[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

     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)
     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
     Coble
     Coffman
     Cohen
     Cole
     Collins (GA)
     Collins (NY)
     Conaway
     Connolly
     Conyers
     Cook
     Cooper
     Costa
     Cotton
     Courtney
     Cramer
     Crawford
     Crenshaw
     Crowley
     Cuellar
     Culberson
     Cummings
     Daines
     Davis (CA)
     Davis, Danny
     Davis, Rodney
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     Denham
     Dent
     DeSantis
     Deutch
     Diaz-Balart
     Dingell
     Doggett
     Doyle
     Duckworth
     Duffy
     Duncan (SC)
     Duncan (TN)
     Edwards
     Ellison
     Ellmers
     Engel
     Enyart
     Esty
     Farenthold
     Farr
     Fattah
     Fincher
     Fitzpatrick
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foster
     Foxx
     Frankel (FL)
     Franks (AZ)
     Frelinghuysen
     Fudge
     Gabbard
     Gallego
     Garamendi
     Garcia
     Gardner
     Garrett
     Gerlach
     Gibbs
     Gibson
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Granger
     Graves (GA)
     Graves (MO)
     Grayson
     Green, Al
     Green, Gene
     Griffin (AR)
     Griffith (VA)
     Grijalva
     Grimm
     Guthrie
     Gutierrez
     Hahn
     Hall
     Hanna
     Harper
     Harris
     Hartzler
     Hastings (FL)
     Hastings (WA)
     Heck (NV)
     Hensarling
     Herrera Beutler
     Higgins
     Himes
     Hinojosa
     Holding
     Holt
     Horsford
     Hoyer
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurt
     Israel
     Issa
     Jackson Lee
     Jeffries
     Jenkins
     Johnson (GA)
     Johnson (OH)
     Johnson, E. B.

[[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
     Coble
     Coffman
     Cohen
     Cole
     Collins (GA)
     Collins (NY)
     Conaway
     Connolly
     Cook
     Cooper
     Costa
     Cotton
     Courtney
     Cramer
     Crawford
     Crenshaw
     Crowley
     Cuellar
     Culberson
     Cummings
     Daines
     Davis (CA)
     Davis, Danny
     Davis, Rodney
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     Denham
     Dent
     DeSantis
     Deutch
     Diaz-Balart
     Dingell
     Doggett
     Doyle
     Duckworth
     Duffy
     Duncan (SC)
     Duncan (TN)
     Edwards
     Ellison
     Ellmers
     Engel
     Enyart
     Esty
     Farenthold
     Farr
     Fattah
     Fincher
     Fitzpatrick
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foster
     Foxx
     Frankel (FL)
     Franks (AZ)
     Frelinghuysen
     Fudge
     Gabbard
     Gallego
     Garamendi
     Gardner
     Garrett
     Gerlach
     Gibbs
     Gibson
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Granger
     Graves (GA)
     Graves (MO)
     Grayson
     Green, Al
     Green, Gene
     Griffin (AR)
     Griffith (VA)
     Grijalva
     Grimm
     Guthrie
     Gutierrez
     Hahn
     Hall
     Hanna
     Harper
     Harris
     Hartzler
     Hastings (FL)
     Hastings (WA)
     Heck (NV)
     Hensarling
     Herrera Beutler
     Higgins
     Himes
     Hinojosa
     Holding
     Holt
     Horsford
     Hoyer
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurt
     Israel
     Issa
     Jackson Lee
     Jeffries
     Jenkins
     Johnson (GA)
     Johnson (OH)
     Johnson, E. B.
     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)
     Larson (CT)
     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
     Payne
     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
     Rush
     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)
     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--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.

                          ____________________