[Congressional Record Volume 166, Number 206 (Monday, December 7, 2020)]
[House]
[Pages H6877-H6880]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
{time} 1330
HBCU PROPELLING AGENCY RELATIONSHIPS TOWARDS A NEW ERA OF RESULTS FOR
STUDENTS ACT
Ms. ADAMS. Mr. Speaker, I move to suspend the rules and pass the bill
(S. 461) to strengthen the capacity and competitiveness of historically
Black colleges and universities through robust public-sector, private-
sector, and
[[Page H6878]]
community partnerships and engagement, and for other purposes, as
amended.
The Clerk read the title of the bill.
The text of the bill is as follows:
S. 461
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 ``HBCU Propelling Agency
Relationships Towards a New Era of Results for Students Act''
or the ``HBCU PARTNERS Act''.
SEC. 2. FINDINGS AND PURPOSES.
(a) Findings.--Congress finds the following:
(1) As many colleges and universities across the country
kept their doors closed to African American applicants,
historically Black colleges and universities (referred to in
this section as ``HBCUs'') played a central role in ensuring
that African Americans could attain an excellent education.
(2) Today, HBCUs continue to play a critical role in
ensuring that African Americans, and those of all races, can
access high-quality educational opportunities.
(3) HBCUs enroll nearly 300,000 students, an estimated 70
percent of whom come from low-income backgrounds and 80
percent of whom are African American.
(4) According to the National Association For Equal
Opportunity In Higher Education (referred to in this section
as ``NAFEO''), HBCUs make up just 3 percent of American
institutions of higher education but serve more than a fifth
of African American college students.
(5) According to the Thurgood Marshall College Fund
(referred to in this section as ``TMCF''), approximately 9
percent of all African American college students attend
HBCUs.
(6) A March 2017 report from the Education Trust concluded
that HBCUs have higher completion rates for African American
students than other institutions serving similar student
populations.
(7) According to TMCF, 40 percent of African American
Members of Congress, 50 percent of African American lawyers,
and 80 percent of African American judges are graduates of
HBCUs.
(8) According to NAFEO, HBCUs graduate approximately 50
percent of African American public school teaching
professionals.
(9) According to the United Negro College Fund (referred to
in this section as ``UNCF''), African American graduates of
HBCUs are almost twice as likely as African Americans who
graduated from other institutions to report that their
university prepared them well for life.
(10) According to a study commissioned by UNCF, in 2014,
HBCUs generated a total direct economic impact of
$14,800,000,000 and created more than 134,000 jobs.
(11) According to a 2019 report produced by the American
Council on Education and UNCF, despite efforts to counter a
historical legacy of inequitable funding and notable
investments by the Federal Government and many State
governments, resource inequities continue to plague HBCUs.
(b) Purposes.--The purposes of this Act are--
(1) to strengthen the capacity and competitiveness of HBCUs
to fulfill their principal mission of equalizing educational
opportunity, as described in section 301(b) of the Higher
Education Act of 1965 (20 U.S.C. 1051(b));
(2) to align HBCUs with the educational and economic
competitiveness priorities of the United States;
(3) to provide students enrolled at HBCUs with the highest
quality educational and economic opportunities;
(4) to bolster and facilitate productive interactions
between HBCUs and Federal agencies; and
(5) to encourage HBCU participation in and benefit from
Federal programs, grants, contracts, and cooperative
agreements.
SEC. 3. DEFINITIONS.
In this Act:
(1) Applicable agency.--The term ``applicable agency''
means--
(A) the Department of Agriculture;
(B) the Department of Commerce;
(C) the Department of Defense;
(D) the Department of Education;
(E) the Department of Energy;
(F) the Department of Health and Human Services;
(G) the Department of Homeland Security;
(H) the Department of Housing and Urban Development;
(I) the Department of the Interior;
(J) the Department of Justice;
(K) the Department of Labor;
(L) the Department of State;
(M) the Department of Transportation;
(N) the Department of Treasury;
(O) the Department of Veterans Affairs;
(P) the National Aeronautics and Space Administration;
(Q) the National Oceanic and Atmospheric Administration;
(R) the National Science Foundation;
(S) the Small Business Administration; and
(T) any other Federal agency designated as an applicable
agency under section 4.
(2) Executive director.--The term ``Executive Director''
means--
(A) the Executive Director of the White House Initiative on
Historically Black Colleges and Universities, as designated
by the President; or
(B) if no such Executive Director is designated, such
person as the President may designate to lead the White House
Initiative on Historically Black Colleges and Universities.
(3) HBCU.--The term ``HBCU'' means a historically Black
college or university.
(4) Historically black college or university.--The term
``historically Black college or university'' has the meaning
given the term ``part B institution'' under section 322 of
the Higher Education Act of 1965 (20 U.S.C. 1061).
(5) President's board of advisors.--The term ``President's
Board of Advisors'' means the President's Board of Advisors
on historically Black colleges and universities.
(6) Secretary.--Except as otherwise provided, the term
``Secretary'' means the Secretary of Education.
(7) White house initiative.--The term ``White House
Initiative'' means the White House Initiative on historically
Black colleges and universities.
SEC. 4. STRENGTHENING HBCUS THROUGH FEDERAL AGENCY PLANS.
(a) Designating Applicable Agencies.--The Secretary, in
consultation with the Executive Director, shall--
(1) identify each Federal agency with which an HBCU--
(A) has entered into a grant, contract, or cooperative
agreement; or
(B) is eligible to participate in the programs and
initiatives under the jurisdiction of such Federal agency;
and
(2) designate each Federal agency so identified as an
applicable agency.
(b) Submitting Agency Plans.--Not later than February 1 of
each year, the head of each applicable agency shall submit to
the Secretary, the Executive Director, the Committee on
Health, Education, Labor, and Pensions of the Senate, the
Committee on Education and Labor of the House of
Representatives, and the President's Board of Advisors an
annual Agency Plan describing efforts to strengthen the
capacity of HBCUs to participate or be eligible to
participate in the programs and initiatives under the
jurisdiction of such applicable agency as described in
subsection (a)(1)(B).
(c) Further Requirements for Submission and
Accessibility.--The Executive Director shall make all annual
Agency Plan submissions publicly available online in a user-
friendly format.
(d) Agency Plan Content.--Where appropriate, each Agency
Plan shall include--
(1) a description of how the applicable agency intends to
increase the capacity of HBCUs to compete effectively for
grants, contracts, or cooperative agreements;
(2) an identification of Federal programs and initiatives
under the jurisdiction of the applicable agency in which
HBCUs are underrepresented;
(3) an outline of proposed efforts to improve HBCUs'
participation in such programs and initiatives;
(4) a description of any progress made towards advancing or
achieving goals and efforts from previous Agency Plans
submitted under this section by such applicable agency;
(5) a description of how the applicable agency plans to
encourage public-sector, private-sector, and community
involvement to improve the capacity of HBCUs to compete
effectively for grants, contracts, or cooperative agreements,
and to participate in programs and initiatives under the
jurisdiction of such agency;
(6) an identification of programs and initiatives not
listed in a previous Agency Plan in which an HBCU may
participate;
(7) any other information the applicable agency determines
is relevant to promoting opportunities to fund, partner,
contract, or otherwise interact with HBCUs; and
(8) any additional criteria established by the Secretary or
the White House Initiative.
(e) Agency Engagement.--To help fulfill the objectives of
the Agency Plans, the head of each applicable agency--
(1) shall provide, as appropriate, technical assistance and
information to the Executive Director to enhance
communication with HBCUs concerning the applicable agency's--
(A) programs and initiatives described in subsection
(d)(2); and
(B) the preparation of applications or proposals for
grants, contracts, or cooperative agreements; and
(2) shall appoint a senior official to report directly to
the agency head on the applicable agency's progress under
this section.
SEC. 5. PRESIDENT'S BOARD OF ADVISORS ON HBCUS.
(a) Administration.--
(1) In general.--There is established the President's Board
of Advisors on historically Black colleges and universities
in the Department of Education or, if the President so
elects, within the Executive Office of the President.
(2) Funding from ed.--Except as provided in paragraph (3),
the Secretary shall provide funding and administrative
support for the President's Board of Advisors, subject to the
availability of appropriations.
(3) Funding from the executive office of the president.--If
the President elects to locate the President's Board of
Advisors within the Executive Office of the President, the
Executive Office of the President shall provide funding and
administrative support for the President's Board of Advisors,
subject to the availability of appropriations.
(b) Membership.--
[[Page H6879]]
(1) In general.--The President shall appoint not more than
23 members to the President's Board of Advisors, and the
Secretary and Executive Director or their designees shall
serve as ex officio members.
(2) Chair.--
(A) Designation.--The President shall designate one member
of the President's Board of Advisors to serve as its Chair,
who shall help direct the Board's work in coordination with
the Secretary and in consultation with the Executive
Director.
(B) Consultation.--The Chair shall also consult with the
Executive Director regarding the time and location of
meetings of the President's Board of Advisors, which shall
take place not less frequently than once every 6 months.
(C) Performance.--Insofar as the Federal Advisory Committee
Act (5 U.S.C. App.) may apply to the President's Board of
Advisors, any functions of the President under such Act,
except for those of reporting to the Congress, shall be
performed by the Chair, in accordance with guidelines issued
by the Administrator of General Services.
(3) Compensation.--Members of the President's Board of
Advisors shall serve without compensation, but shall be
reimbursed for travel expenses, including per diem in lieu of
subsistence, as authorized by law.
(c) Mission and Functions.--The President's Board of
Advisors shall advise the President, through the White House
Initiative, on all matters pertaining to strengthening the
educational capacity of HBCUs, which shall include the
following:
(1) Improving the identity, visibility, distinctive
capabilities, and overall competitiveness of HBCUs.
(2) Engaging the philanthropic, business, government,
military, homeland-security, and education communities in a
national dialogue regarding new HBCU programs and
initiatives.
(3) Improving the ability of HBCUs to remain fiscally
secure institutions that can assist the Nation in achieving
its educational goals and in advancing the interests of all
Americans.
(4) Elevating the public awareness of, and fostering
appreciation of, HBCUs.
(5) Encouraging public-private investments in HBCUs.
(6) Improving government-wide strategic planning related to
HBCU competitiveness to align Federal resources and provide
the context for decisions about HBCU partnerships,
investments, performance goals, priorities, human capital
development, and budget planning.
(d) Report.--The President's Board of Advisors shall report
annually to the President on the Board's progress in carrying
out its duties under this section.
The SPEAKER pro tempore. Pursuant to the rule, the gentlewoman from
North Carolina (Ms. Adams) and the gentleman from Pennsylvania (Mr.
Smucker) each will control 20 minutes.
The Chair recognizes the gentlewoman from North Carolina.
General Leave
Ms. ADAMS. Mr. Speaker, I ask unanimous consent that all Members have
5 legislative days in which to revise and extend their remarks and
insert extraneous material on S. 461, the HBCU PARTNERS Act.
The SPEAKER pro tempore. Is there objection to the request of the
gentlewoman from North Carolina?
There was no objection.
Ms. ADAMS. Mr. Speaker, I yield myself such time as I may consume.
I rise in support of S. 461, the HBCU PARTNERS Act, as amended.
Mr. Speaker, today is a special day for bipartisanship and for
equity, access, and inclusion.
For centuries, this country has made promises to the African-American
community that have gone largely unmet: promises of freedom, promises
of justice, and promises of equal opportunity.
So, today, we vote for a fighting chance to rectify this history and
the impacts it has had on the Black community. Today, we vote to give
HBCUs and the communities they serve a real permanent seat at the table
with the President of the United States and our Nation's Federal
agencies.
You see, like the people of color they serve, HBCUs are embedded in
the fabric of this Nation and they play a vital role in its prosperity.
While countless other institutions have often fallen short, HBCUs have
long been the means of delivering on our Nation's promise of freedom
and opportunity for all, especially for communities of color.
For generations, these schools have fought to deliver for African
Americans what is owed to them, a first-class education and a fair shot
at pursuing happiness.
While only representing roughly 3 percent of all 4-year colleges and
universities, HBCUs produce upwards of 17 percent of all bachelor's
degrees awarded to African Americans. HBCU graduates account for 42
percent of all Black engineers and 47 percent of all Black female
engineers.
What is more, these institutions produce 27 percent of all African-
American STEM graduates, 50 percent of all African-American lawyers, 50
percent of all African-American public schoolteachers, and 80 percent
of all African-American judges.
Further, research has found that HBCUs are more successful at
boosting students out of the lowest income distributions than other
institutions of higher education.
In fact, nearly 70 percent of students of HBCUs attain at least
middle class incomes after graduation, including nearly 70 percent of
low-income students.
On an annual basis, HBCUs contribute nearly $15 billion to the
economy, produce 134,000 jobs, and create $46.8 billion in alumni
career earnings that can be directly attributed to their degrees.
HBCUs are clearly centers of advancement and excellence in this
country. It is important to note that this incredible success has been
achieved despite over a century of systemic underfunding at both the
State and Federal levels.
That is why my bill, the HBCU PARTNERS Act, is so very crucial. This
legislation will require every administration and the Federal agencies
it manages to plan and coordinate, on an annual basis, their efforts to
strategically engage in investing in HBCUs.
This bill also strengthens the rigor and transparency requirements of
existing law, requiring that agencies track their progress toward goals
concerning HBCUs and share their plans to advance them with Congress.
In addition, it codifies the President's Board of Advisors on HBCUs,
ensuring an ongoing avenue for HBCU priorities and policy concerns to
be raised and addressed.
In other words, this legislation provides us with an opportunity to
commit to HBCUs in the same way they have committed to the well-being
and prosperity of our country. And in a very real way, it provides us
with a chance to try to honor our Nation's promises.
Mr. Speaker, I reserve the balance of my time.
Mr. SMUCKER. Mr. Speaker, I yield myself such time as I may consume.
I rise today in support of S. 461, the Historically Black Colleges
and Universities--HBCU--PARTNERS Act, which stands for Propelling
Agency Relationships Towards a New Era of Results for Students.
This legislation is a result of bipartisan, bicameral collaboration
and executive leadership across administrations. Executive orders on
HBCUs began under Jimmy Carter and have evolved with each succeeding
President.
In 1989, George H.W. Bush established the first President's Board of
Advisors on HBCUs and the White House Initiative on HBCUs.
In February 2017, President Trump built upon these historic efforts
and issued an executive order to promote excellence and innovation at
HBCUs. S. 461 would codify President Trump's executive order to pave a
brighter and stronger path forward for HBCUs.
Notably, this bill established the President's Board of Advisors, a
23-member board responsible for advising the President and reporting on
strengthening the educational capacity and economic offerings of HBCUs.
The board will also work closely with the White House Initiative on
HBCUs to make recommendations to improve overall competitiveness of
HBCUs, their ability to remain financially secure, how to elevate
public awareness and appreciation of HBCUs, and more.
Federal agencies will collaborate with the White House Initiative on
HBCUs, and each agency will work to increase the capacity of HBCUs to
compete effectively for Federal grants and contracts and to participate
in Federal programs.
As a member of the Education & Labor Committee, I have spent time
learning about the ways in which HBCUs serve our country's students and
higher education community. I know I speak for many on the committee
and in this Chamber when I say that HBCUs play a critical role in
preparing our country's next generation of leaders and innovators.
This legislation before us today will empower HBCUs' education and
economic offerings so they can continue
[[Page H6880]]
serving students, families, and communities across the United States.
Mr. Speaker, I strongly urge my colleagues to join me in voting
``yes'' on this bill, and I reserve the balance of my time.
Ms. ADAMS. Mr. Speaker, I thank the gentleman from Pennsylvania (Mr.
Smucker) for his kind remarks and support.
Mr. Speaker, I yield 3 minutes to the gentleman from Virginia (Mr.
Scott), the chairman of the Committee on Education & Labor and a
tremendous supporter of education.
Mr. SCOTT of Virginia. Mr. Speaker, I thank the gentlewoman for
yielding.
I rise in support of S. 461, as amended, the HBCU PARTNERS Act.
Since their inception, HBCUs have been engines of social mobility and
a cornerstone of secondary education for underserved students,
particularly Black students from low-income backgrounds.
Today, HBCUs account for no more than 3 percent of all colleges and
universities in the country, yet these institutions, as we have heard,
produce nearly 20 percent of all Black undergraduates, half of all
Black professionals, and one-third of all Black STEM degree earners.
Despite this outsized role in expanding access to higher education,
HBCUs continue to be underresourced compared to other institutions of
higher learning.
This historic lack of support is being further exacerbated by the
COVID-19 pandemic, as HBCUs disproportionately suffer from dramatically
lower enrollment and State funding.
Mr. Speaker, there is simply no better time to support these critical
institutions than by passing this legislation before us today.
The HBCUs PARTNERS Act would ensure that our Federal agencies
actively work with HBCUs to advance their critical mission of opening
the door to higher education for students across the country.
This bipartisan bill demonstrates that regardless of political
affiliation, we can all agree that during this dark hour in our higher
education system, our Nation's HBCUs are an investment worth making.
Mr. Speaker, I thank the gentlewoman from North Carolina (Ms. Adams),
the gentleman from North Carolina (Mr. Walker), and the gentleman from
Pennsylvania (Mr. Smucker), and the entire bipartisan HBCU Caucus for
their work on this bill.
Mr. Speaker, I urge my colleagues to support the legislation.
Mr. SMUCKER. Mr. Speaker, I yield 2 minutes to the gentleman from
Arkansas (Mr. Hill).
Mr. HILL of Arkansas. Mr. Speaker, I thank the gentleman from
Pennsylvania (Mr. Smucker), my friend, for yielding.
I rise today in strong support of S. 461, the HBCU PARTNERS Act,
introduced by my friend from South Carolina in the Senate, Senator Tim
Scott; and my good friend here in the House, Congresswoman Alma Adams
of North Carolina; and a strong bipartisan group, including my good
friend from Virginia, our chairman of the Education & Labor Committee.
Mr. Speaker, HBCUs play a critical role in the education of our young
people in this country. Throughout their history, they have helped
students achieve the dream of a college education and their unique
start to that pursuit of happiness.
In our central Arkansas region, we are blessed with four outstanding
HBCUs, including Arkansas Baptist College, Philander Smith College,
Shorter College, and the University of Arkansas at Pine Bluff.
As the vice chairman of the Bipartisan Congressional HBCU Caucus, I
am encouraged by the legislation that we consider today because it
draws on partnerships--public, private, community--to strengthen our
HBCUs. This has been a key for success of our HBCUs in Arkansas.
Inspired by the strong Federal consensus both in the executive branch
and the legislative branch, last year I sponsored and hosted the first
regional HBCU Summit in Little Rock to foster public- and private-
sector partnerships to enhance our HBCUs for philanthropy, student
recruitment and advancement, and workforce partnerships and
apprenticeships.
I am committed to supporting our HBCUs to help them continue to
graduate Americans who are prepared for a competitive global
environment.
Every student in America deserves the opportunity to succeed. For
thousands of students in Arkansas and across the country, HBCUs offer
those young people the key tools to help them succeed in that
opportunity.
Mr. Speaker, I thank my friends on the HBCU Caucus, Chair Adams; our
friend from Pennsylvania; and, of course, the chairman.
{time} 1345
Ms. ADAMS. Mr. Speaker, I am prepared to close. I reserve the balance
of my time.
Mr. SMUCKER. Mr. Speaker, I yield myself the balance of my time.
The HBCU PARTNERS Act is a culmination of leadership from both
Republican and Democrat administrations. This bill has been crafted
with bipartisan, bicameral input and, more importantly, with input from
HBCU groups themselves.
HBCUs are a critical part of America's postsecondary education
system. Today's legislation will renew our commitment to these
institutions and empower HBCUs to continue providing countless men and
women opportunities to pursue their dreams.
I strongly urge my colleagues to vote ``yes'' on this bill, and I
yield back the balance of my time.
Ms. ADAMS. Mr. Speaker, how much time do I have remaining?
The SPEAKER pro tempore. The gentlewoman from North Carolina has
13\1/2\ minutes remaining.
Ms. ADAMS. Mr. Speaker, I yield myself such time as I may consume.
I would like to thank both of the gentlemen for their support of this
bill.
Clearly, I have to put on the record, as I continue to do, that I am
a proud two-time graduate of an HBCU, North Carolina A&T State
University, and I spent 40 years teaching at an HBCU in Greensboro,
North Carolina, Bennett College. It was an HBCU that made a committed
investment in me as I prepared to come to college and molded and shaped
me into what they knew I could become.
Mr. Speaker, despite limited means, HBCUs have always generously
served their communities because they understand the critical role that
they play in advancing equity and access. They build on the philosophy
of W.E.B. DuBois, who talked about education and said: ``Of all the
civil rights for which the world has struggled and fought for 5,000
years, the right to learn is undoubtedly the most fundamental.''
The HBCU PARTNERS Act recognizes these fundamental rights and these
contributions in the most important way possible, by affording these
institutions the ongoing support and investment needed to deepen their
transformational work.
Advancing the mission of HBCUs and the prosperity of the communities
they serve must be on the minds of our country's leaders. More
importantly, it must be part of their agendas.
If America wants to deliver on its promises of equal opportunity for
all, investing in HBCUs is certainly one of the most important ways to
do so.
Mr. Speaker, I urge my colleagues to support this legislation, and I
yield back the balance of my time.
The SPEAKER pro tempore. The question is on the motion offered by the
gentlewoman from North Carolina (Ms. Adams) that the House suspend the
rules and pass the bill, S. 461, as amended.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Ms. ADAMS. Mr. Speaker, on that I demand the yeas and nays.
The SPEAKER pro tempore. Pursuant to section 3 of House Resolution
965, the yeas and nays are ordered.
Pursuant to clause 8 of rule XX, further proceedings on this motion
will be postponed.
____________________