and you need
regulation. Title IX has been a law that has done an immense amount of
good for young women who want the full opportunity to be as athletic as
young men, and that was a law that did real good. Sometimes regulations
do good--but not always.
Instead of just having a debate about more regulation or no
regulation, what Mr. Gowdy and I are saying is, hey, let's get the
people who are affected by this from all sides, have them take a look
at these things and come up with an analysis of this is working, this
isn't working. Because as a person who is in favor of law and
regulation in appropriate cases, I am against bad regulations that just
get in the way of a good education and affordability.
So this doesn't stack the deck either way, but it does allow parties
who are involved in having to deal with regulations to have a way of
looking at them, assessing them, and making recommendations about them.

[[Page H6699]]

{time} 1615

What I see as beneficial on this is that we are going to have this as
a tool to get our college administrators more actively involved with us
in what is, I think, an enormous challenge of our times, and that is
make college affordable and sustainable for the hardworking families in
your district, Mr. Chairman, and in my district and Mr. Gowdy's.
I reserve the balance of my time.
Mr. GOWDY. Mr. Chairman, in summation, reasonable minds can and I am
quite certain will differ as to the propriety of certain regulations. I
get that. I understand that. That is part of the beauty of our country.
What I would think that all reasonable minds can concur on is that we
ought to at least look at them and see what the numbers are. That will
instruct and inform the debate as to whether or not the benefit is
worthy of the cost.
So again, I want to thank Mr. Kline and the folks on E&W, and I
especially want to thank, again, my friend from Vermont for always
being willing to listen to other people's ideas. And usually the ones I
have he improves and makes them better.
With that, I yield back the balance of my time.
Mr. WELCH. I thank my cosponsor, and I yield back the balance of my
time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from South Carolina (Mr. Gowdy).
The amendment was agreed to.

Amendment No. 11 Offered by Mr. Grayson

The Acting CHAIR. It is now in order to consider amendment No. 11
printed in part A of House Report 113-546.
Mr. GRAYSON. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

At the end of the bill, add the following new section:

SEC. __. STUDY ON USE OF INDIVIDUAL INCOME TAX RETURNS AS
PRIMARY APPLICATION FOR FEDERAL STUDENT AID.

Section 483 of the Higher Education Act of 1965 (20
U.S.C.1090) is amended by adding at the end the following new
subsection:
``(i) Study on Use of Individual Income Tax Returns as
Primary Application for Federal Student Aid.--
``(4) Study.--The Secretary of Education, in consultation
with the Commissioner of Internal Revenue, shall conduct a
study on the feasibility and advantages and disadvantages of
using individual income tax returns as the primary form of
application for student aid under the Higher Education Act of
1965 (20 U.S.C. 1001 et seq.).
``(5) Report.--Not later than one year after the date of
the enactment of this subsection, the Secretary, in
consultation with the Commissioner, shall submit to Congress
a report containing the results of the study conducted under
subsection (a).''.

The Acting CHAIR. Pursuant to House Resolution 677, the gentleman
from Florida (Mr. Grayson) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Florida.
Mr. GRAYSON. Mr. Chairman, my amendment would require the Secretary
of Education, in coordination with the IRS, to conduct a study on the
feasibility of using individual income tax returns as the primary form
of application for Federal student financial aid applications.
Personally, Mr. Chairman, I see no reason why American families are
required to submit two exhaustive overviews of their financial
situation to the Federal Government each year if they have a family
member who is seeking a student loan. Individual tax returns provide a
complete picture of the taxpayer's financial situation. Why should they
also be forced to fill out a secondary onerous financial aid form to
the Department of Education as well?
In the past few years, the Department of Education has built an IRS
data retrieval tool into the financial aid application form in order to
reduce the amount of time spent completing the form. It is my hope that
we can take this feature a step further.
I support efforts to streamline the financial aid process. I think
that using one form already required of all income-earning Americans is
the best way to do it.
My amendment today would simply ensure that Congress has all the
information it needs in order to accomplish such a transition. I urge
my colleagues to support this effort to streamline the student aid
process.
I reserve the balance of my time.
Mr. KLINE. Mr. Chairman, I claim time in opposition to the amendment,
although I do not oppose the amendment.
The Acting CHAIR. Without objection, the gentleman from Minnesota is
recognized for 5 minutes.
There was no objection.
Mr. KLINE. Mr. Chairman, this amendment which requires the Secretary
of Education to study the advantages and disadvantages of using IRS
income data to complete a student's application for Federal aid is an
idea that is growing in popularity.
Simplifying the Federal student aid application has been proposed by
a number of our colleagues. As part of an effort to reauthorize the
Higher Education Act, Representatives Larry Bucshon, Mike Kelly, John
Tierney, Tim Bishop, Jared Polis, and Ed Royce introduced H.R. 4982,
Simplifying the Application For Student Aid Act, which addresses this
issue as well. That bipartisan legislation would streamline and improve
the student aid application process by allowing students to import into
their application IRS income data from 2 years prior to the date of
application. The gentleman's amendment today will help inform us how
better to simplify this process. I thank him for offering the
amendment. I urge my colleagues to support it.
I yield back the balance of my time.
Mr. GRAYSON. Mr. Chairman, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Florida (Mr. Grayson).
The amendment was agreed to.

Amendment No. 8 Offered by Mr. Gowdy

The Acting CHAIR. Pursuant to clause 6 of rule XVIII, the unfinished
business is the demand for a recorded vote on the amendment offered by
the gentleman from South Carolina (Mr. Gowdy) on which further
proceedings were postponed and on which the ayes prevailed by voice
vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.

Recorded Vote

The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The vote was taken by electronic device, and there were--ayes 413,
noes 0, not voting 19, as follows:

[Roll No. 439]

AYES--413

[[Page H6700]]

Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kaptur
Keating
Kelly (IL)
Kelly (PA)
Kennedy
Kildee
Kilmer
Kind
King (IA)
King (NY)
Kinzinger (IL)
Kirkpatrick
Kline
Kuster
Labrador
LaMalfa
Lamborn
Lance
Langevin
Lankford
Larsen (WA)
Latham
Latta
Lee (CA)
Levin
Lewis
Lipinski
LoBiondo
Loebsack
Lofgren
Long
Lowenthal
Lowey
Lucas
Luetkemeyer
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lummis
Lynch
Maffei
Maloney, Carolyn
Maloney, Sean
Marchant
Marino
Massie
Matheson
Matsui
McAllister
McCarthy (CA)
McCarthy (NY)
McCaul
McClintock
McCollum
McDermott
McGovern
McHenry
McIntyre
McKeon
McKinley
McMorris Rodgers
McNerney
Meadows
Meehan
Meeks
Meng
Messer
Mica
Michaud
Miller (FL)
Miller (MI)
Miller, Gary
Miller, George
Moore
Moran
Mullin
Mulvaney
Murphy (FL)
Murphy (PA)
Nadler
Napolitano
Neal
Negrete McLeod
Neugebauer
Noem
Nolan
Nugent
Nunes
O'Rourke
Olson
Owens
Palazzo
Pallone
Pascrell
Pastor (AZ)
Paulsen
Pearce
Perlmutter
Perry
Peters (CA)
Peters (MI)
Peterson
Petri
Pingree (ME)
Pittenger
Pitts
Pocan
Poe (TX)
Polis
Pompeo
Posey
Price (GA)
Price (NC)
Quigley
Rahall
Rangel
Reed
Reichert
Renacci
Ribble
Rice (SC)
Richmond
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney
Ros-Lehtinen
Roskam
Ross
Rothfus
Roybal-Allard
Royce
Ruiz
Runyan
Ruppersberger
Ryan (OH)
Ryan (WI)
Salmon
Sanchez, Linda T.
Sanchez, Loretta
Sanford
Sarbanes
Scalise
Schakowsky
Schiff
Schneider
Schock
Schrader
Schwartz
Schweikert
Scott (VA)
Scott, Austin
Scott, David
Sensenbrenner
Serrano
Sessions
Sewell (AL)
Shea-Porter
Sherman
Shimkus
Shuster
Simpson
Sinema
Sires
Slaughter
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Smith (WA)
Southerland
Speier
Stivers
Stockman
Stutzman
Swalwell (CA)
Takano
Terry
Thompson (CA)
Thompson (MS)
Thompson (PA)
Thornberry
Tiberi
Tierney
Tipton
Titus
Tonko
Tsongas
Turner
Upton
Valadao
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Wagner
Walberg
Walden
Walorski
Walz
Waters
Waxman
Weber (TX)
Webster (FL)
Welch
Wenstrup
Westmoreland
Whitfield
Williams
Wilson (FL)
Wilson (SC)
Wittman
Wolf
Womack
Woodall
Yarmuth
Yoder
Yoho
Young (AK)
Young (IN)

NOT VOTING--19

Bishop (UT)
Brooks (IN)
Campbell
DesJarlais
Eshoo
Gingrey (GA)
Hanabusa
Heck (WA)
Honda
Huffman
Kingston
Larson (CT)
Nunnelee
Payne
Pelosi
Rogers (MI)
Rush
Stewart
Wasserman Schultz

Announcement by the Acting Chair

The Acting CHAIR (during the vote). There are 2 minutes remaining.

{time} 1649

Messrs. McCARTHY of California, NEAL, FOSTER, Ms. SHEA-PORTER, Mr.
CHAFFETZ, Ms. DeLAURO, and Messrs. FATTAH, COTTON, and ISRAEL changed
their vote from ``no'' to ``aye.''
So the amendment was agreed to.
The result of the vote was announced as above recorded.
Stated for:
Mrs. BROOKS of Indiana. Mr. Chair, on rollcall No. 439 I was
unavoidably detained. Had I been present, I would have voted ``yes.''
The Acting CHAIR (Mr. Fleischmann). The question is on the amendment
in the nature of a substitute, as amended.
The amendment was agreed to.
The Acting CHAIR. Under the rule, the Committee rises.
Accordingly, the Committee rose; and the Speaker pro tempore (Mr.
Westmoreland) having assumed the chair, Mr. Fleischmann, Acting Chair
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.
3136) to establish a demonstration program for competency-based
education, and, pursuant to House Resolution 677, he reported the bill
back to the House with an amendment adopted in the Committee of the
Whole.
The SPEAKER pro tempore. Under the rule, the previous question is
ordered.
Is a separate vote demanded on any amendment to the amendment
reported from the Committee of the Whole?
If not, the question is on the amendment in the nature of a
substitute, as amended.
The amendment was agreed to.
The SPEAKER pro tempore. The question is on the engrossment and third
reading of the bill.
The bill was ordered to be engrossed and read a third time, and was
read the third time.

Motion to Recommit

Mr. TIERNEY. Mr. Speaker, I have a motion to recommit at the desk.
The SPEAKER pro tempore. Is the gentleman opposed to the bill?
Mr. TIERNEY. Mr. Speaker, in its current form, I am.
The SPEAKER pro tempore. The Clerk will report the motion to
recommit.
The Clerk read as follows:

Mr. Tierney moves to recommit the bill, H.R. 3136, to the
Committee on Education and the Workforce with instructions to
report the same back to the House forthwith with the
following amendment:
At the end of the bill, add the following new section:

SEC. __. PROVIDING STUDENTS WITH REBATES TO LOWER THEIR
EDUCATION COSTS.

(a) Rebates Authorized.--The Secretary of Education may use
funds made available under this section to provide a rebate
to a borrower of a loan made under part B or part D of title
IV of the Higher Education Act of 1965 (20 U.S.C. 1070 et
seq.) equal to the amount of savings the borrower would
receive if the loan balance was refinanced at a rate equal to
the rate that would be applicable to the loan if it were
issued under such part D during the 12-month period beginning
on July 1, 2013, and ending June 30, 2014.
(b) Appropriation of Funds Required for Rebate.--The
Secretary may only provide a rebate under subsection (a) to
the extent that funds are appropriated in advance in an
appropriations act for that purpose and shall only provide
eligible borrowers a rebate on a first-come, first-served
basis.
(c) Application.--Each borrower who seeks a rebate under
subsection (a) shall submit an application to the Secretary
not later than June 30, 2015.
(d) Basis.--The Secretary shall calculate rebates provided
to borrowers under this section to approximate the savings to
the borrower of a refinanced-loan on a cash basis.
(e) Authorization of Appropriations.--There are authorized
to be appropriated to carry out this section such sums as may
be necessary.

Mr. KLINE (during the reading). Mr. Speaker, I ask unanimous consent
that the reading be dispensed with.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Minnesota?
There was no objection.
The SPEAKER pro tempore. The gentleman from Massachusetts is
recognized for 5 minutes.
Mr. TIERNEY. Mr. Speaker, this is the final amendment to the bill. It
will not kill the bill or send it back to committee. If this amendment
is adopted, the bill will immediately proceed to final passage, as
amended.
Mr. Speaker, student loan debt is at a crisis level in this country.
Outstanding student loans now total more than $1.2 trillion, surpassing
total credit card debt, and every year, students are taking on more. An
estimated 71 percent of college seniors had debt in 2012, with an
average outstanding balance of $29,400 for those who borrowed to get a
bachelor's degree.
My constituents--and I am sure the constituents of my colleagues--are
calling, emailing, posting on Facebook, and even approaching me on the
street to share their stories about how they have been buried in
student loan debt.
This debt is causing them to put on hold other life decisions, such
as whether or not they can move out of their parents' home, whether or
not they can buy a car, purchase their own home, get married, or even
consider starting a family.
A young woman from Boxford, Massachusetts, wrote to me and said, ``I
pay more than the minimum balance every month. I sacrifice daily for my
loans. I live at home, have a 50-minute commute to work every day
because I cannot afford to live on my own or even with roommates . . .
I cannot have the dreams that I have dreamed of all my life. I'm 23,
and I'm already telling myself that I can't own a house, that I will
probably never have children because I can't afford to bring them into
the world and take care of them when I can't even afford to live myself
. . . That's what I live with every day. The anger, depression, and
disbelief that I am forever stuck.''
Parents are calling and writing to me about the anxiety and concern
they have about the debt their sons and daughters have accumulated.
Some parents have even delayed their own retirement or made early
withdrawals from their 401(k) to help with their children's student
loan debt.

[[Page H6701]]

A mother from Middleton, Massachusetts, wrote to me and said, ``I
have two children with multiple student loans. It is difficult enough
to graduate, find a job in the field they desire, and to pay loans,
rent, bills, et cetera. Please do all you can to make sure rates are
not increased. My children may never afford to buy a house and live the
American Dream because of college student loan debt.''
Mr. Speaker, those are just two examples from my district. I am sure
there are untold others throughout this country. Millions are suffering
this particular situation all across the Nation. We need to start
listening to them. We need to start taking action on their behalf.
This motion is a modified version of the legislation that I filed in
the House with Congressman George Miller. It has over 130 cosponsors
and the support of dozens of respected organizations. Senator Elizabeth
Warren filed its counterpart in the Senate.
This motion is the functional equivalent of allowing for the
responsible refinancing of student loans. We allow homeowners and car
owners to refinance their loans to a lower interest rate.
Student loan borrowers should be able to do the same with their high
interest loans--converting them into lower interest loans. Particularly
right now, when interest rates are so low, they should be able to take
advantage of that fact.
When you get right down to it, Mr. Speaker, the real question is:
Whose side are we on? Are we on the side of the young woman from
Boxford and the others of her generation who feel ``forever stuck''?
Are we on the side of the mother from Middleton and the millions of
Americans just like her who are concerned about their children's
future?
Let's support this motion and show them we are on their side. Let's
support this motion and show the tens of millions of students,
graduates, parents, and middle class families, who would be able to
refinance their loans at a lower interest rate and get their life
started, that we are on their side.
Mr. Speaker, it is time to stand up and be counted. I ask Members to
support this motion, and I yield back the balance of my time.
Mr. KLINE. Mr. Speaker, I rise in opposition to the motion.
The SPEAKER pro tempore. The gentleman from Minnesota is recognized
for 5 minutes.
Mr. KLINE. Mr. Speaker, I certainly appreciate the gentleman from
Massachusetts' passion on this issue.
We have shown in this House, again and again, that we are willing and
able and have taken steps to help students pay for their loans. More
importantly, we did that in a bipartisan way.
My colleagues may remember that last year, we all agreed it wasn't
fair--it wasn't right--to double the rates students were already
struggling to afford. We had a bipartisan solution to turn that
interest rate determination over to the market, which much more
accurately reflects the cost of that money, rather than politicians
sitting around and making a decision.

{time} 1700

We are taking action right now in the underlying bill to make it less
costly for students to go to school to get their educations, to get
their degrees, to get their certificates by advancing the competency-
based education bill. We are open to discussing ways to help student
borrowers manage the amount of debt they are taking on to finance their
college degrees, but today, Mr. Speaker, is not the time, and this is
not the place to have that discussion. This motion is, as is, frankly,
always the case, a partisan move to score political points with a
procedural vote.
I urge my colleagues to support the underlying bill and vote ``no''
on the motion to recommit.
I yield back the balance of my time.
The SPEAKER pro tempore. Without objection, the previous question is
ordered on the motion to recommit.
There was no objection.
The SPEAKER pro tempore. The question is on the motion to recommit.
The question was taken; and the Speaker pro tempore announced that
the noes appeared to have it.

Recorded Vote

Mr. TIERNEY. Mr. Speaker, I demand a recorded vote.
A recorded vote was ordered.
The SPEAKER pro tempore. Pursuant to clause 9 of rule XX, the Chair
will reduce to 5 minutes the minimum time for any electronic vote on
the question of passage.
This is a 5-minute vote.
The vote was taken by electronic device, and there were--ayes 194,
noes 221, not voting 17, as follows:

[Roll No. 440]

AYES--194

Barber
Barrow (GA)
Bass
Beatty
Becerra
Bera (CA)
Bishop (GA)
Bishop (NY)
Blumenauer
Bonamici
Brady (PA)
Braley (IA)
Broun (GA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
Deutch
Dingell
Doggett
Doyle
Duckworth
Edwards
Ellison
Engel
Enyart
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Garcia
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings (FL)
Higgins
Himes
Hinojosa
Holt
Horsford
Hoyer
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Jones
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lee (CA)
Levin
Lewis
Lipinski
Loebsack
Lofgren
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maffei
Maloney, Carolyn
Maloney, Sean
Matheson
Matsui
McCarthy (NY)
McCollum
McDermott
McGovern
McIntyre
McNerney
Meeks
Meng
Michaud
Miller, George
Moore
Moran
Murphy (FL)
Nadler
Napolitano
Neal
Negrete McLeod
Nolan
O'Rourke
Owens
Pallone
Pascrell
Pastor (AZ)
Payne
Perlmutter
Peters (CA)
Peters (MI)
Peterson
Pingree (ME)
Pocan
Polis
Price (NC)
Quigley
Rahall
Rangel
Richmond
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schneider
Schrader
Schwartz
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Shea-Porter
Sherman
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takano
Thompson (CA)
Thompson (MS)
Tierney
Titus
Tonko
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Waters
Waxman
Welch
Wilson (FL)
Yarmuth

NOES--221

Aderholt
Amash
Amodei
Bachmann
Bachus
Barletta
Barr
Benishek
Bentivolio
Bilirakis
Black
Blackburn
Boustany
Brady (TX)
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Bucshon
Burgess
Byrne
Calvert
Camp
Cantor
Capito
Carter
Cassidy
Chabot
Chaffetz
Clawson (FL)
Coble
Coffman
Cole
Collins (GA)
Collins (NY)
Conaway
Cook
Cotton
Cramer
Crawford
Crenshaw
Culberson
Daines
Davis, Rodney
Denham
Dent
DeSantis
Diaz-Balart
Duffy
Duncan (SC)
Duncan (TN)
Ellmers
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Gardner
Garrett
Gerlach
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (MO)
Griffin (AR)
Griffith (VA)
Grimm
Guthrie
Hall
Hanna
Harper
Harris
Hartzler
Hastings (WA)
Heck (NV)
Hensarling
Herrera Beutler
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurt
Issa
Jenkins
Johnson (OH)
Johnson, Sam
Jolly
Jordan
Joyce
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Labrador
LaMalfa
Lamborn
Lance
Lankford
Latham
Latta
LoBiondo
Long
Lucas
Luetkemeyer
Lummis
Marchant
Marino
Massie
McAllister
McCarthy (CA)
McCaul
McClintock
McHenry
McKeon
McKinley
McMorris Rodgers
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Miller, Gary
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Noem
Nugent
Nunes
Olson
Palazzo
Paulsen
Pearce
Perry
Petri
Pittenger
Pitts
Poe (TX)
Pompeo
Posey
Price (GA)
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney
Ros-Lehtinen
Roskam
Ross
Rothfus
Royce
Runyan
Ryan (WI)
Salmon
Sanford
Scalise
Schock
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)

[[Page H6702]]

Smith (NE)
Smith (NJ)
Southerland
Stivers
Stockman
Stutzman
Terry
Thompson (PA)
Thornberry
Tiberi
Tipton
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walorski
Weber (TX)
Webster (FL)
Wenstrup
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Wolf
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IN)

NOT VOTING--17

Barton
Bishop (UT)
Campbell
DesJarlais
Eshoo
Gingrey (GA)
Hanabusa
Heck (WA)
Honda
Huffman
Kingston
Nunnelee
Pelosi
Rogers (MI)
Smith (TX)
Stewart
Wasserman Schultz

Announcement by the Speaker Pro Tempore

The SPEAKER pro tempore (during the vote). There are 2 minutes
remaining.

{time} 1707

So the motion to recommit was rejected.
The result of the vote was announced as above recorded.
The SPEAKER pro tempore. The question is on the passage of the bill.
So the bill was passed.
A motion to reconsider was laid on the table.
Mr. KLINE. Can we get a recorded vote?
The SPEAKER pro tempore. A timely request was not made. Is the
gentleman prepared to ask for unanimous consent?

recorded vote

Mr. KLINE. Mr. Speaker, I ask unanimous consent for a recorded vote.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Minnesota?
There was no objection.
The SPEAKER pro tempore. Without objection, this will be a 5-minute
vote.
There was no objection.
The vote was taken by electronic device, and there were--ayes 414,
noes 0, not voting 18, as follows:

[Roll No. 441]

AYES--414

Aderholt
Amash
Amodei
Bachmann
Bachus
Barber
Barletta
Barr
Barrow (GA)
Barton
Bass
Beatty
Becerra
Benishek
Bentivolio
Bera (CA)
Bilirakis
Bishop (GA)
Bishop (NY)
Black
Blackburn
Blumenauer
Bonamici
Boustany
Brady (PA)
Brady (TX)
Braley (IA)
Bridenstine
Brooks (AL)
Brooks (IN)
Broun (GA)
Brown (FL)
Brownley (CA)
Buchanan
Bucshon
Burgess
Bustos
Butterfield
Byrne
Calvert
Camp
Cantor
Capito
Capps
Capuano
Cardenas
Carney
Carson (IN)
Carter
Cartwright
Cassidy
Castor (FL)
Castro (TX)
Chabot
Chaffetz
Chu
Cicilline
Clark (MA)
Clarke (NY)
Clawson (FL)
Clay
Cleaver
Clyburn
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Young (AK)
Young (IN)

NOT VOTING--18

Bishop (UT)
Campbell
Conyers
DesJarlais
Eshoo
Garcia
Gingrey (GA)
Hanabusa
Heck (WA)
Honda
Huffman
Kingston
Nunnelee
Pelosi
Rogers (MI)
Smith (WA)
Stewart
Wasserman Schultz

Announcement by the Speaker Pro Tempore

The SPEAKER pro tempore (during the vote). There are 2 minutes
remaining.

{time} 1717

Mr. WESTMORELAND changed his vote from ``no'' to ``aye.''
So the bill was passed.
The result of the vote was announced as above recorded.
A motion to reconsider was laid on the table.

____________________