[Congressional Record Volume 165, Number 167 (Tuesday, October 22, 2019)]
[Senate]
[Pages S5968-S5974]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mr. DURBIN (for himself, Mr. Jones, Mrs. Feinstein, and Ms. 
        Cortez Masto):
  S. 2659. A bill to address the needs of workers in industries likely 
to be impacted by rapidly evolving technologies; to the Committee on 
Health, Education, Labor, and Pensions.
  Mr. DURBIN. Mr. President, I ask unanimous consent that the text of 
the bill be printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 2659

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

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Investing in Tomorrow's 
     Workforce Act of 2019''.

     SEC. 2. FINDINGS.

       Congress makes the following findings:
       (1) In 2014, the United States spent just 0.1 percent of 
     the Nation's Gross Domestic Product on labor market policies, 
     less than half of what the United States spent on labor 
     market policies 30 years ago.
       (2) The number of workers receiving federally supported 
     training has declined in the past 3 decades as advances in 
     technology have simultaneously shifted labor market demand 
     over time.
       (3) As much as 47 percent of all jobs in the United States 
     are at risk of being replaced by automation technology, and 
     job losses from automation are more likely to impact workers 
     making less than $40,000 annually.
       (4) Strong Federal investment in expanding training 
     services for workers whose jobs may be lost due to automation 
     could prepare the United States workforce to better adapt to 
     changes in the labor market and enter into skilled positions 
     in technologically-oriented occupations and industries.
       (5) A focus on preparing the workforce of the United States 
     for jobs that utilize advanced technologies could grow wages, 
     increase economic productivity, and boost the competitiveness 
     of the United States.

     SEC. 3. DEFINITIONS.

       In this Act:
       (1) Automation.--The term ``automation'' means a device, 
     process, or system that functions without continuous input 
     from an operator, including--
       (A) advanced technologies, such as--
       (i) data collection, classification processing, and 
     analytics; and
       (ii) 3-D printing, digital design and simulation, and 
     digital manufacturing;
       (B) robotics, including collaborative robotics, and worker 
     augmentation technology;
       (C) autonomous vehicle technology; or
       (D) autonomous machinery technology.
       (2) Dislocated worker.--The term ``dislocated worker'' has 
     the meaning given the term in section 3 of the Workforce 
     Innovation and Opportunity Act (29 U.S.C. 3102).
       (3) In-demand industry sector or occupation.--The term 
     ``in-demand industry sector or occupation'' has the meaning 
     given the term in section 3 of that Act.
       (4) Integrated education and training.--The term 
     ``integrated education and training'' has the meaning given 
     the term in section 203 of that Act (29 U.S.C. 3272).
       (5) Eligible partnership.--The term ``eligible 
     partnership'' means an industry or sector partnership, as 
     defined in section 3 of that Act, except that--
       (A) for purposes of applying paragraph (26)(A)(iii) of that 
     section, the term ``institution of higher education'' has the 
     meaning given the term in section 101 of the Higher Education 
     Act of 1965 (20 U.S.C. 1001); and
       (B) the partnership shall include, in addition to the 
     representatives described in clauses (i) through (iii) of 
     paragraph (26)(A) of that section, representatives of--
       (i) a State workforce development board or a local 
     workforce development board; and

[[Page S5969]]

       (ii) an economic development organization.
       (6) Local and state workforce development boards.--The 
     terms ``local workforce development board'' and ``State 
     workforce development board'' have the meanings given the 
     terms ``local board'' and ``State board'', respectively, in 
     section 3 of the Workforce Innovation and Opportunity Act (29 
     U.S.C. 3102).
       (7) Secretary.--The term ``Secretary'' means the Secretary 
     of Labor.
       (8) Training services.--The term ``training services'' 
     means training services described in section 134(c)(3)(D) of 
     that Act (29 U.S.C. 3174(c)(3)(D)).

     SEC. 4. GAO STUDY ON BARRIERS TO AND OPPORTUNITIES FOR 
                   RETRAINING WORKERS.

       (a) Study.--
       (1) In general.--The Comptroller General of the United 
     States, in coordination with the Secretary of Labor, shall 
     conduct a study of the barriers to providing, and 
     opportunities for improving, training for workers in 
     industries that have, or are likely to have, high rates of 
     job loss due to automation.
       (2) Contents.--In conducting the study, the Comptroller 
     General shall study--
       (A) considerations impacting, and strategies to improve 
     data collection with respect to, the workforce in industries 
     with high rates of job loss or a high likelihood of 
     automation in the United States, including considerations and 
     data collection strategies concerning--
       (i) industries and occupations most likely to be impacted 
     by automation, including--

       (I) the geographical location of those industries and 
     occupations;
       (II) the annual average wages of those occupations; and
       (III) demographic data on the race, gender, and age of 
     workers in those industries and occupations;

       (ii) employer-based training practices in those industries 
     and occupations;
       (iii) the frequency with which employers provide worker 
     training to address skills needs and react to changes in the 
     labor market;
       (iv) projected job losses; and
       (v) labor organization membership rates in those industries 
     and occupations;
       (B) considerations impacting, and strategies to improve 
     data collection with respect to, the workforce in in-demand 
     industry sectors and occupations in the United States, such 
     as advanced manufacturing, information technology, and health 
     care, including considerations and data collection strategies 
     concerning--
       (i) industry sectors and occupations that may emerge or 
     become in-demand industry sectors or occupations as a result 
     of automation, including--

       (I) the geographical location of those industry sectors and 
     occupations;
       (II) the average annual wages of those occupations; and
       (III) demographic data on the race, gender, and age of 
     workers in those occupations;

       (ii) the skills and education needed to fill the positions 
     in those industry sectors;
       (iii) employer-based training practices in those industry 
     sectors;
       (iv) projected job gains; and
       (v) labor organization membership rates in those industries 
     and occupations;
       (C) barriers to, and opportunities for, retraining workers 
     in industries that have a high likelihood of being impacted 
     by automation;
       (D) the impact of the geographical location of workers and 
     their access to transportation on the ability of the workers 
     to access job training and related higher-skilled positions;
       (E) the impact of workers' access to other benefits and 
     services, including child care, paid sick leave, paid family 
     and medical leave, or a retirement plan, on the ability of 
     the workers to access job training and related higher-skilled 
     positions; and
       (F) how reduced Federal funding for job training programs 
     has impacted the ability of State and local governments, 
     employers, labor organizations, and communities to respond to 
     changes in the labor market, including rapidly evolving 
     technologies.
       (b) Report.--Not later than 1 year after the date of 
     enactment of this Act, the Comptroller General of the United 
     States shall prepare and submit to the Secretary of Labor and 
     the appropriate committees of Congress a report concerning 
     the results of the study.

     SEC. 5. GRANTS TO IMPROVE TRAINING FOR WORKERS IMPACTED BY 
                   AUTOMATION.

       (a) Grants Authorized.--
       (1) In general.--From the amounts appropriated under 
     subsection (g) and beginning not later than 1 year after 
     receiving the report by the Comptroller General of the United 
     States under section 4(b), the Secretary of Labor shall award 
     grants, on a competitive basis, to eligible partnerships to 
     support demonstration and pilot projects relating to the 
     training needs of workers who are, or are likely to become, 
     dislocated workers as a result of automation.
       (2) Duration.--A grant awarded under this section shall be 
     for a period not to exceed 4 years.
       (3) Use of report.--The Secretary shall use the report 
     prepared the Comptroller General under section 4(b) to inform 
     the grant program carried out under this section.
       (b) Applications.--
       (1) In general.--To be eligible to receive a grant under 
     this section, an eligible partnership shall submit an 
     application to the Secretary at such time, in such manner, 
     and containing such information as the Secretary shall 
     reasonably require.
       (2) Contents.--Each application submitted under paragraph 
     (1) shall include a description of the demonstration or pilot 
     project to be completed with the grant funds, which 
     description shall include--
       (A) a description of the members of the eligible 
     partnership who will be involved in the demonstration or 
     pilot program and the services each member will provide;
       (B) a description of the training services that will be 
     available to individuals participating in the demonstration 
     or pilot project, which may include--
       (i) a plan to train dislocated workers from industries 
     likely to be impacted by automation and transition the 
     workers into regionally in-demand industry sectors or 
     occupations; and
       (ii) a plan to partner with local businesses to retrain, 
     upskill, and re-deploy workers within an industry as an 
     alternative to layoffs;
       (C) a plan to provide workers with technology-based skills 
     training, which may include training to provide skills 
     related to coding, systems engineering, or information 
     technology security, in addition to other skills; and
       (D) a description of the goals that the eligible 
     partnership intends to achieve to upskill workers and prepare 
     them for in-demand industry sectors or occupations.
       (c) Priorities.--In awarding grants under this section, the 
     Secretary shall give priority to--
       (1) eligible partnerships that are located in an area with 
     a high concentration of--
       (A) industries with a higher likelihood of being impacted 
     by automation; or
       (B) industries included in in-demand industry sectors, as 
     determined under subparagraphs (A)(i) and (B) of section 
     3(23) of the Workforce Innovation and Opportunity Act (29 
     U.S.C. 3102(23));
       (2) eligible partnerships--
       (A) with a plan to provide incumbent worker training--
       (i) to assist workers in obtaining the skills necessary to 
     retain employment or avert layoffs; or
       (ii) that allows a worker working for an employer to 
     acquire new skills that allow the worker to obtain a higher-
     skilled or higher-paid position with such employer; and
       (B) that partner with local employers that intend to 
     backfill the pre-training positions of the incumbent workers 
     by hiring new workers to fill those positions;
       (3) eligible partnerships that will provide workers with a 
     transportation stipend, paid sick leave, paid family and 
     medical leave, access to child care services, or other 
     employment benefits; or
       (4) eligible partnerships with a plan to develop a shared 
     training curriculum that can be used across local and 
     regional networks of employers and training providers.
       (d) Use of Funds.--An eligible partnership that receives a 
     grant under this section shall use the grant funds for 1 or 
     more of the following:
       (1) Providing training services under the demonstration or 
     pilot project, which may include training services that 
     prepare workers for in-demand industry sectors or 
     occupations.
       (2) Providing assistance for employers in developing a 
     staff position for an individual who will be responsible for 
     supporting training services provided under the grant.
       (3) Purchasing equipment or technology necessary for 
     training services provided under paragraph (1).
       (4) Providing job search and other transitional assistance 
     to workers in industries with high rates of job loss.
       (5) Providing a training stipend to workers for training 
     services.
       (6) Providing integrated education and training.
       (e) Report.--Not later than 1 year after an eligible 
     partnership's completion of a demonstration or pilot project 
     supported under this section, the eligible partnership shall 
     prepare and submit to the Secretary a report regarding--
       (1) the number of workers who received training services 
     through the demonstration or pilot project, disaggregated by 
     type of training service and the age, gender, and race of the 
     workers;
       (2) the number of such workers who successfully 
     transitioned into a new position following completion of the 
     training services;
       (3) the number of individuals who successfully transitioned 
     into an in-demand industry sector or occupation following 
     completion of the training services;
       (4) annual earnings data for individuals who have completed 
     training services through the demonstration or pilot project;
       (5) the percentage of individuals described in paragraph 
     (4) who are in education or training activities, or in 
     employment, during the second quarter after exit from the 
     training services;
       (6) the percentage of individuals described in paragraph 
     (4) who are in education or training activities, or in 
     employment, during the fourth quarter after exit from the 
     training services; and
       (7) any practices used by the partnership that should be 
     considered best practices with respect to training workers in 
     industries that have, or are expected to have, high rates of 
     job loss as a result of automation.
       (f) General Requirements.--An eligible partnership that 
     receives a grant under this section shall use the grant funds 
     in a manner

[[Page S5970]]

     that is consistent with the labor standards and protections 
     described in section 181 of the Workforce Innovation and 
     Opportunity Act (29 U.S.C. 3241) and nondiscrimination 
     provisions described in section 188 of such Act (29 U.S.C. 
     3248).
       (g) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section such sums as may 
     be necessary for the first 5 full fiscal years after the date 
     of submittal of the report under section 4(b).

     SEC. 6. EXPANSION OF WORKER TRAINING SERVICES.

       (a) Adult and Dislocated Worker Employment and Training.--
     Section 134(d)(1)(A) of the Workforce Innovation and 
     Opportunity Act (29 U.S.C. 3174(d)(1)(A)) is amended--
       (1) in clause (xi), by striking ``and'' at the end;
       (2) in clause (xii), by striking the period and inserting 
     ``; and''; and
       (3) by adding at the end the following:
       ``(xiii) training programs for individuals who are, or are 
     likely to become, dislocated workers as a result of 
     automation, including activities that prepare the individuals 
     for occupations in the technology sector.''.
       (b) National Dislocated Worker Grants.--Section 170 of the 
     Workforce Innovation and Opportunity Act (29 U.S.C. 3225) is 
     amended--
       (1) in subsection (b)(1)(A), by inserting ``advances in 
     automation technology,'' before ``plant closures,''; and
       (2) by adding at the end the following:
       ``(e) Authorization of Appropriations.--In addition to any 
     funds reserved under section 132(a)(2)(A) to carry out this 
     section, there are authorized to be appropriated to carry out 
     this section $40,000,000 for each of fiscal years 2020 
     through 2024.''.
                                 ______
                                 
      By Mr. ALEXANDER (for himself and Mr. Jones):
  S. 2667. A bill to amend the Higher Education Act of 1965 to make it 
easier to apply for Federal student aid, to make that aid predictable, 
to amend the Federal Pell Grant program, and for other purposes; to the 
Committee on Health, Education, Labor, and Pensions.
  Mr. ALEXANDER. Madam President, the Senator from Alabama will be here 
shortly. I will go ahead and make my remarks, and then he can add his.
  I ask unanimous consent that I may be able to use a piece of 
demonstrative evidence as a part of my remarks.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. ALEXANDER. Mr. President, about 20 million Americans know what 
this is. This is the FAFSA. This is the form that about 20 million 
Americans fill out every year in order to qualify for the Pell grant 
and the student loan they might use to go to college--20 million 
Americans.
  About 400,000 Tennesseans fill this out every year, and what Senator 
Jones and I propose to do is to reduce the 108 questions that are 
filled out online to between 17 and 30 as a way of making it simpler 
and easier for 20 million American families and their children to go to 
college.
  Last month, I received a letter from Janet who volunteers with low-
income students in Nashville and has seen the challenges students and 
their families face to apply for college and financial aid.
  She describes the FAFSA as ``being a huge impediment . . . to 
students raised in poverty to even attend college.''
  Janet continued, saying: ``But a few years ago, a different hurdle 
became evident.'' She was referring to something called verification.
  She told the story of an excellent student who began classes at 
Middle Tennessee State University, but 6 weeks into her fall semester, 
her FAFSA was flagged for verification--a complicated process that 
stops Pell grant payments while a student and their families scramble 
to submit their Federal tax information or prove they didn't have to 
file taxes.
  ``Our student had to drop out of school as she lost funding,'' Janet 
said. ``There has to be a better way.''
  Well, today Senator Jones and I are suggesting a better way. We call 
it the FAFSA Simplification Act, to give students a better, simpler way 
to apply for financial aid.
  Every year, nearly 20 million families, as I said, fill out the FAFSA 
to apply for Federal student aid, including 400,000 families in 
Tennessee.
  A volunteer mentor with Tennessee Promise, which is our State's 
program that provides 2 years of free community college, told me that 
the FAFSA has a ``chilling effect'' on students and on parents.
  Former Tennessee Governor Bill Haslam told me that Tennessee has the 
highest rate for filling out the FAFSA--more students fill it out than 
in any other State by percentage--but it is still the single biggest 
impediment to more students enrolling in Tennessee Promise, which gives 
them a free community college tuition.
  The FAFSA Simplification Act will make it easier for families to 
apply for Federal student aid by doing three things.
  First, it reduces the number of questions on the FAFSA from 108 to 17 
to 30 questions.
  Second, it will greatly reduce the need for the burdensome 
verification I discussed, the process that caused Janet's student to 
drop out of school.
  East Tennessee State University said that one-third of its 
applicants, approximately 10,000 students, are selected each year for 
verification.
  Third, this legislation will allow students to find out as early as 
eighth grade how much Pell grant funding they may be eligible for so 
students can start to plan for college sooner.
  This result has been 5 years in the making.
  In 2014, at a hearing before our Senate Education Committee, 
witnesses testified that the vast majority of questions on the FAFSA 
are unnecessary.
  I asked if the four witnesses, who came from many different 
directions, would each write a letter to the committee recommending how 
they would simplify the FAFSA. The witnesses stopped for a moment, they 
looked at one another, and said: We don't have to write you four 
letters because we all agree on how to fix the FAFSA. We can write you 
one letter, and they did.
  So Senator Michael Bennet, a Democratic member who was on the 
committee at the time, said: Well, if that is true and if there is that 
much agreement, then why don't we do what you recommend?
  I mean, how many times do we go home to Tennessee or Arizona and 
Alabama and explain something and people say: Well, then why don't you 
do it?
  This is a case of, well, then why don't we do it, and Senator Jones 
and I are here to ask that question and recommend that we do.
  So we started talking with other Senators, students, college 
administrators, other experts about how to simplify the FAFSA.
  In 2015, Senator Bennet and I--now, listen to this list--along with 
Senator Booker, Senator Burr, Senator King, Senators Enzi, Warner, and 
Isakson, introduced bipartisan legislation that would reduce the number 
of FAFSA questions to two questions.
  After discussions with college administrators and States, we realized 
we needed to keep some questions or States and schools would have to 
create their own additional forms that students would need to fill out.
  Over the last 4 years, we have improved that legislation. We now 
believe that what Senator Jones and I are proposing will permit us to 
move forward with bipartisan legislation that would reduce the FAFSA to 
between 18 and 30 questions. That is the legislation we have introduced 
today. This is one more step to make it easier for families to fill out 
the FAFSA.
  In President Obama's administration, with the encouragement of our 
committee, families were allowed to use the tax information from the 
previous year so they could apply to colleges in the fall rather than 
have to wait until the spring.
  Second, the Trump administration has put the FAFSA application on a 
phone app. I was at Sevier County High School last November, and I saw 
students zipping through the FAFSA on their iPhones.
  Third, last year's Senate passed bipartisan legislation that Senator 
Murray of Washington and I introduced that allows students to answer up 
to 22 questions on the current FAFSA with just 1 click, and that will 
stop requiring students to give the same information to the Federal 
Government twice.
  I can't tell you the number of parents and grandparents who said to 
me: Why do I have to give the same information to the Federal 
Government twice in order to apply for a student loan or a Pell grant?
  The answer is, you shouldn't have to. This would dramatically 
decrease the number of students selected for verification.

[[Page S5971]]

  In conclusion, that third step, along with the bill Senator Jones and 
I have introduced today, is part of the package I introduced last month 
to permanently fund historically Black colleges and universities and 
other minority-serving institutions, provide Pell grants for prisoners, 
and allow Pell grants to be used for short-term programs.
  This legislation, which includes our bill to simplify the FAFSA, can 
and should pass the Senate and the House this year so it can be signed 
into law by the President.
  By reducing the number of questions on the FAFSA, reducing the need 
for verification, and allowing students to learn earlier how much aid 
they may qualify for, the FAFSA Simplification Act will make it simpler 
and easier for students and families to apply for financial aid.
  I have some statements of support which I would like to read into the 
Record, but I will pause at this moment and give Senator Jones a chance 
to speak, and then I will come back after he has finished and ask for 
the floor and discuss these statements of support.
  Mr. JONES. Madam President, first of all, I want to thank deeply my 
colleague from Tennessee for the work he has done not just with me on 
this bill but over the years.
  This has been such an incredible work in progress, and I am 
appreciative of all of that work that has gone on. I am honored today 
to be part of this bill we are introducing that I believe is so 
important to so many families around the country and particularly in 
our States of Tennessee and Alabama.
  Anyone who has applied to college or helped someone through the 
process is all too familiar with that dreaded FAFSA form.
  As a father with three kids who have gone off to college, I can tell 
you it just doesn't get any easier. In fact, the free application for 
Federal student aid hasn't gotten any easier for nearly the 30 years it 
has been in existence.
  Despite the headaches it can cause, it is so important for students 
to fill out that FAFSA. It is so important for families to have that 
FAFSA form. It is a key to accessing grants, scholarships, and loans 
that can put a college education within reach.
  Far too often, as Senator Alexander said, it can intimidate people 
from even starting it. Also, once they get the letter asking for an 
audit, they just stop.
  Currently, the FAFSA is over 10 pages long. Often when I am back in 
Alabama, I say it is almost like filling out tax returns for Apple 
Computer or IBM or one of the big corporations. It has 108 questions. 
That is why I have been very fortunate and honored to partner with 
Senator Alexander to simplify this FAFSA form to between 17 to 30 
questions.
  As he said just a moment ago, this has been 5 years in the making, 
but this is a first great step in this Congress to really have honed 
this down over the years. We are now going to ease the burden. We are 
going to reduce the number and ease the burden for verification and 
make it easier for folks to start looking at it ahead of time.
  I appreciate Senator Alexander's comments about the fact that this 
ought to be able to be done this year. This bill is a wonderful first 
step in a process that hopefully we can get across that finish line by 
the end of the year.
  Graduating with debt--especially significant debt--can force 
graduates to put off other major life steps, like buying a house or a 
car, having children, getting married, or investing in a business as an 
entrepreneur. The burden of debt can literally change the course of a 
young person's life and guide their decisions for decades.
  Nationwide, only 62 percent of high school seniors completed the 
FAFSA in 2018. Senator Alexander's State of Tennessee, along with 
Louisiana, Mississippi, and Delaware, had the highest FAFSA completion 
rate. Alabama ranked right in the middle, about 26th.
  The site called NerdWallet--which I find to be a fascinating name for 
a site--estimates that the high school class of 2018, across this 
country, left $2.6 billion in Pell grants on the table--that is billion 
with a B--$2.6 billion that was available to put kids through school, 
and it was left on the table.
  Form Your Future reports that students missed out on $24 billion in 
total aid annually. It also reports that 92 percent of low-income 
households will receive grants and 85 percent of students have a chance 
to receive financial aid.
  The Department of Education's Federal Student Aid staff shared that, 
from October 1, 2018, through May 31 of 2019, there were nearly half a 
million fewer total FAFSA submissions--not just high school seniors--in 
the same timeframe the year before--a half a million fewer. I think 
there is a reason for that. I think people start, they look at it, they 
see the cumbersome nature of it, and they just walk away and do 
something else.
  In Alabama, high school seniors, according to the information I have, 
left $57.5 million in grant monies on the table--grant monies, not loan 
and debt, but grant monies on the table, $57 million, and only 49.9 
percent of the State's seniors filled out the form.
  Alabama students might be surprised to learn that they could be 
eligible for Federal financial aid, including Pell grants that can 
provide up to $6,100 a year. Not only does the FAFSA help identify what 
Federal loans and grants a student could receive, but it can also lead 
to college specific or Statewide scholarships.
  The student loan debt that today's graduates face is profound. 
According to The Institute for College Access and Success, college 
student seniors who graduated in 2018 in my home State of Alabama's 4-
year public and private colleges had an average of just under $30,000 
in student loan debt. It also found that more than half of our college 
seniors are graduating with debt.
  Simplifying this FAFSA form can get money in their hands. It can get 
money that is badly needed. As I go around my State, I talk to people 
all the time, and they know that not every kid is going to college, not 
every kid needs a 4-year college degree to do well to become part of 
that middle class. But for those who want to go, for those who have the 
aptitude to go, for those who desire to go and get that 4-year or even 
2-year college degree, college aid and financial aid is often vital.
  Alabama is a relatively poor State. People want their kids to 
succeed, and to do so often means a college degree. The bill that 
Senator Alexander and I have filed today will help do just that.
  I hope we can get this across the finish line. I believe it is going 
to help millions and millions of kids, and I know it will help so many 
families in my State and the great State of Tennessee.
  I thank Senator Alexander for working with me on this. I look forward 
to working with colleagues to get this across the finish line.
  I yield the floor.
  The PRESIDING OFFICER. The Senator from Tennessee.
  Mr. ALEXANDER. Mr. President, Senator Jones made a very important 
point, not only about Alabama, but really about every State.
  The Pell grant that we are talking about is money you don't have to 
pay back. This is not a student loan that you lay awake at night 
worrying about.
  Forty percent of our college students in this country go to community 
colleges, 2-year colleges. The average tuition at community colleges in 
America is $3,600. The average Pell grant is $3,600. Just those few 
facts show that basically 40 percent of those who go to college in 
America can go tuition-free or close to tuition-free because of the 
availability of the Pell grant. Now, it is higher in some States and 
lower in other States, but that is a fact. These are not loans that you 
have to pay back. These are grants that basically say that, if you want 
2 years of college past high school, you can have it.
  In States like Tennessee and an increasing number of other States, 
the State government is stepping up to say: Well, if the Pell grant 
doesn't quite cover your tuition, we will cover the rest of it, so it 
is tuition-free.
  It is important for us to say to the American people--to parents, 
grandparents, and students--that: If you want to go to college, you 
can; and tuition is probably free or about free, but first, you have to 
fill out this 108 question FAFSA. That is the problem.
  A president of a community college in Memphis that has almost all 
African-American students told me he

[[Page S5972]]

thinks he loses 1,500 students a semester because of the complexity of 
the FAFSA. At the other end of the State, the President of East 
Tennessee State University says that 10,000 of his students get their 
classes interrupted by the so-called verification process. We would fix 
almost all those problems with this bill.
  I am glad that Senator Jones has stepped up and so many other 
Senators are agreeable to this. I hope we can answer the question that 
people ask me when I go home: Okay. Why don't you do it?
  We should do it. We have been working on it for 5 years--whether it 
is Senator Bennet who introduced the first bill with me and a number of 
others or whether it is Senator Murray who introduced with me the bill 
that passed the Senate last year that said that, in one click, you can 
answer the tax questions and you don't have to give that information to 
the government twice. We can do that this year, and 20 million American 
families will be grateful.
  Mr. President, I ask unanimous consent that statements of support be 
printed in the Record following my remarks.
  I will just summarize some of them quickly.
  Justin Draeger, president of the National Association of Student 
Financial Aid Administrators, said: ``In short, this bill makes the 
process of applying for student aid much easier for all students, but 
the biggest positive impact will be for our nation's neediest 
students.'' I would like to thank Justin and his association of 
financial aid experts for working with us because the first bill we 
introduced didn't take into consideration a number of points that it 
should have. The administrators pointed them out to us, and so we 
believe we have come up with a set of solutions that meets those needs 
and has their support.
  The National College Access Network Executive Director Kim Cook said: 
``[Our organization] has long advocated for a streamlined FAFSA to 
lessen one of the barriers faced by many first-generation students 
going to college. By combining this simpler FAFSA with a Pell Grant 
look-up table, we can show students, early in their decision-making 
process, that there is money to help them complete college.''
  Stacey Lightfoot testified before our committee. She is vice 
president of college and career success at the Public Education 
Foundation of Chattanooga: ``The FAFSA is even more complex for 
families, especially those from underserved backgrounds, who get lost 
answering over 100 questions on the form. [This] proposal to simplify 
the FAFSA is long overdue and has been thoughtfully created to ensure 
better access to college by eliminating unnecessary and irrelevant 
questions. The new bill takes the most intimidating aspect of the 
college process away from students.''
  Why would we cause 20 million families to answer unnecessary and 
intimidating questions, and discourage their students from going to 
college? Why would we do that? We shouldn't.
  Executive director of Alabama Possible, Kristina Scott, said: ``With 
the FAFSA Simplification Act implementation of simple, clear Pell Grant 
look up tables, we will be able to talk with students beginning in 
middle school about what aid for which they should be eligible and how 
to access it by completing a shorter, simplified FAFSA. These two 
changes can shift the conversation about postsecondary education from 
`if' to `when' for low-income and first-generation college-going 
students and their families.''
  How many times do we hear it said that--particularly in low-income 
families--parents, grandparents, and others discourage the students 
from going to college because they are afraid it will mean a lot of 
debt that they will never be able to pay back. They can't imagine how 
they can handle this. This bill and all that goes with it will allow 
conversations to begin with middle school students, including low-
income students, and say: You may be in the eighth grade or the seventh 
grade or a freshman in high school, but you can begin thinking now 
about at least 2 more years of college after high school that are 
essentially tuition free, and it is simple to do because of the simpler 
FAFSA.
  Mike Krause, director of the Tennessee Higher Education Commission, 
said: ``For Tennessee, the complexity of the FAFSA presents a barrier 
for students attempting to enroll in Tennessee Promise, Tennessee 
Reconnect, and other financial aid programs like the HOPE Access Grant. 
. . . Simplifying the FAFSA would improve college access for students 
in Tennessee by allowing the federal government and our state to better 
target financial aid to the neediest students.''
  Now, what he is saying is that this complicated form is a barrier to 
free college for students of all ages in Tennessee. They have to fill 
this out first. If they are discouraged from doing it, they don't go to 
college.
  Barbara Duffield, executive director of School House Connection, 
which helps homeless and foster care children, had this to say: ``The 
FAFSA Simplification Act removes barriers to financial aid for some of 
our Nation's most vulnerable youth--those who experience homelessness 
or foster care.''
  This has been a good exercise in the United States Senate. We have 
had testimony before our committee. Our witnesses told us what to do. 
Senator Bennet and I, and a group of others who were on the committee 
at that time, said: Okay. Let's do it.
  We got advice from the financial aid officers who said: Wait a 
minute. You didn't think about this and that. For example, if you cut 
it down to two questions, then Arizona and Tennessee are going to have 
to ask more questions in order to do the State grant programs that they 
have. So we recognized that, and we adjusted our position. Then Senator 
Jones, who is a new member of our committee, stepped up and said he 
wanted to be a part of it, so now, we are ready to go.
  Chairman  Bobby Scott, chairman of the House Education Committee, 
introduced a bill that would simplify the FAFSA just last week. It is 
not the same as our bill, but it heads in the same direction.
  I think every single Member of this body wants to help students, 
especially low-income students, have an opportunity to attend college 
if they want to. We have everything in place for them to do it, yet we 
have created this single barrier--this 108-question form--with 
unnecessary, needless questions and a verification process in the 
middle of the semester that would yank your money and cause you to drop 
out of school. We can change that this year. If we will do it, we have 
bipartisan support in the Senate, and the President will sign it. I 
hope it is law by the beginning of next year.
  There being no objection, the material was ordered to be printed in 
the Record, as follows:

         State of Tennessee, Higher Education Commission, Student 
           Assistance Corporation,
                                  Nashville, TN, October 21, 2019.
     Hon. Lamar Alexander,
     Chairman, Senate Health, Education, Labor & Pensions 
         Committee.
     Hon. Doug Jones,
     Member, Senate Health, Education, Labor & Pensions Committee.
       Dear Chairman Alexander and Senator Jones: The Tennessee 
     Higher Education Commission and Tennessee Student Assistance 
     Corporation write to express appreciation and strong support 
     for the FAFSA Simplification Act of 2019.
       The Free Application for Federal Student Aid (FAFSA) is the 
     way nearly 20 million Americans access federal, state, and 
     institution based financial aid to attend college each year. 
     However, the complexity of the form and chilling effect of 
     the verification process is one of the biggest barriers for 
     our most vulnerable students to enter a postsecondary 
     institution.
       For Tennessee, the complexity of the FAFSA presents a 
     barrier for students attempting to enroll in Tennessee 
     Promise, Tennessee Reconnect, and other financial aid 
     programs like the HOPE Access Grant. In the 2018-19 school 
     year, over 400,000 Tennesseans submitted a FAFSA, and that 
     information was the cornerstone to access both state and 
     federal aid. Simplifying the FAFSA would improve college 
     access for students in Tennessee by allowing the federal 
     government and our state to better target financial aid to 
     the neediest students. In particular, Tennessee sees great 
     value for our State in the FAFSA Simplification Act based on 
     four key aspects:
        1. Statewide efforts to promote FAFSA completion and 
     college enrollment thrive on simple messages. The new simple 
     Pell Grant formula will allow statewide college access 
     messaging campaigns to inform students and families about how 
     much Pell Grant they will likely be eligible to receive based 
     on a table or simple calculator.
        2. Tennessee and its public institutions depend on the 
     Needs Analysis formula to annually award over $400 million in 
     State appropriated student financial aid. By continuing the 
     availability of this calculation and most

[[Page S5973]]

     of the variables behind it, our State will have the to 
     continue awarding state and institutional aid without 
     disruption.
        3. FAFSA filing can quickly become challenging for 
     applicants when sorting through difficult financial 
     questions. By relying on tax information the federal 
     government already has on file, students and families do not 
     have to find additional information and are unlikely to be 
     selected for burdensome verification processes.
        4. The flexibility provided to financial aid 
     administrators regarding professional judgement and 
     applicants to file provisionally independent will be 
     transformative for our State's most vulnerable students.
       Thank you both for your strong commitment to this issue. It 
     is important to enact this reform which will help us reach 
     our State's goals.
           Sincerely,
     Mike Krause.
                                  ____


                           Support Statements

       Justin Dragger, president of the National Association of 
     Student Financial Aid Administrators said: ``In short, this 
     bill makes the process of applying for student aid much 
     easier for all students, but the biggest positive impact will 
     be for our nation's neediest students.''
       National College Access Network Executive Director Kim Cook 
     said: ``NCAN has long advocated for a streamlined FAFSA to 
     lessen one of the barriers faced by many first-generation 
     students going to college. By combining this simpler FAFSA 
     with a Pell Grant look-up table, we can show students, early 
     in their decision-making process, that there is money to help 
     them complete college.''
       Stacy Lightfoot, vice president of college and career 
     success at the Public Education Foundation of Chattanooga-
     Hamilton County, said: ``The FAFSA is even more complex for 
     families, especially those from underserved backgrounds, who 
     get lost answering over 100 questions on the form. [This] 
     proposal to simplify the FAFSA is long overdue and has been 
     thoughtfully created to ensure better access to college by 
     eliminating unnecessary and irrelevant questions. The new 
     bill takes the most intimidating aspect of the college 
     process away for students.''
       Executive director of Alabama Possible, Kristina Scott, 
     said: ``With the FAFSA Simplification Act implementation of 
     simple, clear Pell Grant look up tables, we will be able to 
     talk with students beginning in middle school about what aid 
     for which they should be eligible and how to access it by 
     completing a shorter, simplified FAFSA. These two changes can 
     shift the conversation about postsecondary education from 
     `if' to `when' for low-income and first-generation college-
     going students and their families.''
       Mike Krause, director of the Tennessee Higher Education 
     Commission: ``For Tennessee, the complexity of the FAFSA 
     presents a barrier for students attempting to enroll in 
     Tennessee Promise, Tennessee Reconnect, and other financial 
     aid programs like the HOPE Access Grant . . . Simplifying the 
     FAFSA would improve college access for students in Tennessee 
     by allowing the federal government and our state to better 
     target financial aid to the neediest students.''
       Barbara Duffield, Executive Director of School House 
     Connection, said: ``The FAFSA Simplification Act removes 
     barriers to financial aid for some of our nation's most 
     vulnerable youth--those who experience homelessness or foster 
     care.''
                                  ____


 NASFAA, National College Access Network Release Statement of Support 
                for Bipartisan FAFSA Simplification Act

       Sens. Lamar Alexander (R-Tenn.) and Doug Jones (D-Ala.) 
     today introduced the FAFSA Simplification Act of 2019, a bill 
     that would create a streamlined financial aid application 
     process, while still giving schools, states, and scholarship 
     providers enough information to offer financial aid to 
     today's diverse college-going population. Under this 
     proposal, all students would be able to determine their Pell 
     Grant eligibility through Adjusted Gross Income (AGI) and 
     household size.
       For far too long, thousands of students who have every 
     intention of attending college never enroll, or end up 
     leaving millions of financial aid dollars on the table--
     including $2.3 billion in Pell Grant dollars annually--in 
     large part due to the overly complex nature of applying for 
     and receiving federal financial aid. While we have made 
     significant progress toward simplifying the process in recent 
     years--through the addition of skip logic to the Free 
     Application for Federal Student Aid (FAFSA) and allowing some 
     income data to be imported via the Internal Revenue Service's 
     Data Retrieval Tool, for example--we can do better.
       The FAFSA Simplification Act would significantly reduce the 
     number of questions on the FAFSA--including irrelevant and 
     unnecessary questions, such as the Selective Service and drug 
     offense-related questions--and require students to only 
     answer questions based on their family income.
       ``Taking into account feedback from financial aid 
     professionals nationwide, this bill takes a commonsense 
     approach to shorten the FAFSA application to an extent that 
     would not deprive institutions of crucial information needed 
     to appropriately disburse billions of dollars of financial 
     aid to eligible students,'' said NASFAA President Justin 
     Draeger. ``In short, this bill makes the process of applying 
     for student aid much easier for all students, but the biggest 
     positive impact will be for our nation's neediest students.''
       ``NCAN has long advocated for a streamlined FAFSA to lessen 
     one of the barriers faced by many first-generation students 
     going to college. By combining this simpler FAFSA with a Pell 
     Grant look-up table, we can show students, early in their 
     decision-making process, that there is money to help them 
     complete college,'' said NCAN Executive Director Kim Cook. 
     ``We thank Senators Alexander and Jones for championing this 
     issue and the students we serve.''
       A few NASFAA and NCAN members also weighed in on the bill 
     and what it would mean for students:
       ``Legislation that makes the process for accessing 
     financial aid simpler for our students and families is a 
     win,'' said Brenda Hicks, director of financial aid at 
     Southwestern College in Winfield, Kansas. ``Condensing 
     eligibility for the Federal Pell Grant to a look-up table 
     places pivotal information directly in students' hands in a 
     concise and accessible way. This kind of knowledge could make 
     the difference between a student who feels a college 
     education is out of reach financially and a student who 
     suddenly has hope for their future.''
       ``One of the biggest reasons students and families don't 
     complete the FAFSA is that they don't think they will be 
     eligible for any financial aid. This is true even for Pell-
     eligible families,'' said Kristina Scott, executive director 
     of Alabama Possible. ``With the FAFSA Simplification Act 
     implementation of simple, clear Pell Grant look up tables, we 
     will be able to talk with students beginning in middle school 
     about what aid for which they should be eligible and how to 
     access it by completing a shorter, simplified FAFSA. These 
     two changes can shift the conversation about postsecondary 
     education from `if' to `when' for low-income and first-
     generation college-going students and their families.''
       ``FAFSA simplification is an important step in the right 
     direction to make the financial aid process more transparent 
     for students and their families,'' said Lori Vedder, director 
     of the office of financial aid at the University of Michigan-
     Flint. ``Allowing our neediest students to avoid answering 
     unnecessary questions when applying for financial aid would 
     remove barriers that often keep many students from 
     matriculating. Having an earlier and upfront indication of 
     their eligibility to receive crucial need-based aid, such as 
     the federal Pell Grant, will help these students realize they 
     have the ability to attend and afford college.''
       ``Completing the FAFSA, for as long as I can remember, is a 
     daunting process--one that my mother needed help with over 20 
     years ago for my sister and me,'' shared Stacy Lightfoot, 
     vice president of college and career success at the Public 
     Education Foundation of Chattanooga-Hamilton County. ``Now, 
     the FAFSA is even more complex for families, especially those 
     from underserved backgrounds, who get lost answering over 100 
     questions on the form. Senator Alexander's proposal to 
     simplify the FAFSA is long overdue and has been thoughtfully 
     created to ensure better access to college by eliminating 
     unnecessary and irrelevant questions. The new bill takes the 
     most intimidating aspect of the college process away for 
     students.''
       NASFAA and NCAN look forward to working with lawmakers as 
     this bill moves through the legislative process. To request 
     an interview with a NASFAA spokesperson, please email 
     Director of Communications Erin Powers or call (202) 785-
     6959. To request an interview with an NCAN spokesperson, 
     please email Communications Manager Kelly Mae Ross or call 
     (202) 347-4848 x210.


                               About NCAN

       The mission of the National College Access Network is to 
     build, strengthen, and empower communities and stakeholders 
     to close equity gaps in postsecondary attainment for all 
     students. Based in Washington, D.C., NCAN is a nonprofit 
     membership organization serving over 500 members that touch 
     the lives of more than 2 million students each year. Our 
     members include college access programs, school districts, 
     institutions of higher education, and other nonprofits that 
     are committed to the vision that all students have an 
     equitable opportunity to achieve social and economic mobility 
     through higher education. For more information, please visit 
     www.collegeaccess.org.


 About NASFAA

       The National Association of Student Financial Aid 
     Administrators (NASFAA) is a nonprofit membership 
     organization that represents more than 28,000 financial aid 
     professionals at nearly 3,000 colleges, universities, and 
     career schools across the country. NASFAA member institutions 
     serve nine out of every 10 undergraduates in the United 
     States. Based in Washington, D.C., NASFAA is the only 
     national association with a primary focus on student aid 
     legislation, regulatory analysis, and training for financial 
     aid administrators. For more information, visit 
     www.nasfaa.org.
 ______
                                 
      By Mr. McCONNELL (for himself, Mr. Burr, Mr. Graham, Mr. Inhofe, 
        Mr. Risch, Ms. Collins, Mr. Barrasso, Mr. Rubio, Mr. Isakson, 
        Mrs. Blackburn, Ms. McSally, Mr. Blunt, Mrs. Capito, Mr. Cruz, 
        and Mr. Wicker):
  S.J. Res. 59. A joint resolution expressing the sense of Congress on 
the precipitous withdrawal of United States Armed Forces from Syria and

[[Page S5974]]

Afghanistan, and Turkey's unprovoked incursion into Syria; read the 
first time.
  Mr. McCONNELL. Mr. President, I ask unanimous consent that the text 
of the bill be printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                              S.J. Res. 59

       Whereas the Islamic State of Iraq and al Sham, better known 
     by its acronym ISIS, flourished in the chaos unleashed by the 
     civil war in Syria and at one point controlled extensive 
     territory in Iraq and Syria;
       Whereas ISIS murdered thousands of innocent civilians, 
     including Americans, and sought to ethnically cleanse the 
     territory it controlled of religious minorities;
       Whereas the Kurdish-led Syrian Democratic Forces, which is 
     composed of Kurdish and Arab fighters, remains an essential 
     United States partner in the successful campaign to destroy 
     ISIS' so-called ``caliphate'';
       Whereas, backed by the United States and United States 
     allies, the Syrian Democratic Forces liberated millions of 
     Syrians from ISIS' terrorist regime, and sustained 
     approximately 11,000 casualties in the fight;
       Whereas ISIS, al Qaeda, and their affiliates have proven 
     resilient and have regrouped when the United States and its 
     partners have withdrawn from the fight against them;
       Whereas Turkey's unprovoked incursion into northeastern 
     Syria, which began on October 9, 2019, has displaced more 
     than 166,000 civilians, according to the United Nations High 
     Commissioner on Refugees, and dozens of civilians have been 
     killed on both sides;
       Whereas, as a result of Turkey's incursion into 
     northeastern Syria and the withdrawal of United States Armed 
     Forces, the Syrian Democratic Forces have turned to Russia 
     and the brutal Assad regime for support, while more than a 
     hundred ISIS-affiliated detainees have escaped from detention 
     facilities; and
       Whereas the Assad regime is responsible for murdering at 
     least 500,000 civilians and displacing at least 12,000,000 
     Syrians, or roughly half the country's population at the time 
     that the civil war began in 2011, and the regime's return to 
     northeastern Syria through its new partnership with the 
     Syrian Democratic Forces will allow the regime to extend its 
     murderous campaign and again subjugate the Kurdish, Sunni 
     Arab, and religious minorities of northeastern Syria: Now, 
     therefore, be it
       Resolved by the Senate and House of Representatives of the 
     United States of America in Congress assembled, That 
     Congress--
       (1) condemns in the strongest terms the Government of 
     Turkey's escalating hostilities against Kurdish partners of 
     the United States in Syria, while recognizing the Government 
     of Turkey's legitimate humanitarian, economic, and security 
     concerns emanating from the conflict in Syria;
       (2) calls upon the United States Government to pressure the 
     Government of Turkey, including through sanctions, to act 
     with restraint, provide accountability for human rights 
     abuses conducted by militias acting in support of Turkish 
     military operations, and curtail its hostilities against 
     United States partner forces in Syria;
       (3) reiterates United States opposition to the forced 
     repatriation of refugees from third countries into Syria, and 
     calls upon all refugee returns to be safe, dignified, and 
     voluntary;
       (4) urges the President to rescind his invitation to the 
     White House to Turkish President Recep Tayyip Erdogan until a 
     more enduring cease-fire has been established between Turkish 
     and Kurdish forces in northeastern Syria;
       (5) calls upon the United States Government to continue 
     supporting liberated Syrian Kurdish and Arab communities in 
     northeast Syria through humanitarian support, including those 
     displaced or otherwise affected by ongoing violence in Syria, 
     and calls upon other nations to increase support to 
     stabilization efforts in northeastern Syria;
       (6) strongly opposes any abandonment of our Kurdish and 
     Arab partners in Syria;
       (7) calls for a halt to the withdrawal of United States 
     Armed Forces from Syria where practical, and calls for the 
     continued use of air power to target ISIS and provide 
     protection of ethnic and religious minorities in northeastern 
     Syria;
       (8) expresses support for a continued United States 
     military presence in Iraq, along with efforts to help Iraqi 
     forces control their border, protect their sovereignty, and 
     counter ISIS;
       (9) recognizes the continuing threat to United States and 
     United States allies posed by al Qaeda and ISIS, which 
     maintain an ability to operate in Syria and Afghanistan;
       (10) warns that a precipitous withdrawal of United States 
     forces from the ongoing fight against these groups, without 
     effective, countervailing efforts to secure gains in Syria 
     and Afghanistan, could allow terrorists to regroup, 
     destabilize critical regions, and create vacuums that could 
     be filled by Iran or Russia, to the detriment of United 
     States interests and those of our allies;
       (11) recognizes that an unbroken chain of Iranian-
     controlled territory across Syria poses a significant threat 
     to Israel;
       (12) reiterates support for international diplomatic 
     efforts to facilitate peaceful, negotiated resolutions to the 
     ongoing conflicts in Syria and Afghanistan on terms that 
     respect the rights of innocent civilians and deny safe havens 
     to terrorists;
       (13) encourages close collaboration between the executive 
     branch and the legislative branch to ensure continuing 
     strong, bipartisan support for United States military 
     operations in Syria and Afghanistan; and
       (14) calls upon the President to certify whether conditions 
     have been met for the enduring defeat of al Qaeda and ISIS 
     before initiating any further significant withdrawal of 
     United States forces from the region.

                          ____________________