[Congressional Record (Bound Edition), Volume 160 (2014), Part 9]
[House]
[Pages 12738-12748]
[From the U.S. Government Publishing Office, www.gpo.gov]




 ADVANCING COMPETENCY-BASED EDUCATION DEMONSTRATION PROJECT ACT OF 2013


                             General Leave

  Mr. KLINE. Mr. Speaker, I ask unanimous consent that all Members may 
have 5 legislative days in which to revise and extend their remarks and 
to include extraneous material on H.R. 3136.
  The SPEAKER pro tempore (Mr. Holding). Is there objection to the 
request of the gentleman from Minnesota?
  There was no objection.
  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 consideration of the bill, H.R. 3136.

[[Page 12739]]

  The Chair appoints the gentleman from Nevada (Mr. Amodei) to preside 
over the Committee of the Whole.

                              {time}  1447


                     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 consideration of the bill 
(H.R. 3136) to establish a demonstration program for competency-based 
education, with Mr. Amodei in the chair.
  The Clerk read the title of the bill.
  The CHAIR. Pursuant to the rule, the bill is considered read the 
first time.
  The gentleman from Minnesota (Mr. Kline) and the gentleman from 
Colorado (Mr. Polis) each will control 30 minutes.
  The Chair recognizes the gentleman from Minnesota.
  Mr. KLINE. Mr. Chairman, I yield myself such time as I may consume.
  I rise today in strong support of the Advancing Competency-Based 
Education Demonstration Project Act of 2013.
  Mr. Chairman, this week, Congress is moving forward with a bipartisan 
effort to strengthen our Nation's higher education system.
  Across the country, millions of college students are getting ready to 
start the school year. They will soon say good-bye to family and 
friends and pursue their dream of a postsecondary education. 
Unfortunately, Mr. Chairman, many Americans are struggling to turn that 
dream into reality.
  The higher education system we know today is too costly, too 
bureaucratic, and outdated. Some are having a hard time fitting the 
traditional college experience into a busy lifestyle that already 
includes work, family, or both. Others are graduating with a pile of 
debt and no job prospects.
  A college degree can open the door to a bright and prosperous future, 
yet too often, obstacles stand in the way. Ultimately, States and 
institutions must provide the answers students and families need, but 
Congress has a role to play as well.
  First and foremost, we need to continue promoting policies that will 
get this economy moving again, so every college graduate who wants a 
job can find a job. We can also adopt commonsense reforms that will 
improve our higher education system.
  Today, the House will begin to do just that. We have an opportunity 
right now--right now, Mr. Chairman--to advance reforms that will 
support innovation and empower students to make informed decisions 
about their college careers. H.R. 3136 is the first step in that 
effort.
  The bipartisan Advancing Competency-Based Education Demonstration 
Project Act will allow institutions to expand an innovative approach to 
higher education, known as competency-based education.
  This model of education defines a set of skills for a field of work 
and then measures student progress in acquiring those skills. Once a 
student demonstrates a level of skill or competency, he or she can move 
to the next step in the academic program.
  Instead of awarding a student credit hours for time spent in class, 
competency-based education allows a student to learn at a pace tailored 
to his or her specific needs.
  If you are a single mom, you may need more time to complete your 
degree while juggling the demands of work and kids, or if you are a dad 
out of a job with a family to support, 4 years sitting in a classroom 
is time you do not have.
  Competency-based education holds tremendous promise. It allows 
students to earn a degree in less time and even at a lower cost than in 
a traditional education setting, yet it is difficult for institutions 
to expand this innovative model under a system that values time over 
learning.
  H.R. 3136 will help us move in a different direction. The legislation 
directs the Secretary of Education to authorize a number of 
demonstration projects to test and strengthen competency-based 
education.
  Among other provisions, the legislation requires the Secretary to 
focus on programs that are designed to reduce costs in the time it 
takes to earn a degree. The bill requires a thorough evaluation of each 
demonstration project, so policymakers learn which programs demonstrate 
success and what specific roadblocks are standing in the way.
  Mr. Chairman, this is a good bill that will help make a difference in 
the lives of students and families. I want to thank the bipartisan 
authors of the legislation: Mr. Matt Salmon, Mr. Jared Polis, and Mrs. 
Susan Brooks.
  I urge my colleagues to support the bill, and I reserve the balance 
of my time.
  Mr. POLIS. Mr. Chairman, I yield myself such time as I may consume.
  I rise today to join my colleague in support of the Advancing 
Competency-Based Education Demonstration Project Act of 2013, a bill 
that I had the honor to coauthor with Representative Salmon. I greatly 
appreciate his work, as well as the work of many others on this bill.
  This bill will help unleash innovation that promises to improve the 
quality of a college education and, just as importantly, if not more, 
reduce the cost. It will allow innovative colleges and universities to 
shorten the time it takes to earn a degree, reduce college costs 
through self-paced programs based on learning rather than time spent in 
the seat--and let's be honest, some of that time is often sleeping.
  This innovation, which is called competency-based education, has a 
lot of promise. There is a lot to learn along the way, pitfalls to 
avoid. The benefits that we will learn over time promise to help allow 
students to work at their own pace and progress by mastering the 
knowledge of a course, which is essentially what the purpose of the 
course should be.
  By demonstrating mastery of the course, regardless of how long it 
takes, we can, a, ensure employers that there is quality with regard to 
the outcomes of that course; and, b, reduce costs by allowing a 
student, if they are capable, to proceed faster.
  This growing trend of innovation is very important because it 
provides a way to increase innovation and decrease costs. Since the 
last reauthorization in 2007, higher education has become more and more 
expensive.
  Mr. Chairman, the cost of attending a university has risen by almost 
five times per student since 1983. At the same time that that cost has 
risen and a higher education has become harder and harder for American 
families to afford, the returns of a higher education have also 
increased.
  College graduates who are working full time earn almost $17,000 more 
a year annually than their peers who only have a high school diploma.
  While a 4-year university degree isn't always the best option for 
everyone, some form of postsecondary education, whether it is a 
community college or whether it is a certification program, has become 
increasingly imperative to landing a good-paying job in the 21st 
century workforce.
  Competency-based education can increase access to higher education 
for both nontraditional students, as well as college-age students--
oftentimes who have a job--a family, and other commitments.
  The National Center for Education Statistics reports that of the 
17\1/2\ million people enrolled in college, only 15 percent were 
attending a 4-year college and living on campus.
  So when we think about higher education and who is attending college, 
only 15 percent of those are having the experience I had or perhaps 
many of our colleagues had, where you go and you live in a dorm and you 
attend college for 4 years. That is only 15 percent.
  The other 85 percent are doing something else. It might mean taking 
classes at night, it might mean online education, or it might mean 
taking courses over a longer period of time. That has been the 
innovative center around cost reduction and improvements in quality.
  H.R. 3136 will help align our higher education system with workforce 
needs. By providing a framework for measuring and assessing 
competencies, students are more likely to matriculate with the 
knowledge they actually need to master to be able to hold a good job.

[[Page 12740]]

  Likewise, businesses will know what to expect upon hiring these 
students. That is why I am proud to say this legislation has garnered 
the support of the Chamber of Commerce, which has applauded competency-
based education as an opportunity for employers to work with colleges 
to help identify skills and competencies for specific courses and 
programs.
  This legislation, just as importantly, if not more, will help combat 
the rising cost of college. In higher education today, there are very 
few incentives for institutions to decrease costs.
  To fully address this, we would need to do a reauthorization of the 
Higher Education Act--that is not what we have before us today--but we 
do have a constructive bill that will allow colleges and universities 
to adopt new technology, remove some of those barriers to innovation 
that exist today, and allow universities to look beyond delivering 
traditional classroom instruction, as they did in the 18th, 19th, and 
20th centuries, and look at what a classroom of the 21st century might 
look like beyond the walls of the physical classroom.
  Competency-based education is one of the first innovations in higher 
education that is specifically designed to help decrease costs and make 
college more affordable, while also improving quality in terms of what 
the student has learned.
  At its core, what we are talking about here today, competency-based 
education, flips the traditional campus model on its head, so that 
learning is the constant, and time and location are the variable and 
are self-paced.
  The result is actually a more uniform and measurable education, 
ensuring that students actually learn what they are set out to learn 
versus sitting in a seat for a period of time.
  Because competencies are demonstrable skills, schools can potentially 
form articulation agreements with one another even easier under this 
bill and under the innovation pilot programs allowed under this bill, 
saving students and taxpayers money and giving students and families 
more options, geographically and within a city.
  I am thrilled that the Department of Education has done what they 
could to allow some programs to explore this model through their 
Experimental Sites Initiative, but there are several advantages to 
legislation.
  First and foremost, we are able to expand the Experimental Sites 
Initiative from four programs to 20 under this bill, and secondly, we 
are giving congressional bipartisan approval to this concept, which is 
far more enduring than the whim of a particular Secretary or a 
particular administration.
  I am proud to say that institutions in my home district, like 
Colorado State University's Global Campus, are demonstrating that 
online public universities with competency-based programs can lead the 
way in attracting, educating, and graduating adult learners and other 
contemporary students and, at the same time, benefit the physical 
campus of the public university.
  Colorado State University-Global Campus was created by the Colorado 
State University System Board of Governors in 2007 as the very first 
100 percent online State university in the United States.
  A longtime leader in academic innovation, CSU-Global already offers 
alternative credit options, including competency-based exams, which 
meet or exceed the rigorous academic standards required of a State 
university. These options help students to manage out-of-pocket 
expenses and reduce the overall cost of their education, while also 
rewarding them for their demonstration of knowledge.
  However, CSU-Global and programs like it still need to adhere to the 
overly rigid higher education structure, which inhibits innovation by 
limiting schedules on which students can enroll and when students can 
receive financial aid.

                              {time}  1500

  In order to continue to be successful and innovate, programs like 
CSU-Global need the flexibility that this bill enhances to meet their 
students' needs.
  As Congress considers the reauthorization of the Higher Education 
Act, this project is more crucial than ever. That is why I was proud to 
work with Representative Salmon on this legislation, which would permit 
institutions chosen by the Secretary to waive certain regulations that 
stand in the way of adopting competency-based models that reward both 
students and universities based on what students learn rather than how 
much time they sat in a seat, regardless of whether they are awake or 
asleep.
  I want to thank Ranking Member Miller and Chairman Kline for working 
with my colleagues and I to craft this bipartisan bill that promises to 
increase innovation, increase equality, and decrease costs in higher 
education, and I strongly encourage my colleagues on both sides of the 
aisle to join me in voting ``yes'' on H.R. 3136 to support competency-
based education and allow for laboratories of innovation across our 
great country as we all seek to reduce the costs and improve the 
quality of an increasingly important advanced education degree to help 
middle class families achieve their dreams in our country.
  I reserve the balance of my time.
  Mr. KLINE. Mr. Chairman, I yield 4 minutes to the gentleman from 
Arizona (Mr. Salmon), a key member of the committee and one of the 
principal authors of this important legislation.
  Mr. SALMON. Mr. Chairman, I rise in support of H.R. 3136, the 
Advancing Competency-Based Education Demonstration Project of 2014.
  I want to thank Chairman Kline and Chairwoman Foxx for their support 
and work on this legislation. I also want to thank Congressman Polis 
and Congresswoman Brooks for working with me on this legislation.
  College costs have risen dramatically over the last several years. To 
be exact, they have risen 500 percent since 1985. The average national 
tuition for this past school year was just over $30,000, which 
represents 62 percent of the median annual income for my home State of 
Arizona. Even so, a college degree is still viewed as essential for 
success to many students and employers.
  Throwing taxpayer dollars at the problem in the form of expanding 
loan forgiveness does not get at the heart of the problem or the 
solution of making college more affordable and is not a viable, long-
term solution. Federal regulations continue to greatly impede efforts 
to reduce the cost of a degree. We need to implement policies that 
allow institutions to be innovative and try developing new models of 
education instead of continuing with the status quo.
  H.R. 3136 will set up a pilot project to allow institutions to more 
easily develop innovative models of delivering education to students. I 
have been told before that all teachers don't teach the same and all 
students don't learn the same. We need to recognize this. This 
legislation is a step in allowing students to earn a college degree and 
enter the job market sooner--far sooner, in many cases--based on their 
knowledge and skill set rather than the amount of time that they spend 
in the classroom.
  All students can benefit from such a program. However, this may be 
particularly beneficial to our Nation's veterans and nontraditional 
students. Our veterans return from duty with particular skills, and we 
should reward them for that by allowing them the ability to earn 
credits based on those skills and the learning that they have already 
received.
  Similarly, nontraditional students often go back to school to finish 
their degree to get a better job, and they should be allowed to use the 
knowledge that they gain from their job to be able to advance their 
education and their degree.
  Additionally, my legislation will incentivize students to work hard 
to accelerate their degree attainment, potentially cutting their 
overall education costs and allowing them to begin their careers 
sooner.
  This bipartisan legislation, which passed out of committee by voice 
vote, allows schools to explore more innovative ways to deliver 
education, measure quality, and disburse financial aid based on actual 
learning rather than seat time.

[[Page 12741]]

  My bill will direct the Secretary of Education to implement a 
demonstration project and to waive certain regulatory requirements that 
impede such innovations that would decrease costs. The program would 
allow colleges to provide academic credit to students who can prove 
competencies through their prior work and life experiences and hard 
work, rather than a specified amount of time in the classroom.
  This is a good first step to try to find ways to make a college 
education more affordable and more attainable for our Nation's 
students. I strongly encourage my colleagues to join me in supporting 
the Advancing Competency-Based Education Demonstration Project of 2014.
  Mr. POLIS. Mr. Chairman, it is my honor to yield such time as he may 
consume to the gentleman from California (Mr. George Miller), the 
ranking member of the Committee on Education and the Workforce.
  Mr. GEORGE MILLER of California. Mr. Chairman, I thank the gentleman 
for yielding, and I thank him for all of his work on this legislation 
and joining Mr. Salmon in an effort to bring this to the floor. I thank 
both of them for reaching agreement on this. I also thank the chair of 
the committee, Mrs. Brooks, and Mr. Tierney on our side, for this 
opportunity to vote on this legislation.
  We have made a promise to America's students. We have said that we 
will make the cost of a college education affordable and accessible. 
With that comes another promise--the promise that when a student 
graduates with a college degree in hand, they will have the skills to 
succeed in the workplace and in the economy.
  But the traditional college degree has not changed since the 1800s, 
as my colleagues have pointed out, despite dramatic changes for 
businesses and the workforce. We all know that a good middle class job 
requires some college education and training. And today, as most 
workers move from job to job more frequently, they need to tap new 
skills to keep up with the demands of emerging industries.
  Despite the changing workforce needs, college credit is earned based 
upon the hours spent sitting in the classroom, not on the knowledge or 
the skills earned. Today, the Congress has an opportunity to vote for a 
new competency-based education model so we can flip the old model on 
its head.
  This model is an opportunity for American students to access a high-
quality education in a new way. And through technology and the 
Internet, this model becomes more user friendly and affordable for 
families.
  I want to thank my colleague, Mr. Tierney, for his dedication on this 
issue. Mr. Tierney and I spent many hours with the leaders of this 
movement to understand how the Federal Government can support these 
innovative programs--and, in some cases, where we can just get out of 
the way and let schools innovate.
  In particular, I would like to thank the Lumina Foundation, New 
America, Southern New Hampshire University, Capella University, Cal 
State University, Open Learning Initiative, and San Jose State for 
their expertise on these programs.
  This demonstration program makes sense because we need to test these 
innovations before we can make significant commitments of new Federal 
investments.
  Specifically, this bill gives colleges a chance to create competency-
based programs to help students succeed by measuring what they know and 
not solely the number of hours that they spent in the classroom.
  Under this legislation, students will still learn the basic academic 
work, but this model allows them to become proficient at their own 
pace, potentially shortening the time it takes to earn a degree.
  For the returning veteran, this could mean her Army medic skills are 
more easily transferred to an RN degree or some other medical degree. 
For a self-taught computer programmer, this could mean a computer 
science degree in a shorter timeframe and at less cost.
  Combined with new technology, competency-based education is one of 
the most promising new innovations to help make college more affordable 
and more accessible. This is a very good step forward, and I urge the 
support of this legislation.
  I also urge Members to support H.R. 4984, Empowering Students Through 
Enhanced Financial Counseling Act, a bill that would improve counseling 
on financial aid and student loans so that students can make more 
informed choices on how to finance their education.
  While I support these bills, they are not enough for students already 
facing a mountain of college debt. I am disappointed that we are not 
voting today to help student loan borrowers save thousands of dollars 
and better manage their debt burden through lower interest rates.
  My colleague, Congressman Tierney, offered an amendment at the Rules 
Committee to allow students to refinance student loans and to lock in 
lower interest rates, just like millions of Americans have been able to 
do with their mortgages or their car loans.
  Unfortunately, the Republican leadership refused to make the Tierney 
amendment in order, thus blocking a straight up-or-down vote on whether 
or not to help millions of students and their families reduce their 
debt.
  In closing, I want to thank Chairman Kline and my Republican 
colleagues for their cooperation and inclusiveness on all of the higher 
education bills that we are considering this week. I urge my colleagues 
to support this bill.
  Mr. KLINE. Mr. Chairman, I will be the last speaker on our side, and 
will close. I think the other side has completed their speakers as 
well, so I reserve the balance of my time.
  Mr. POLIS. Mr. Chairman, I would like to inquire how much time 
remains on both sides.
  The CHAIR. The gentleman from Colorado has 18 minutes remaining. The 
gentleman from Minnesota has 23\1/2\ minutes remaining.
  Mr. POLIS. Mr. Chairman, I yield myself such time as I may consume.
  Mr. Chairman, I am very excited that, at a time when there are great 
divisions in this body on so many substantive issues that the American 
people want us to address, be it immigration reform or addressing our 
budget deficit, or be it within the realm of education, replacing No 
Child Left Behind or ESEA with an education law that makes sense for 
our country, or the Higher Education Act, at least we are able to come 
together around innovation and removing barriers that currently exist 
to innovations in higher education that promise to improve the quality 
and help certify the quality of what students learn, and at the same 
time reduce costs and allow students more options and choices with 
regard to how they can pursue an advanced degree or particular content 
knowledge that can help them achieve the job of their dreams.
  While I am pleased that Secretary Duncan and the administration have 
allowed some programs to explore this model through the Experimental 
Sites Initiative, this bill is even more important today because we 
will not only expand to 20 sites the number of sites that will be 
allowed to experiment with regard to competency-based education, but 
just as importantly, we will provide a more enduring, bipartisan 
imprint on this important innovative policy.
  We live in a very exciting time, Mr. Chairman, and technology 
promises to help us reinvent both kindergarten through 12th-grade 
education, as well as higher education, in ways that benefit American 
families. But we must adopt our legal framework to ensure that that 
happens.
  Rather than continue to exclusively reward time that sits in seats 
with a professor up front lecturing, we need to make sure we are 
inclusive enough and allow innovation that allows students to proceed 
at their own pace, in their homes, so long as they can demonstrate they 
can master the knowledge that is the goal of the course.
  Employers benefit, which is why the U.S. Chamber of Commerce supports 
this bill, by knowing that students have achieved content area 
knowledge of the course. Universities like Colorado State University in 
Fort Collins benefit because through the auxiliary institution they are 
able to offer even

[[Page 12742]]

more varieties of courses to both their on-campus students as well as 
the surrounding community.
  Most importantly, students and families benefit by having more 
choices and being able to afford a college education at a time when it 
is increasingly important in the global economy.
  Competency-based education can increase quality and decrease costs, 
when done right. In allowing innovation and experimentation, we will 
learn what doesn't work and we will learn what does work. There are 
good ways to do it, and there are ways that fall short. But to be able 
to get to that answer that to employers and universities and families 
and our country offers so much promise, we need to allow this 
innovation to occur and change the restrictive laws that currently lock 
the bulk of funding into the seat time requirements of the Carnegie 
units.
  I want to thank Ranking Member Miller, Chairman Kline, Representative 
Salmon, and others for working to craft this bipartisan bill that will 
increase both access and innovation in higher education.
  I urge my colleagues to vote ``yes'' on H.R. 3136 to support 
competency-based education and provide contemporary students with the 
ability to attain a degree that is based on their knowledge and skills 
instead of how long they are sitting in a seat.
  Mr. Chairman, I yield back the balance of my time.
  Mr. KLINE. Mr. Chairman, I yield myself such time as I may consume.
  Again, I want to thank the authors of this bill, with particular 
emphasis on Mr. Salmon, Mr. Polis, and Mrs. Brooks. A lot of people 
worked on this, though. My colleague, the ranking member of the full 
committee, Mr. Miller, and I have talked about the advantages of moving 
forward with innovation and new ideas, because that is what is 
happening, Mr. Chairman.
  Colleges and universities are changing--or trying to change--the 
model, the model which, as Mr. Polis pointed out, is based on how much 
time you sit in a seat, not what you have learned and not what 
competency you have.

                              {time}  1515

  It has been pointed out by a couple of speakers today that we are now 
dealing with a different student body than we have in the past. These 
are contemporary students. I guess that is our way of saying they are 
not the traditional students of the high school seniors who graduate 
and go off to 4 or 5 or 6 years of college. These are people, many 
times, who have come back, looking for a second career, a second 
chance, a new opportunity, and--yes, Mr. Chairman--looking for lower 
costs. This bill addresses all of that in order to give more students, 
more people, more families a chance--an opportunity--and a way to do it 
at a lower cost.
  I know my friend and colleague Mr. Polis has a couple of times 
mentioned his concerns about sleep for students. That may have 
something to do with a new baby in the family, but he makes a good 
point that these are families and that they have children and that they 
have jobs, and they need to be able to demonstrate that they have the 
skills and the knowledge to go forward and get that degree or 
certificate.
  I am very, very pleased with this bill. I will emphasize that it is 
not the complete reauthorization of the Higher Education Act. We need 
to continue to move to get that done, but it is an important first 
step, and I am pleased that this bill was the first step. It has strong 
bipartisan support and strong recognition in the administration, in 
Congress, and in colleges and universities that this is the direction 
we need to go.
  As the ranking member pointed out, the demonstration projects part of 
this is important because, while we are thrilled with enthusiasm about 
the potential here, we need these projects to demonstrate what works 
well and what, perhaps, doesn't work as well as we had hoped.
  So I am excited about this legislation, and I urge my colleagues to 
support it. I would like to see a very big bipartisan vote for this 
because I know that is where the thought is, and I am enthusiastic 
about it.
  I yield back the balance of my time.
  Ms. JACKSON LEE. Mr. Chair, I rise to speak in support of H.R. 3136, 
the ``Advancing Competency-Based Education Demonstration Project Act.''
  I thank Chairman Sessions and Ranking Member Slaughter of the House 
Rules Committee for their management of the debate on the rule for H.R. 
3136.
  I thank Congressmen Polis and Salmon for their bipartisan work to 
draft this bill that the House is considering.
  Chairman Kline and Congressman Polis, thank you for managing the 
debate the debate on H.R. 3136.
  I appreciate and thank the bipartisan effort led by Chairman Kline, 
Ranking Member Miller, Ranking Member Foxx, and the sponsors of H.R. 
3136.
  My appreciation to the Education Committee staff who worked with my 
staff on the Jackson Lee Amendment and for the Education Committee's 
support of the Jackson Lee Amendment to H.R. 3136.
  As founder and co-chair of the Congressional Children's Caucus I am 
committed to seeing that every child and young person has the 
opportunity to grow up in a stable and safe home.
  The first step for a safe and healthy childhood is the stability of 
the lives of adults in the lives of children.
  I will speak more on the Jackson Lee Amendment when it is considered 
by the full House later today. The Jackson Lee Amendment would direct 
the Secretary of Education to conduct outreach to a number of 
underrepresented institutions regarding the federal education pilot 
grant program prior to the deadline for applications to be submitted 
for consideration for grant funds under the pilot program.
  This bill does not do everything that I would hope that a higher 
education bill would do, but it is a step in the right direction. It 
would create more opportunities for Americans to have access to more 
high quality education; flexible higher education opportunities that 
can meet their education needs--which can open up a world of 
opportunities for older college students or those who struggle to 
receive degrees while raising children and working full time jobs.
  H.R. 3136, the Advancing Competency-Based Education Demonstration 
Project Act will support federally funded pilot programs at secondary 
schools for Competency-Based Education programs that work to create 
certainty when a student progresses through a program that they are 
ready for the next step in their education.
  We know that not everyone learns in the same way or at the same pace, 
but it is important that learning occurs. Adults have added pressures 
when they want to pursue education to compete for better paying jobs.
  These programs may offer options that are not based on the 
traditional semester approach to classroom work, but on the steps that 
must be completed to move from one level of a training or education 
program to another.
  Competence in any subject should be the foundation of education of 
students. If a student is returning to the classroom after years of 
work experience, this approach would best prepare them for being job 
ready upon graduation.
  Competence-Based Education plans will aid students to master the 
lessons learned and enhance the student's educational experience, which 
will result in the maximum benefit to the student.
  The challenge for the United States in the coming years is the STEM 
challenge--we have far more jobs in the fields of science, technology, 
engineering and mathematics available than people who are trained or 
educated to fill them.
  The future of the economy is in Science, Technology, Engineering and 
Math careers.
  The growth in STEM jobs is 3 times faster than job growth in non-STEM 
jobs.
  Minority college students who major in STEM higher education make 25% 
more than minority graduates with non-STEM educations.
  Minority students who take STEM jobs make 50% more than minority non-
STEM graduates.
  Women pursuing STEM higher education drop out of programs with higher 
grades than males who remain and graduate.
  More than two-thirds of all STEM positions are filled by someone with 
a STEM degree.
  Because of the current shortage of STEM workers for STEM positions 
and the projected need for STEM trained employees, the Federal 
government is in a race to attract and retain STEM employees.
  According to Booze Hamilton's The Biggest Bang Theory, nearly a 25% 
of federal government employees are people who work STEM positions.
  Stem workers earn 26% more than non-STEM graduates.

[[Page 12743]]

  By 2018 we will need: 710,000 Computing workers, 160,000 Engineers, 
70,000 Physical Scientists, 40,000 Life Science workers, and 20,000 
Mathematics workers.
  Mr. Chair, I ask that my colleagues vote in support of H.R. 3136.
  Ms. MENG. Mr. Chair, I submit an amendment to H.R. 3136, the 
Advancing Competency-Based Education Demonstration Project Act. My 
Amendment would require the Secretary of Education to report to 
Congress, once every ten years, the needs of limited English proficient 
students using the Free Application for Federal Student Aid (FAFSA).
  Mr. Chair, I represent a substantial number of new Americans who have 
worked very hard to provide for their families and make a better life 
for their children. These children have worked hard, made good grades, 
and have earned their way into college. Like most Americans, they need 
help affording college. FAFSA, the Free Application for Federal Student 
Aid, is the key form that students and their parents need to fill out 
to determine the federal financial aid they qualify for.
  Applying for financial aid can be a difficult and confusing process 
for any student. When students and their families don't understand the 
financial obligations associated with student loans, they often waste 
their own money and government dollars.
  This is a particular problem for newer American students and their 
families, who can face significant language barriers when using FAFSA. 
These families often end up relying on for-profit companies that charge 
hundreds of dollars to help translate this free application.
  My amendment is an important step towards addressing the issues 
facing limited English proficient students. By requiring the Department 
of Education to report to Congress, we ensure greater transparency from 
the Administration on how they serve the needs of these students.
  The CHAIR. All time for general debate has expired.
  Pursuant to the rule, the bill shall be considered for amendment 
under the 5-minute rule.
  In lieu of the amendment in the nature of a substitute recommended by 
the Committee on Education and the Workforce, printed in the bill, it 
shall be in order to consider as an original bill for the purpose of 
amendment under the 5-minute rule an amendment in the nature of a 
substitute consisting of the text of Rules Committee Print 113-52. That 
amendment in the nature of a substitute shall be considered as read.
  The text of the amendment in the nature of a substitute is as 
follows:

                               H.R. 3136

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 ``Advancing Competency-Based 
     Education Demonstration Project Act of 2014''.

     SEC. 2. COMPETENCY-BASED EDUCATION DEMONSTRATION PROJECTS.

       (a) Projects.--Part G of title IV of the Higher Education 
     Act of 1965 (20 U.S.C. 1088 et seq.) is amended by inserting 
     after section 486A the following:

     ``SEC. 486B. COMPETENCY-BASED EDUCATION DEMONSTRATION 
                   PROJECTS.

       ``(a) Demonstration Projects Authorized.--The Secretary 
     shall select, in accordance with subsection (c), eligible 
     entities to voluntarily carry out competency-based education 
     demonstration projects and receive waivers described in 
     subsection (d) to carry out such projects.
       ``(b) Application.--
       ``(1) In general.--Each eligible entity desiring to carry 
     out a demonstration project under this section shall submit 
     an application to the Secretary, at such time and in such 
     manner as the Secretary may require.
       ``(2) Amendments.--An eligible entity may submit to the 
     Secretary amendments to the eligible entity's application 
     under paragraph (1), at such time and in such manner as the 
     Secretary may require, which the Secretary shall approve or 
     deny within 15 days of receipt.
       ``(3) Contents.--Each application shall include--
       ``(A) a description of the competency-based education to be 
     offered by the eligible entity under the demonstration 
     project;
       ``(B) a description of the proposed academic delivery, 
     business, and financial models for the demonstration project, 
     including explanations of how competency-based education 
     offered under the demonstration project would--
       ``(i) result in the achievement of competencies;
       ``(ii) differ from standard credit hour approaches, in 
     whole or in part; and
       ``(iii) result in lower costs or shortened time to degree, 
     certificate, or credential completion;
       ``(C) a description of how the competency-based education 
     offered under the demonstration project will progress a 
     student toward completion of a degree, certificate, or 
     credential;
       ``(D) a description of how the eligible entity will 
     articulate the transcript from the competency-based education 
     demonstration project to another program within an 
     institution of higher education that is part of the eligible 
     entity or to another institution of higher education;
       ``(E) a description of the statutory and regulatory 
     requirements described in subsection (d) for which the 
     eligible entity is seeking a waiver, and why such waiver is 
     necessary to carry out the demonstration project;
       ``(F) a description of how the eligible entity will develop 
     and evaluate the competencies and assessments of student 
     knowledge (which may include prior-learning assessments) 
     administered as part of the demonstration project, including 
     how such competencies and assessments are aligned with 
     workforce needs;
       ``(G) a description of the proposal for determining a 
     student's Federal student aid eligibility under this title 
     for participating in the demonstration project, the award and 
     distribution of such aid, and safeguards to ensure that 
     students are making satisfactory progress that warrants 
     disbursement of such aid;
       ``(H) a description of the students to whom competency-
     based education will be offered, including an assurance that 
     the demonstration project will enroll a minimum of 50 and a 
     maximum of 3,000 students;
       ``(I) an assurance that students participating in the 
     demonstration project will not be eligible for more Federal 
     assistance under this title than such students would have 
     been eligible for under a traditional program; and
       ``(J) an assurance the eligible entity will identify and 
     disseminate best practices with respect to the demonstration 
     project to other eligible entities carrying out a 
     demonstration project under this section.
       ``(c) Selection.--
       ``(1) In general.--Not later than 6 months after the date 
     of enactment of this section, the Secretary shall select not 
     more than 20 eligible entities to carry out a competency-
     based education demonstration project under this section.
       ``(2) Considerations.--In selecting eligible entities under 
     paragraph (1), the Secretary shall--
       ``(A) prioritize projects which show promise in reducing 
     the time or cost required to complete a degree, certificate, 
     or credential;
       ``(B) consider the number and quality of applications 
     received;
       ``(C) consider an eligible entity's--
       ``(i) ability to successfully execute the demonstration 
     project as described in the eligible entity's application 
     under subsection (b);
       ``(ii) commitment and ability to effectively finance the 
     demonstration project;
       ``(iii) ability to provide administrative capability and 
     the expertise to evaluate student progress based on measures 
     other than credit hours or clock hours; and
       ``(iv) commitment to work with the Secretary to evaluate 
     the demonstration project and the impact of the demonstration 
     project;
       ``(D) ensure the selection of a diverse group of eligible 
     entities with respect to size, mission, and geographic 
     distribution of the eligible entities;
       ``(E) not limit the types of programs of study or courses 
     of study approved for participation in a demonstration 
     project; and
       ``(F) not select an eligible entity that has had, for 1 of 
     the preceding 2 fiscal years--
       ``(i) a cohort default rate (defined in section 435(m)) 
     that is 30 percent or greater; and
       ``(ii) a borrowing rate of loans under this title of more 
     than 50 percent of the students enrolled at institutions of 
     higher education of the eligible entity.
       ``(d) Waivers.--The Secretary may waive for any eligible 
     entity selected to carry out a demonstration project under 
     this section any requirements of the following provisions of 
     law (including any regulations promulgated under such 
     provisions) or regulations and for which the eligible entity 
     has provided a reason for waiving under subsection (b)(3)(E):
       ``(1) Subparagraphs (A) and (B) of section 102(a)(3).
       ``(2) Subsections (a) and (b) of section 481, as such 
     subsections relate to requirements for a minimum number of 
     weeks of instruction.
       ``(3) Section 484(l)(1).
       ``(4) Section 668.32(a)(1)(iii) of title 34, Code of 
     Federal Regulations.
       ``(5) Any of the requirements under provisions in title I, 
     part F of this title, or this part, that inhibit the 
     operation of competency-based education, including 
     requirements with respect to--
       ``(A) documenting attendance;
       ``(B) weekly academic activity;
       ``(C) minimum weeks of instructional time;
       ``(D) requirements for credit hour or clock hour 
     equivalencies;
       ``(E) requirements for substantive interaction with 
     faculty; and
       ``(F) definitions of the terms `academic year', `full-time 
     student', `term' (including `standard term', `non-term', and 
     `non-standard term'), `satisfactory academic progress', 
     `educational activity', `project of study', and `payment 
     period'.
       ``(e) Notification.--Not later than 6 months after the date 
     of enactment of this section, the Secretary shall make 
     available to the authorizing committees and the public a list 
     of eligible entities selected to carry out a demonstration 
     project under this section, which shall include for each such 
     eligible entity--
       ``(1) the specific statutory and regulatory requirements 
     being waived under subsection (d); and
       ``(2) a description of the competency-based education 
     programs of study or courses of study to be offered under the 
     project.
       ``(f) Information and Evaluation.--
       ``(1) Information.--
       ``(A) In general.--Each eligible entity that carries out a 
     demonstration project under this

[[Page 12744]]

     section shall provide to the Director of the Institution of 
     Education Sciences with respect to the students participating 
     in the competency-based education project carried out by the 
     eligible entity the following information:
       ``(i) The average number of credit hours the students 
     earned prior to enrollment in the demonstration project, if 
     applicable.
       ``(ii) The number and percentage of students participating 
     in the demonstration project that are also enrolled in 
     programs of study or courses of study offered in credit hours 
     or clock hours, disaggregated by student status as a first-
     year, second-year, third-year, fourth-year, or other student.
       ``(iii) The average period of time between the enrollment 
     of a student in the demonstration project and the first 
     assessment of student knowledge of such student.
       ``(iv) The average time to 25 percent, 50 percent, 75 
     percent, and 100 percent of the completion of a degree, 
     certificate, or credential by a student who participated in 
     the demonstration project.
       ``(v) The percentage of assessments of student knowledge 
     that students passed on the first attempt, during the period 
     of the participation in the demonstration project by the 
     students.
       ``(vi) The percentage of assessments of student knowledge 
     that students passed on the second attempt and the average 
     period of time between the first and second attempts by 
     students, during the period of the participation in the 
     demonstration project by the students.
       ``(vii) The average number of competencies a student 
     acquired while participating in the demonstration project and 
     the period of time during which the student acquired such 
     competencies.
       ``(viii) Such other information as the Director may 
     reasonably require.
       ``(B) Disaggregation.--Each eligible entity shall provide 
     the information required under subparagraph (A) disaggregated 
     by age, race, gender, disability status, and status as a 
     recipient of a Federal Pell Grant, provided that the 
     disaggregation of the information does not identify any 
     individual student participating in the demonstration 
     project.
       ``(2) Evaluation.--The Director of the Institute of 
     Education Sciences, in consultation with the Secretary, shall 
     annually evaluate each demonstration project under this 
     section. Each evaluation shall include--
       ``(A) the extent to which the eligible entity has met the 
     goals set forth in its application to the Secretary;
       ``(B) the number and types of students participating in the 
     competency-based education offered under the project, 
     including the progress of participating students toward 
     completion of a degree, certificate, or credential, and the 
     extent to which participation and retention in such project 
     increased;
       ``(C) whether the project led to reduced cost or time to 
     completion of a degree, certificate, or credential, and the 
     amount of cost or time reduced for such completion;
       ``(D) obstacles related to student financial assistance for 
     competency-based education;
       ``(E) the extent to which statutory or regulatory 
     requirements not waived under subsection (d) present 
     difficulties for students or institutions of higher 
     education;
       ``(F) degree, certificate, or credential completion rates;
       ``(G) retention rates;
       ``(H) total cost and net cost to the student of the 
     competency-based education offered under the project;
       ``(I) a description of the assessments of student knowledge 
     and the corresponding competencies; and
       ``(J) outcomes of the assessments of student knowledge.
       ``(3) Annual report.--The Director of the Institute of 
     Education Sciences shall annually provide to the authorizing 
     committees a report on--
       ``(A) the evaluations of the demonstration projects 
     required under paragraph (2);
       ``(B) the number and types of students receiving assistance 
     under this title for competency-based education under such 
     projects;
       ``(C) the retention and completion rates of students 
     participating in such projects;
       ``(D) any proposed statutory or regulatory changes designed 
     to support and enhance the expansion of competency-based 
     education, which may be independent of or combined with 
     traditional credit hour or clock hour projects;
       ``(E) the most effective means of delivering competency-
     based education through demonstration projects; and
       ``(F) the appropriate level and distribution methodology of 
     Federal assistance under this title for students enrolled in 
     competency-based education.
       ``(g) Oversight.--In carrying out this section, the 
     Secretary shall, on a continuing basis--
       ``(1) assure compliance of eligible entities with the 
     requirements of this title (other than the provisions of law 
     and regulations that are waived under subsection (d));
       ``(2) provide technical assistance;
       ``(3) monitor fluctuations in the student population 
     enrolled in the eligible entities carrying out the 
     demonstration projects under this section; and
       ``(4) consult with appropriate accrediting agencies or 
     associations and appropriate State regulatory authorities for 
     additional ways of improving the delivery of competency-based 
     education.
       ``(h) Definitions.--For the purpose of this section:
       ``(1) Competency-based education.--The term `competency-
     based education' means an educational process or program that 
     measures knowledge, skills, and experience through 
     assessments of such knowledge, skills, or experience in place 
     of or in addition to the use of credit hours or clock hours.
       ``(2) Eligible entity.--The term `eligible entity' means--
       ``(A) an institution of higher education;
       ``(B) a system of institutions of higher education; or
       ``(C) a consortium of institutions of higher education.
       ``(3) Institution of higher education.--The term 
     `institution of higher education' has the meaning given the 
     term in section 102, except that such term does not include 
     institutions described in section 102(a)(1)(C).''.
       (b) Rule of Construction.--Nothing in this Act or the 
     amendments made by this Act shall be construed to alter the 
     authority of the Secretary of Education to establish 
     experimental sites under any other provision of law.
       (c) Funding.--
       (1) Use of existing funds.--Of the amount authorized to be 
     appropriated for salaries and expenses of the Department of 
     Education, $1,000,000 shall be available to carry out this 
     Act and the amendments made by this Act.
       (2) No additional funds authorized.--No funds are 
     authorized to be appropriated by this Act to carry out this 
     Act or the amendments made by this Act.

  The CHAIR. No amendment to the amendment in the nature of a 
substitute shall be in order except those printed in part A of House 
Report 113-546. Each such amendment shall be considered only in the 
order printed in the report, may be offered only by a Member designated 
in the report, shall be considered read, shall be debatable for the 
time specified in the report, equally divided and controlled by the 
proponent and an opponent, shall not be subject to amendment, and shall 
not be subject to a demand for division of the question.


                  Amendment No. 1 Offered by Mr. Kline

  The CHAIR. It is now in order to consider amendment No. 1 printed in 
part A of House Report 113-546.
  Mr. KLINE. Mr. Chairman, I have an amendment at the desk.
  The CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 2, line 6, insert ``that has been selected to carry 
     out a demonstration project under this section'' after 
     ``eligible entity''.
       Page 2, line 8, insert ``approved'' before ``application''.
       Page 8, line 15, strike ``Institution'' and insert 
     ``Institute''.
       Page 13, line 12, strike ``and'' at the end.
       Page 13, line 16, strike the period at the end and insert 
     ``; and''.
       Page 13, after line 16, insert the following:
       ``(5) collect and disseminate to eligible entities carrying 
     out a demonstration project under this section, best 
     practices with respect to demonstration projects under this 
     section.''.

  The CHAIR. Pursuant to House Resolution 677, the gentleman from 
Minnesota (Mr. Kline) and a Member opposed each will control 5 minutes.
  The Chair recognizes the gentleman from Minnesota.
  Mr. KLINE. Mr. Chairman, I yield myself such time as I may consume.
  I offer this amendment in close cooperation with my colleague, the 
ranking member, Mr. Miller.
  This manager's amendment clarifies that eligible entities that have 
been selected to carry out demonstration projects may submit amendments 
to their approved applications. It requires the Secretary of Education 
to collect and disseminate demonstration project best practices to 
eligible entities carrying out such projects, and it makes technical 
corrections.
  Mr. Chairman, this is a very straightforward amendment, and we offer 
it together to improve this bill.
  I reserve the balance of my time.
  Mr. POLIS. Mr. Chairman, I claim the time in opposition to the 
amendment, but I do not oppose the amendment.
  The CHAIR. Without objection, the gentleman from Colorado is 
recognized for 5 minutes.
  There was no objection.
  Mr. POLIS. Mr. Chairman, this manager's amendment would bolster the 
Department of Education's ability to help identify and share best 
practices from experimentation at demonstration project sites.
  Really, through this careful review and analysis, lawmakers can be 
sure that competency-based education is working and can identify any 
future

[[Page 12745]]

policy issues that would need to come back to us or others at the State 
level.
  I encourage my colleagues to vote ``yes'' on this amendment so we can 
move one step closer to making colleges more affordable and accessible.
  I yield back the balance of my time.
  Mr. KLINE. I thank my colleague for his comments.
  Mr. Chairman, I urge support of this amendment, and I yield back the 
balance of my time.
  The CHAIR. The question is on the amendment offered by the gentleman 
from Minnesota (Mr. Kline).
  The amendment was agreed to.
  The CHAIR. It is now in order to consider amendment No. 2 printed in 
part A of House Report 113-546.
  Mr. POLIS. Mr. Chairman, I ask unanimous consent to consider the 
Walberg amendment next, out of order, and then to return to the 
original order as a courtesy to a Member.
  The CHAIR. A change in the order of the amendments would have to be 
accomplished in the House and not in the Committee of the Whole. The 
gentleman's request cannot be entertained.


                  Amendment No. 2 Offered by Mr. Polis

  The CHAIR. It is now in order to consider amendment No. 2 printed in 
part A of House Report 113-546.
  Mr. POLIS. Mr. Chairman, as the designee of the gentlewoman from 
Texas, I have an amendment at the desk, the Jackson Lee amendment.
  The CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 2, after line 5, insert the following:
       ``(2) Outreach.--The Secretary shall, prior to any deadline 
     to submit applications under paragraph (1), conduct outreach 
     to historically Black colleges and universities, Hispanic-
     serving institutions, Native American-serving, nontribal 
     institutions, institutions serving students with special 
     needs, and institutions located in rural areas to provide 
     those institutions with information on the opportunity to 
     apply to carry out a demonstration project under this 
     section.
       Page 2, line 6, strike ``(2)'' and insert ``(3)''.
       Page 2, line 12, strike ``(3)'' and insert ``(4)''.

  The 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, I am proud to support this amendment that 
Ms. Jackson Lee thoughtfully put together.
  This amendment would ensure that the Department of Education is 
reaching out to colleges and systems that educate minority, low-income, 
or students with special needs.
  Some of those who stand to benefit the most under this innovation are 
first-generation college goers for whom cost is a major barrier to 
success. Minority-serving institutions are a critical thread in the 
fabric of America, and they should be included when experimenting with 
promising new education models.
  Competency-based education programs are self-paced, helping ensure 
that students can work while they are in school, helping students who 
need a little more time to catch up or to learn concepts succeed and 
achieve at the highest levels.
  I reserve the balance of my time.
  Mr. KLINE. Mr. Chairman, I claim the time in opposition, although I 
don't intend to oppose it.
  The CHAIR. Without objection, the gentleman from Minnesota is 
recognized for 5 minutes.
  There was no objection.
  Mr. KLINE. I see that the author has arrived.
  Mr. Chairman, I reserve the balance of my time.
  Mr. POLIS. I strongly urge my colleagues to vote ``yes'' on this 
amendment.
  Mr. Chairman, I yield the remainder of my time to the gentlewoman 
from Texas (Ms. Jackson Lee).
  The CHAIR. Without objection, the gentlewoman from Texas will control 
the balance of the time of the gentleman from Colorado.
  There was no objection.
  Ms. JACKSON LEE. Mr. Chairman, may I determine what time is left, 
please.
  The CHAIR. The gentlewoman from Texas has 4\1/2\ minutes remaining.
  Ms. JACKSON LEE. First of all, let me thank the managers of this 
legislation, who have really brought together an important concept, and 
I just want to call the name of the bill: the Advancing Competency-
Based Education Demonstration Project.
  Mr. Chairman, first of all, I am a big supporter of pilots because 
pilots provide information, and information generates a concrete 
program.
  Mr. Polis, thank you so very much for bringing up my amendment, and 
thank you both, the chairman and the ranking member, for supporting 
this amendment.
  Let me be very keen on what it is both to Chairman Kline and to Mr. 
Polis. This is to take what you have and to add to it or, I might say, 
to make it better. The reason is that information is a gift. If you 
have information, you can do a lot of things.
  Mr. Chairman, I work with a lot of Historically Black Colleges, so 
the Jackson Lee amendment would direct the Secretary of Education, 
prior to any deadlines for colleges or universities to submit 
applications for the consideration in the pilot program, to conduct 
outreach to Historically Black Colleges and Universities, Hispanic-
serving institutions, Native American-serving, nontribal institutions, 
institutions serving students with special needs, and institutions 
located in rural areas to provide information to them on the 
opportunity to apply to carry out a pilot demonstration project under 
this bill.
  It is a whole gamut of individuals and colleges that this bill is 
directed to engage. Yes, there is general information, but I will tell 
you, when information is targeted, there are great successes that 
occur.
  In my State alone, Texas ranks 43 out of 50 in State rankings with a 
61.3 percent high school graduation rate. This statistic alone shows 
the need for dramatic improvements in our own system. However, there 
are great institutions that serve Native Americans, Hispanic-serving 
and African American, such as Texas Southern University and A&M. This 
outreach to them would provide these educators with working class 
residents the opportunity to get the right kind of information in order 
to develop competency-based education.
  Texas Southern University has a technology program that trains young 
people for the new industries of today. They have a School of Public 
Affairs named after Barbara Jordan and Mickey Leland, our colleagues 
here in the United States Congress. They have a transportation 
department, which is very much geared toward the new opportunities for 
transportation. Then, of course, they are into science, as I indicated, 
as well as technology and math.
  We have sent out these brilliant graduates, and this pilot program in 
helping their faculty and helping the university would be a great 
start. My amendment is to give them the knowledge to be part of the 
solution.
  Mr. Chairman, my amendment is information to be part of the solving 
of the problems. I want more students to graduate from high school, and 
I want them to have opportunities broad based.
  Let me close on this note.
  Many people ask about the value of Historically Black Colleges, 
Hispanic-serving, Native American institutions. Do you know what, Mr. 
Chairman? There are enough students who are not in college today who 
will fill all of the universities. All of these universities have a 
rightful place, and the history of Historically Black Colleges in their 
traveling through the years of postslavery is a great opportunity to 
continue to serve. Now, with Native American-serving institutions and 
Hispanic-serving institutions, I am delighted that this amendment is 
put before this body.
  I ask my colleagues to support the Jackson Lee amendment, which will 
create more opportunity and more outreach.
  With that, I yield back the balance of my time.
  Mr. Chair, I am pleased to offer the Jackson Lee Amendment that adds 
critical language to this bill.

[[Page 12746]]

  I would like to thank Chairman Kline and Congressman Polis for their 
work in managing the debate on the rule for H.R. 3136.
  I thank my colleague Congressman Polis for his authorship of the bill 
and his leadership in working in a bipartisan way with the Education 
Committee to provide on this legislation that would address the 
education needs of non-tradition College and university students.
  I appreciate and thank the bipartisan work the Education Committee 
staff who worked with my staff on the Jackson Lee Amendment, and for 
the Education Committee's support of the Jackson Lee Amendment.
  The Jackson Lee amendment is simple, and would further the goals of 
the bill.
  The Jackson Lee Amendment would direct the Secretary of Education 
prior to any deadlines for colleges or universities to submit 
applications for consideration in the pilot program to conduct outreach 
to historically Black colleges and universities, Hispanic-serving 
institutions, Native American-serving, non-tribal institutions, 
institutions serving students with special needs, and institutions 
located in rural areas to provide information to them on the 
opportunity to apply to carry out a pilot demonstration project under 
this bill.
  Texas ranks 43rd out of the 50 in state rankings with a 61.3 percent 
high school graduation rate. This statistic alone shows the need for 
dramatic improvements to Texas' education system.
  There will be adults who will benefit from the programs supported by 
this bill by creating education options that consider that some adults 
who may want to pursue a degree may need to first receive a GED.
  The Texas Southern University located in my Congressional District 
will benefit from the outreach in making timely information available 
to the institution regarding the competency-based education 
demonstration projects Pilot program created by the bill.
  TSU is uniquely situated in the heart of a community that it has 
served the education needs of for decades.
  Institutions like TSU provide great educations to working class 
residents of Houston that is affordable, which means they often do not 
have Washington, DC based offices and may not receive notice of this 
opportunity unless efforts are made to conduct outreach to them.
  Because of TSU's size it is within their scope and experience to 
develop a competency-based education pilot program that breaks the 
learning process down into stages that will attract students who may be 
unemployed, underemployed or considering a career change from the 
surrounding residential community where the TSU is located.
  The institutions that may benefit from the inclusion of the Jackson 
Lee Amendment could reach students who are late in life--but still 
dream of earning a degree, but think that it is far out of reach.
  Education programs that support training in a trade would be 
strengthened through this bill by ensuring that students are job ready 
upon completion of a certification or education program.
  Mr. Chair, I ask that my colleagues support the Jackson Lee Amendment 
the H.R. 3136, the Advancing Competency-Based Education Demonstration 
Project Act.
  Mr. KLINE. Mr. Chairman, I yield myself such time as I may consume.
  The gentlewoman's amendment will help advance this goal by ensuring 
that a number of diverse institutions are aware of the opportunity to 
carry out an innovative, competency-based demonstration project.
  I thank the gentlewoman for offering the amendment, and I urge my 
colleagues to support it and the underlying bill.
  I yield back the balance of my time.
  The CHAIR. The question is on the amendment offered by the gentleman 
from Colorado (Mr. Polis).
  The amendment was agreed to.

                              {time}  1530


                 Amendment No. 3 Offered by Mr. Walberg

  The CHAIR. It is now in order to consider amendment No. 3 printed in 
part A of House Report 113-546.
  Mr. WALBERG. Mr. Chairman, I have an amendment at the desk.
  The CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 2, line 6, strike ``An eligible'' and insert the 
     following:
       ``(A) In general.--An eligible''.
       Page 2, after line 11, insert the following:
       ``(B) Expanding enrollment.--Notwithstanding the assurance 
     required with respect to maximum enrollment under paragraph 
     (3)(H)--
       ``(i) an eligible entity whose demonstration project has 
     been evaluated under subsection (f)(2) not less than twice 
     may submit to the Secretary an amendment to the eligible 
     entity's application under paragraph (1) to increase 
     enrollment in the project to more than 3,000 students, but 
     not more than 5,000 students, and which shall specify--

       ``(I) the proposed maximum enrollment or annual enrollment 
     growth for the project;
       ``(II) how the eligible entity will successfully carry out 
     the project with such maximum enrollment or enrollment 
     growth; and
       ``(III) any other amendments to the eligible entity's 
     application under paragraph (1) that are related to such 
     maximum enrollment or enrollment growth; and

       ``(ii) the Secretary shall determine whether to approve or 
     deny an amendment submitted under clause (i) for a 
     demonstration project based on the project's evaluations 
     under subsection (f)(2).''.

  The CHAIR. Pursuant to House Resolution 677, the gentleman from 
Michigan (Mr. Walberg) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Michigan.
  Mr. WALBERG. Mr. Chairman, with the dramatic rise in the cost of 
obtaining a college degree which we have witnessed over the last 
decade, it has become even more important to focus on ways to remove 
Federal roadblocks which prevent efforts to make higher education less 
costly.
  H.R. 3136, the Advancing Competency-Based Education Demonstration 
Project Act, represents one of the innovative steps promoted by the 
House Education and the Workforce Committee to ensure we actually 
measure what students are learning, not just the time they have spent 
sitting in a class.
  My amendment builds on this approach and will allow participating 
entities in the demonstration projects to expand an approved project to 
a maximum of 5,000 students.
  To ensure accountability and program quality, any entity wishing to 
expand a project must provide the Secretary a new proposed maximum 
number of students, a description of how the project will successfully 
carry out the expanded enrollment, and a description of any other 
amendments to the initial application related to the new enrollment 
number.
  The small-scale expansion allowed by my amendment will help 
institutions develop techniques for increasing their competency-based 
education projects so more students can realize the benefits of a self-
paced, lower-cost degree.
  This approach will also help inform policymakers and the public of 
what projects are doing the best job at advancing this innovative 
education delivery model.
  I want to thank Representative Salmon and Chairman Kline for their 
leadership on this issue, and I urge my colleagues to support my 
amendment and the underlying bill.
  Mr. Chairman, I yield back the balance of my time.
  Mr. POLIS. Mr. Chairman, I claim time in opposition to the amendment, 
but I don't oppose the amendment.
  The CHAIR. Without objection, the gentleman from Colorado is 
recognized for 5 minutes.
  There was no objection.
  Mr. POLIS. Mr. Chairman, the Walberg amendment would allow 
institutions that have shown success with their demonstration projects 
to increase the number of students that can participate in their 
programs, helping to scale and allow more students to benefit.
  By increasing the number of students in successful programs, we can 
better get a sense of how successful programs can be brought to scale.
  Institutions should be rewarded with the ability to run a more robust 
demonstration project if their programs are reducing costs, improving 
quality, shortening time to degree. We should make sure that they are 
allowed to expand and remove any barriers to that.
  Therefore, I am proud to join my colleague in support of the Walberg 
amendment. I encourage my colleagues to vote ``yes'' so that 
institutions will be able to run more robust and scalable demonstration 
projects.
  Mr. Chairman, I yield back the balance of my time.
  The CHAIR. The question is on the amendment offered by the gentleman 
from Michigan (Mr. Walberg).
  The amendment was agreed to.

[[Page 12747]]




                  Amendment No. 4 Offered by Mr. Polis

  The CHAIR. It is now in order to consider amendment No. 4 printed in 
part A of House Report 113-546.
  Mr. POLIS. Mr. Chairman, as the designee of Mr. McNerney, I have an 
amendment at the desk.
  The CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 4, line 17, strike ``and''.
       Page 4, line 22, strike the period and insert ``; and''.
       Page 4, after line 22, insert the following
       ``(K) A description of the population of students served by 
     the eligible entity that are veterans or members of the Armed 
     Forces and how such eligible entity will, when appropriate, 
     incorporate the specific needs of such population when 
     carrying out the demonstration project.

  The 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, I rise today in support of the McNerney 
amendment. This amendment will require participating institutions to 
show how they are addressing the needs of veterans and members of the 
Armed Forces in their demonstration project.
  Americans with military experience, both present or in their past, 
stand to benefit tremendously from competency-based education because 
they leave the military with a wide range of practicable, demonstrable, 
and marketable skills.
  I have talked to so many veterans in my district who felt that they 
received excellent education within the military around a particular 
task, but get no credit for that with regard to the demonstrable skills 
that they have achieved. This amendment will help that occur.
  Ensuring that institutions report more on how veterans and members of 
the Armed Forces are performing in demonstration projects will help 
highlight those who have served our country to the Department of 
Education so we can better identify best practices and expand best 
practices to those who have served.
  I strongly urge my colleagues to vote ``yes'' on this amendment, and 
I reserve the balance of my time.
  Mr. KLINE. Mr. Chairman, I claim time in opposition to the amendment, 
though I do not intend to oppose the amendment.
  The CHAIR. Without objection, the gentleman from Minnesota is 
recognized for 5 minutes.
  There was no objection.
  Mr. KLINE. Mr. Chairman, I am excited about this amendment. There has 
been much discussion about things that we can do to help our American 
heroes, to help those veterans who have served and/or are serving. Many 
of these veterans and servicemembers are seeking higher educational 
opportunities, and many of them, while they have limited time due to 
work and family, they have skills. They have education. They have 
competency. So this competency-based education is almost tailor-made 
for them.
  I want to urge my colleagues to support this amendment and the 
underlying bill to help not only these American heroes, but students 
across the country.
  Mr. Chairman, I reserve the balance of my time.
  Mr. POLIS. Mr. Chairman, I yield such time as he may consume to my 
colleague from California (Mr. McNerney).
  Mr. McNERNEY. Mr. Chairman, I want to thank Chairman Kline and 
Ranking Member Miller, as well as the bill's author, Representative 
Salmon, for their joint efforts and leadership on this bipartisan piece 
of legislation, H.R. 3136.
  Millions of American families share a common goal of sending their 
children to college. However, the cost of a college education continues 
to escalate, making it prohibitive for too many middle class families.
  Promoting innovative ideas that provide institutions the flexibility 
will be essential in an evolving education system and learning 
environment. H.R. 3136 is a step in the right direction.
  The bill seeks to change the ways that institutions have historically 
used credit hours to measure student progress and the awarding of 
financial aid, among other things.
  The bill incorporates new innovative practices in higher education by 
allowing students to advance academically by demonstrating competence 
in a subject rather than by spending a set amount of time in a 
classroom.
  While H.R. 3136 specifies a range of criteria that applications must 
fulfill to run a competency-based project, it is important that 
military and veteran populations are also taken into consideration.
  That is why I am offering an amendment that requires an applicant, 
under this program, to provide information on the number of veterans 
and military students it has, and to include how it incorporates those 
particular student needs into its demonstration project.
  Servicemembers and veterans often require flexibility in the pursuit 
of their education goals. We owe it to these brave young men and women, 
upon their returning from service, to help them pursue higher education 
as seamlessly as possible.
  I believe that my amendment will help keep track of these progresses 
that a veteran and the military student populations are making in any 
new competency-based program, and to hold these programs accountable 
for the progress of veterans.
  Mr. Chairman, I urge the adoption of this amendment.
  Mr. KLINE. Mr. Chairman, I reserve the balance of my time.
  Mr. POLIS. Mr. Chairman, we have no additional speakers on this side. 
I reserve the right to close.


                         Parliamentary Inquiry

  Mr. KLINE. Parliamentary inquiry, Mr. Chairman.
  The CHAIR. The gentleman will state his parliamentary inquiry.
  Mr. KLINE. Mr. Chairman, I am a little confused about who has the 
right to close.
  The CHAIR. Where there is no qualifying opponent, the gentleman from 
Colorado has the right to close on his amendment.
  Mr. KLINE. Mr. Chairman, I urge support of this amendment, and I 
yield back the balance of my time.
  Mr. POLIS. Mr. Chairman, I join my colleague, the chair of the 
committee, and others in encouraging my colleagues to support the 
McNerney and Polis amendment, so that veterans and members of the Armed 
Forces today can be better served by these demonstration projects and 
stand to benefit from the education they receive within the military 
itself.
  Mr. Chairman, I yield back the balance of my time.
  The CHAIR. The question is on the amendment offered by the gentleman 
from Colorado (Mr. Polis).
  The amendment was agreed to.


                  Amendment No. 5 Offered by Mr. Byrne

  The CHAIR. It is now in order to consider amendment No. 5 printed in 
part A of House Report 113-546.
  Mr. BYRNE. Mr. Chairman, I have an amendment at the desk.
  The CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 5, line 1, strike ``20'' and insert ``30''.

  The CHAIR. Pursuant to House Resolution 677, the gentleman from 
Alabama (Mr. Byrne) and a Member opposed each will control 5 minutes.
  The Chair recognizes the gentleman from Alabama.
  Mr. BYRNE. Mr. Chairman, this is a simple, technical amendment that 
seeks to increase the maximum number of eligible entities authorized to 
participate in the competency-based demonstration project established 
by H.R. 3136 from 20 to 30.
  As a former member of the Alabama State Board of Education and 
chancellor of Alabama's 2-year college system, I commend my colleague 
and fellow member of the Education and the Workforce Committee, Mr. 
Salmon of Arizona, for introducing this innovative legislation.
  In today's world, we cannot continue to regard higher education as a 
one-size-fits-all process. As our economy continues to recover, higher 
education

[[Page 12748]]

institutions continue to see a large influx of students who are seeking 
to further their education after years in the workforce.
  At the same time, our K-12 school systems are becoming more 
innovative, incorporating cutting-edge technologies and allowing for 
dual-enrollment and workforce training opportunities prior to 
graduation.
  For these reasons, many students are arriving at higher education 
institutions with a variety of different skills in place but must still 
complete a prerequisite amount of courses before earning a degree, 
regardless of their competency in certain areas of study.
  Unfortunately, the cost of higher education continues to rise, as 
does student loan debt. The competency-based demonstration project 
authorized by H.R. 3136 will allow students to gear their financial aid 
towards actual learning opportunities, versus simply checking off 
courses that may not be applicable to their needs, and logging seat 
time.
  My basic amendment would simply allow for a more full-bodied and 
diverse sample of participating institutions to ensure that this 
demonstration project creates a truly representative sample of higher 
education opportunities.
  This increase should improve the ability to analyze how such an 
approach could affect flexibility for institutions, while providing a 
more personalized, cost-effective education for a variety of different 
students.
  Mr. Chairman, I urge my colleagues to support this commonsense 
amendment, and I reserve the balance of my time.
  Mr. POLIS. Mr. Chairman, I claim time in opposition to the amendment, 
but I do not oppose this amendment.
  The CHAIR. Without objection, the gentleman from Colorado is 
recognized for 5 minutes.
  There was no objection.
  Mr. POLIS. Mr. Chairman, Mr. Byrne's amendment would increase the 
number of institutions or consortiums allowed to participate in the 
demonstration project. Including more high-quality institutions in the 
demonstration project will yield more information and more innovation 
on the benefits and risks of competency-based education.
  Including more institutions will accelerate the amount of 
experimentation and, therefore, the amount of learning that we as 
policymakers have, and also help increase the likelihood of identifying 
successful best practices to reduce college costs more quickly.
  I strongly urge my colleagues to vote ``yes'' on this amendment so 
that more institutions can experiment with innovative, new, cost-
effective education models.
  Mr. Chairman, I yield back the balance of my time.
  Mr. BYRNE. Mr. Chairman, I appreciate the gentleman's comments. At 
this time, with America, we have so many opportunities before us, but 
we have to make sure that the people in our society, and the people 
that are coming through some difficult circumstances, have 
opportunities that didn't exist before.
  These sorts of innovations provide opportunities for them and for 
institutions of higher education to figure out where we need to go in 
the future so that we deliver the product of higher education in the 
way it needs to be delivered and received by those that can benefit the 
most.

                              {time}  1545

  So I appreciate the gentleman's comments. I urge my colleagues to 
vote for this amendment, and I yield back the balance of my time.
  The CHAIR. The question is on the amendment offered by the gentleman 
from Alabama (Mr. Byrne).
  The amendment was agreed to.
  Mr. KLINE. Mr. Chairman, I move that the Committee do now rise.
  The motion was agreed to.
  Accordingly, the Committee rose; and the Speaker pro tempore (Mr. 
Thompson of Pennsylvania) having assumed the chair, Mr. Amodei, 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, had come to no resolution thereon.

                          ____________________