[Congressional Record Volume 169, Number 53 (Thursday, March 23, 2023)]
[Senate]
[Pages S934-S935]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Ms. COLLINS (for herself, Ms. Hassan, Mr. Cornyn, and Ms. 
        Smith):
  S. 965. A bill to establish a rural postsecondary and economic 
development grant program; to the Committee on Health, Education, 
Labor, and Pensions.
  Ms. COLLINS. Madam President, I rise today to introduce the Success 
for Rural Students and Communities Act. This bipartisan bill would help 
students living in rural areas achieve their higher education goals and 
connect them with the economic opportunities in their communities. I 
want to thank Senator Hassan for coleading this legislation with me.
  Today, employers often require something more than a high school 
diploma, such as a college degree, a skilled trade credential, or a 
professional certificate. Yet, rural students may face barriers to 
pursuing postsecondary education. Although rural students tend to 
graduate from high school at about the same rate as their suburban 
peers, they go on to enroll in college at a lower rate. Rural students 
also tend to have lower full-time retention rates in postsecondary 
education than their urban and suburban peers.
  Maine's experience is consistent with these national trends. 
According to census data, two out of three Maine schools are in rural 
communities, and more than half of Maine students attend those schools. 
More than 86 percent of Maine students graduate from

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high school, but only about 60 percent enroll in higher education right 
away. Unfortunately, an even lower percentage of Maine students go on 
to actually earn a degree, often leaving them with debt and without the 
credential.
  The Success for Rural Students and Communities Act would help by 
encouraging the creation of community partnerships to promote 
strategies that make it easier for rural students to access college and 
career pathways. Community stakeholders--such as local school 
districts, colleges and universities, regional economic development 
entities, and community organizations--would join together to help 
students and their families navigate higher education opportunities and 
address barriers that too often stand in their way.
  For example, many of these students are the first in their families 
to attend college, so they may have a more difficult time finding 
information about financial aid or selecting an educational program 
that meets their needs. Partnerships could work together to expose 
students to college campuses, courses, programs, and internships. They 
could also focus on the enrollment and completion rates of rural 
nontraditional students who did not pursue or complete postsecondary 
education after high school but may find they need additional 
credentials to pursue their chosen career path.
  To help rural students gain the skills and experience needed to enter 
and succeed in the workforce, partnerships would also be encouraged to 
develop strategies for putting students on pathways into the high-
demand jobs available in their communities. For example, partnerships 
could test various work-based learning opportunities, including 
apprenticeships, internships, and a sequence of courses on the path to 
a certain skill or job. By helping to connect students with good-paying 
jobs where they live, this bill would also ensure that rural 
communities benefit from their students' success.
  In Maine's Aroostook County, the Aroostook Aspirations Initiative is 
using this model to help put students on pathways to academic and 
career success in their communities. The initiative collaborates with 
local community colleges and universities and with area businesses to 
offer seminars that guide students throughout their college educations. 
These seminars cover topics like time and stress management, budgeting 
and finances, goal setting, and transitioning from college to career. 
Certain seminars are focused on providing a more detailed look at 
various career fields, such as nursing, education, criminal justice/law 
enforcement, and banking/financial services. Students can also team up 
with employers in the area through internships that give them 
experience in the careers they wish to pursue.
  Since 2012, the Aroostook Aspirations Initiative has served over 190 
students, known as Gauvin Scholars, named for Ray and Sandy Gauvin, who 
started the program. According to the initiative, their students have a 
94-percent college graduation rate--well above the rate for their local 
colleges overall--and more than 90 percent of Gauvin Scholars remain in 
Aroostook County to live and work. Students who have participated in 
the initiative say it has helped them develop networking skills and 
make connections with employers throughout their communities.
  The Success for Rural Students and Communities Act would support 
dynamic programs such as the Aroostook Aspirations Initiative and help 
students across the country who are seeking to achieve their college 
and career dreams. I urge my colleagues to support this bipartisan 
bill.

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