[House Report 114-676]
[From the U.S. Government Publishing Office]


114th Congress   }                                    {        Report
                        HOUSE OF REPRESENTATIVES
 2d Session      }                                    {       114-676

======================================================================



 
              ACCESSING HIGHER EDUCATION OPPORTUNITIES ACT

                                _______
                                

 July 11, 2016.--Committed to the Committee of the Whole House on the 
              State of the Union and ordered to be printed

                                _______
                                

Mr. Kline, from the Committee on Education and the Workforce, submitted 
                             the following

                              R E P O R T

                        [To accompany H.R. 5529]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Education and the Workforce, to whom was 
referred the bill (H.R. 5529) to amend the Higher Education Act 
of 1965 to authorize additional grant activities for Hispanic-
serving institutions, having considered the same, report 
favorably thereon with an amendment and recommend that the bill 
as amended do pass.
    The amendment is as follows:
  Strike all after the enacting clause and insert the 
following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``Accessing Higher Education 
Opportunities Act''.

SEC. 2. AUTHORIZED GRANT ACTIVITIES.

  Subsection (b) of section 503 of the Higher Education Act of 1965 (20 
U.S.C. 1101b(b)) is amended--
          (1) by redesignating paragraphs (7) through (16) as 
        paragraphs (9) through (18), respectively; and
          (2) by inserting after paragraph (6) the following:
          ``(7) Student support programs, which may include counseling, 
        mentoring, and other support services, designed to facilitate 
        the successful advancement of students from four-year 
        institutions to postbaccalaureate doctoral degree granting 
        programs that prepare students for health care occupations as 
        such occupations are described in the most recent edition of 
        the Occupational Outlook Handbook published by the Bureau of 
        Labor Statistics.
          ``(8) Developing or expanding access to dual or concurrent 
        enrollment programs and early college high school programs.''.

SEC. 3. FUNDING.

  (a) Authorizations of Appropriations.--There are authorized to be 
appropriated to carry out part A of title V of the Higher Education Act 
of 1965 (20 U.S.C. 1101 et seq.), as amended by this Act, $107,795,000 
for fiscal year 2016.
  (b) Additional Extensions Not Permitted.--Section 422 of the General 
Education Provisions Act (20 U.S.C. 1226a) shall not apply to further 
extend the duration of the authority under subsection (a).

                                Purpose

    H.R. 5529, the Accessing Higher Education Opportunities 
Act, promotes access to higher education and encourages 
students to pursue doctoral degree programs in health care.

                            Committee Action

    As the Committee on Education and the Workforce (Committee) 
continues the Higher Education Act reauthorization process, 
increasing transparency and usefulness of higher education 
data; simplifying and improving the federal student aid 
programs; and promoting innovation, access, and completion 
remain top priorities.

                             112TH CONGRESS

Hearings--First session

    On March 1, 2011, the Committee held a hearing in 
Washington, D.C., on ``Education Regulations: Weighing the 
Burden on Schools and Students.'' The hearing was the first in 
a series examining the burden of federal, state, and local 
regulations on the nation's education system. The purpose of 
the hearing was to uncover the damaging effects of federal 
regulations on schools and institutions. These rules 
increasingly stifle growth and innovation, raise operating 
costs, and limit student access to affordable colleges and 
universities throughout the nation. Testifying before the 
Committee were Dr. Edgar Hatrick, Superintendent, Loudon County 
Public Schools, Ashburn, Virginia; Ms. Kati Haycock, President, 
The Education Trust, Washington, D.C.; Mr. Gene Wilhoit, 
Executive Director, Council of Chief State School Officers, 
Washington, D.C.; and Mr. Christopher B. Nelson, President, St. 
John's College, Annapolis, Maryland.
    On March 11, 2011, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Education 
Regulations: Federal Overreach into Academic Affairs.'' The 
purpose of the hearing was to discuss the most egregious and 
intrusive pieces of the program integrity regulations issued by 
the U.S. Department of Education, specifically, the state 
authorization regulation and the credit hour regulation, and to 
uncover the unintended consequences of the regulations to 
states and institutions of higher education. Testifying before 
the Subcommittee were Mr. John Ebersole, President, Excelsior 
College, Albany, New York; Dr. G. Blair Dowden, President, 
Huntington University, Huntington, Indiana; The Honorable 
Kathleen Tighe, Inspector General, U.S. Department of 
Education, Washington, D.C.; and Mr. Ralph Wolff, President, 
Western Association of Schools and Colleges, Alameda, 
California.
    On March 17, 2011, the Committee held a hearing in 
Washington, D.C., on ``Education Regulations: Roadblocks to 
Student Choice in Higher Education.'' The purpose of the 
hearing was to explore the harmful consequences of the gainful 
employment regulation issued by the U.S. Department of 
Education. Testifying before the Committee were Ms. Catherine 
Barreto, Graduate, Monroe College, and Senior Sales Associate, 
Doubletree Hotels, Brooklyn, New York; Mr. Travis Jennings, 
Electrical Supervisor of the Manufacturing Launch Systems 
Group, Orbital Sciences Corporation, Chandler, Arizona; Dr. 
Arnold Mitchem, President, Council for Opportunity in 
Education, Washington, D.C.; and Ms. Jeanne Herrmann, Chief 
Operating Officer, Globe University/Minnesota School of 
Business, Woodbury, Minnesota.
    On March 21, 2011, the Committee held a hearing in Wilkes-
Barre, Pennsylvania, on ``Reviving our Economy: The Role of 
Higher Education in Job Growth and Development.'' The purpose 
of the hearing was to highlight work by local colleges and 
universities to respond to local and state economic needs. 
Testifying before the Committee were Mr. James Perry, 
President, Hazelton City Council, Hazelton, Pennsylvania; Mr. 
Jeffrey Alesson, Vice President of Strategic Planning and 
Quality Assurance, Diamond Manufacturing, Exeter, Pennsylvania; 
Dr. Reynold Verret, Provost, Wilkes University, Wilkes-Barre, 
Pennsylvania; Mr. Raymond Angeli, President, Lackawanna 
College, Scranton, Pennsylvania; Ms. Joan Seaman, Executive 
Director, Empire Beauty School, Moosic, Pennsylvania; and Mr. 
Thomas P. Leary, President, Luzerne County Community College, 
Nanticoke, Pennsylvania.
    On March 22, 2011, the Committee held a hearing in Utica, 
New York, on ``Reviving our Economy: The Role of Higher 
Education in Job Growth and Development.'' The purpose of the 
hearing was to highlight work by local colleges and 
universities to respond to local and state economic needs. 
Testifying before the Committee were Mr. Anthony J. Picente, 
Jr., County Executive, Oneida County, Utica, New York; Mr. Dave 
Mathis, Director, Oneida County Workforce Development, Utica, 
New York; Dr. John Bay, Vice President and Chief Scientist, 
Assured Information Security, Inc., Rome, New York; Dr. Bjong 
Wolf Yeigh, President, State University of New York Institute 
of Technology, Utica, New York; Dr. Ann Marie Murray, 
President, Herkimer County Community College, Herkimer, New 
York; Dr. Judith Kirkpatrick, Provost, Utica College, Utica, 
New York; and Mr. Phil Williams, President, Utica School of 
Commerce, The Business College, Utica, New York.
    On April 21, 2011, the Committee held a hearing in 
Columbia, Tennessee, on ``Reviving our Economy: The Role of 
Higher Education in Job Growth and Development.'' The purpose 
of the hearing was to highlight the work by local colleges and 
universities to respond to local and state economic needs. 
Testifying before the Committee were Dr. Janet Smith, 
President, Columbia State Community College, Columbia, 
Tennessee; Dr. Ted Brown, President, Martin-Methodist College, 
Pulaski, Tennessee; Mr. Jim Coakley, President, Nashville Auto-
Diesel College, Nashville, Tennessee; The Honorable Dean 
Dickey, Mayor, City of Columbia, Columbia, Tennessee; Ms. Susan 
Marlow, President and Chief Executive Officer, Smart Data 
Strategies, Franklin, Tennessee; Ms. Jan McKeel, Executive 
Director, South Central Tennessee Workforce Board, Columbia, 
Tennessee; and Ms. Margaret Prater, Executive Director, 
Northwest Tennessee Workforce Board, Dyersburg, Tennessee.
    On July 8, 2011, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training, together with the House Committee on Oversight and 
Government Reform Subcommittee on Regulatory Affairs, Stimulus 
Oversight, and Government Spending, held a hearing in 
Washington, D.C., on ``The Gainful Employment Regulation: 
Limiting Job Growth and Student Choice.'' The purpose of the 
hearing was to explore the harmful consequences of the gainful 
employment regulation issued by the U.S. Department of 
Education. Testifying before the subcommittees were Dr. Dario 
A. Cortes, President, Berkeley College, New York City, New 
York; Dr. Anthony P. Carnevale, Director, Georgetown University 
Center on Education and the Workforce, Washington, D.C.; Ms. 
Karla Carpenter, Graduate, Herzing University and Program 
Manager, Quest Software, Madison, Wisconsin; and Mr. Harry C. 
Alford, President and Chief Executive Officer, National Black 
Chamber of Commerce, Washington, D.C.
    On August 16, 2011, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Greenville, South Carolina, on 
``Reviving Our Economy: The Role of Higher Education in Job 
Growth and Development.'' The purpose of the hearing was to 
highlight the work by local colleges and universities to 
respond to local and state economic needs. Testifying before 
the Subcommittee were The Honorable Knox White, Mayor, City of 
Greenville, Greenville, South Carolina; Mr. Werner Eikenbusch, 
Section Manager, Associate Development and Training, BMW 
Manufacturing Co., Spartanburg, South Carolina; Ms. Laura 
Harmon, Project Director, Greenville Works, Greenville, South 
Carolina; Dr. Brenda Thames, Vice President of Academic 
Development, Greenville Health System, Greenville, South 
Carolina; Mr. James F. Barker, President, Clemson University, 
Clemson, South Carolina; Dr. Thomas F. Moore, Chancellor, 
University of South Carolina Upstate, Spartanburg, South 
Carolina; Dr. Keith Miller, President, Greenville Technical 
College, Greenville, South Carolina; and Ms. Amy Hickman, 
Campus President, ECPI College of Technology, Greenville, South 
Carolina.
    On October 25, 2011, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Government-
Run Student Loans: Ensuring the Direct Loan Program is 
Accountable to Students and Taxpayers.'' The purpose of the 
hearing was to examine the switch to and implementation of the 
Direct Loan program. Testifying before the Subcommittee were 
Mr. James W. Runcie, Chief Operating Officer, Office of Federal 
Student Aid, U.S. Department of Education, Washington, D.C.; 
Mr. Ron H. Day, Director of Financial Aid, Kennesaw State 
University, Kennesaw, Georgia; Ms. Nancy Hoover, Director of 
Financial Aid, Denison University, Granville, Ohio; and Mr. 
Mark. A. Bandre, Vice President for Enrollment Management and 
Student Affairs, Baker University, Baldwin City, Kansas.
    On November 30, 2011, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Keeping 
College Within Reach: Discussing Ways Institutions Can 
Streamline Costs and Reduce Tuition.'' The purpose of the 
hearing was to highlight innovative practices institutions of 
higher education are implementing to reduce their costs to 
limit tuition increases for students. Testifying before the 
Subcommittee were Ms. Jane V. Wellman, Executive Director, 
Delta Project on Postsecondary Costs, Productivity, and 
Accountability, Washington, D.C.; Dr. Ronald E. Manahan, 
President, Grace College and Seminary, Winona Lake, Indiana; 
Mr. Jamie P. Merisotis, President and Chief Executive Officer, 
Lumina Foundation for Education, Indianapolis, Indiana; and Mr. 
Tim Foster, President, Colorado Mesa University, Grand 
Junction, Colorado.

Legislative action--First session

    On February 17, 2011, the House of Representatives 
considered an amendment offered by Committee Chairman John 
Kline (R-MN), Higher Education and Workforce Training 
Subcommittee Chairwoman Virginia Foxx (R-NC), and Rep. Alcee 
Hastings (D-FL) to H.R. 1, the Disaster Relief Appropriations 
Act of 2013. The amendment prohibited the use of funds by the 
U.S. Department of Education to implement and enforce the 
gainful employment regulation. The amendment was agreed to by a 
bipartisan vote of 289 to 136.
    On February 19, 2011, the House of Representatives passed 
H.R. 1 by a vote of 235 to 189. This bill was not signed into 
law.
    On June 3, 2011, Chairman John Kline (R-MN) and 
Subcommittee Chairwoman Virginia Foxx (R-NC) introduced H.R. 
2117, the Protecting Academic Freedom in Higher Education Act. 
The bill repealed the state authorization regulation, one piece 
of the credit hour regulation, and prohibited the Secretary of 
Education (Secretary) from defining credit hour for any purpose 
under the Higher Education Act of 1965.
    On June 15, 2011, the Committee considered H.R. 2117 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a bipartisan vote of 27 to 11.
    The Committee considered and adopted the following 
amendment to H.R. 2117:
     Subcommittee Chairwoman Virginia Foxx (R-NC) 
offered an amendment in the nature of a substitute to add a 
short title to the legislation. The amendment was adopted by 
voice vote.
    The Committee further considered the following amendments 
to H.R. 2117, which were not adopted:
     Rep. Raul Grijalva (D-AZ) offered an amendment to 
maintain pieces of the state authorization regulation, 
including the complaint process. The amendment failed by a vote 
of 17 to 22.
     Ranking Member George Miller (D-CA) offered an 
amendment to prohibit implementation until the U.S. Department 
of Education Inspector General certifies there are equal or 
greater protections in place related to program integrity under 
Title IV of the Higher Education Act of 1965. The amendment 
failed by a vote of 17 to 22.
     Rep. Rush Holt (D-NJ) offered an amendment to 
stipulate the act would be effective only if the maximum Pell 
Grant award is at least $5,550 for the 2012-2013 school year. 
The amendment was ruled out of order.
     Rep. Tim Bishop (D-NY) offered an amendment to 
strike the repeal of the credit hour regulation that 
establishes a federal definition of a credit hour. The 
amendment failed by a vote of 11 to 27.
     Rep. Tim Bishop (D-NY) offered an amendment to 
strike the prohibition on the Secretary of Education from 
defining credit hour in the future. The amendment failed by a 
vote of 16 to 22.

Hearings--Second session

    On July 18, 2012, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Keeping 
College Within Reach: Exploring State Efforts to Curb Costs.'' 
The purpose of the hearing was to highlight innovative 
practices at the state level to assist postsecondary 
institutions in keeping costs affordable and to promote 
accountability of public funds. Testifying before the 
Subcommittee were Mr. Scott Pattison, Executive Director, 
National Association of State Budget Officers, Washington, 
D.C.; Ms. Teresa Lubbers, Commissioner for Higher Education, 
State of Indiana, Indianapolis, Indiana; Mr. Stan Jones, 
President, Complete College America, Zionsville, Indiana; and 
Dr. Joe May, President, Louisiana Community and Technical 
College System, Baton Rouge, Louisiana.
    On September 20, 2012, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Assessing 
College Data: Helping to Provide Valuable Information to 
Students, Institutions, and Taxpayers.'' The purpose of the 
hearing was to examine data collected by the federal government 
from institutions of higher education, including data 
requirements established during the last reauthorization of the 
Higher Education Act. Testifying before the Subcommittee were 
Dr. Mark Schneider, Vice President, American Institutes for 
Research, Washington, D.C.; Dr. James Hallmark, Vice Chancellor 
for Academic Affairs, Texas A&M System, College Station, Texas; 
Dr. Jose Cruz, Vice President for Higher Education Policy and 
Practice, The Education Trust, Washington, D.C.; and Dr. Tracy 
Fitzsimmons, President, Shenandoah University, Winchester, 
Virginia.

Legislative action--Second session

    On February 28, 2012, the House of Representatives passed 
H.R. 2117 by a bipartisan vote of 303 to 114. The bill was sent 
to the Senate and referred to the Senate Committee on Health, 
Education, Labor, and Pensions.
    On April 25, 2012, Rep. Judy Biggert (R-IL) introduced H.R. 
4628, the Interest Rate Reduction Act. The bill reduced the 
interest rate on subsidized Stafford loans made to 
undergraduate students from 6.8 percent to 3.4 percent for one 
year, from July 1, 2012, through June 30, 2013. To offset the 
increase in mandatory spending, the bill repealed the 
Prevention and Public Health Fund authorized under Section 4002 
of the Patient Protection and Affordable Care Act and rescinded 
the balance of unobligated monies made available for the fund.
    On April 27, 2012, the House of Representatives passed H.R. 
4628 by a vote of 215 to 195.
    While H.R. 4628 was never considered by the Senate, its 
provisions were included in the Conference Report for H.R. 
4348, the Moving Ahead for Progress in the 21st Century Act 
(MAP-21), sponsored by Rep. John Mica (R-FL). To partially 
offset the increase in mandatory spending that resulted from 
the temporary reduction in interest rates on subsidized 
Stafford loans, the bill permanently restricted the period of 
eligibility to borrow subsidized Stafford loans to 150 percent 
of the published length of a student's educational program.
    On June 29, 2012, the House of Representatives passed the 
Conference Report to H.R. 4348 by a bipartisan vote of 373 to 
52.
    On June 29, 2012, the Senate passed the Conference Report 
to H.R. 4348 by a bipartisan vote of 74 to 19.
    On July 6, 2012, the President of the United States signed 
H.R. 4348 into law (P.L. 112-141).

                             113TH CONGRESS

Hearings--First session

    On March 13, 2013, the Committee held a hearing in 
Washington, D.C., on ``Keeping College Within Reach: Examining 
Opportunities to Strengthen Federal Student Loan Programs.'' 
The purpose of the hearing was to examine ways to strengthen 
federal student loans, as well as how moving to a market-based 
or variable interest rate on all federal student loans could 
benefit both students and taxpayers. Testifying before the 
Committee were Dr. Deborah J. Lucas, Sloan Distinguished 
Professor of Finance, Massachusetts Institute of Technology, 
Cambridge, Massachusetts; Mr. Jason Delisle, Director, Federal 
Education Budget Project, The New America Foundation, 
Washington, D.C.; Mr. Justin Draeger, President and Chief 
Executive Officer, National Association of Student Financial 
Aid Administrators, Washington, D.C.; and Dr. Charmaine Mercer, 
Vice President of Policy, Alliance for Excellent Education, 
Washington, D.C.
    On April 9, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Monroe, Michigan, entitled 
``Reviving Our Economy: The Role of Higher Education in Job 
Growth and Development.'' The purpose of the hearing was to 
highlight work being done by local colleges and universities to 
respond to local and state economic needs. Testifying before 
the Subcommittee were Mr. Henry Lievens, Commissioner, Monroe 
County, Monroe, Michigan; Ms. Lynette Dowler, Plant Director, 
Fossil Generation, DTE Energy, Detroit, Michigan; Ms. Susan 
Smith, Executive Director, Economic Development Partnership of 
Hillsdale County, Jonesville, Michigan; Mr. Dan Fairbanks, 
United Auto Workers International Representative, UAW-GM Skill 
Development and Training Department, Detroit, Michigan; Dr. 
David E. Nixon, President, Monroe County Community College, 
Monroe, Michigan; Sister Peg Albert, OP, Ph.D., President, 
Siena Heights University, Adrian, Michigan; Dr. Michelle 
Shields, Career Coach/Workforce Development Director, Jackson 
Community College, Jackson, Michigan; and Mr. Douglas A. Levy, 
Director of Financial Aid, Macomb Community College, Warren, 
Michigan.
    On April 16, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: The Role of Federal Student Aid 
Programs.'' The purpose of the hearing was to examine shifting 
the focus of federal student aid programs from enhancing access 
to improving student outcomes. Testifying before the 
Subcommittee were Mr. Terry W. Hartle, Senior Vice President, 
Division of Government and Public Affairs, American Council on 
Education, Washington, D.C.; Ms. Moriah Miles, State Chair, 
Minnesota State University Student Association, Mankato, 
Minnesota; Ms. Patricia McGuire, President, Trinity Washington 
University, Washington, D.C.; and Mr. Dan Madzelan, Former 
Employee (Retired), U.S. Department of Education, University 
Park, Maryland.
    On April 24, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Enhancing Transparency for Students, 
Families, and Taxpayers.'' The purpose of the hearing was to 
examine ways to improve the information provided by the federal 
government to inform students and families about their 
postsecondary education options. Testifying before the 
Subcommittee were Dr. Donald E. Heller, Dean, College of 
Education, Michigan State University, East Lansing, Michigan; 
Mr. Alex Garrido, Student, Keiser University, Miami, Florida; 
Dr. Nicole Farmer Hurd, Founder and Executive Director, 
National College Advising Corps, Carrboro, North Carolina; and 
Mr. Travis Reindl, Program Director, Postsecondary Education, 
National Governors Association Center for Best Practices, 
Washington, D.C.
    On June 13, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Discussing Program Quality through 
Accreditation.'' The purpose of the hearing was to examine the 
historical role of accreditation, discuss the role of regional 
and national accreditors in measuring institutional quality, 
and contemplate areas for reform. Testifying before the 
Subcommittee were Dr. Elizabeth H. Sibolski, President, Middle 
States Commission on Higher Education, Philadelphia, 
Pennsylvania; Dr. Michale McComis, Executive Director, 
Accrediting Commission of Career Schools and Colleges, 
Arlington, Virginia; Ms. Anne D. Neal, President, American 
Council of Trustees and Alumni, Washington, D.C.; and Mr. Kevin 
Carey, Director of the Education Policy Program, The New 
America Foundation, Washington, D.C.
    On July 9, 2013, the Committee held a hearing in 
Washington, D.C., entitled ``Keeping College Within Reach: 
Improving Higher Education through Innovation.'' The purpose of 
the hearing was to highlight innovation in higher education 
occurring at the state and institutional level and in the 
private sector. Testifying before the Committee were Mr. Scott 
Jenkins, Director of External Relations, Western Governors 
University, Salt Lake City, Utah; Dr. Pamela J. Tate, President 
and Chief Executive Officer, Council for Adult and Experiential 
Learning, Chicago, Illinois; Dr. Joann A. Boughman, Senior Vice 
Chancellor for Academic Affairs, University System of Maryland, 
Adelphi, Maryland; and Mr. Burck Smith, Chief Executive Officer 
and Founder, StraighterLine, Baltimore, Maryland.
    On September 11, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Supporting Higher Education Opportunities 
for America's Servicemembers and Veterans.'' The purpose of the 
hearing was to examine the efforts of higher education to 
improve postsecondary education opportunities for 
servicemembers and veterans. Testifying before the Subcommittee 
were Mrs. Kimrey W. Rhinehardt, Vice President for Federal and 
Military Affairs, The University of North Carolina, Chapel 
Hill, North Carolina; Dr. Arthur F. Kirk, Jr., President, Saint 
Leo University, Saint Leo, Florida; Dr. Russell S. Kitchner, 
Vice President for Regulatory and Governmental Relations, 
American Public University System, Charles Town, West Virginia; 
and Dr. Ken Sauer, Senior Associate Commissioner for Research 
and Academic Affairs, Indiana Commission for Higher Education, 
Indianapolis, Indiana.
    On September 18, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Improving Access and Affordability 
through Innovative Partnerships.'' The purpose of the hearing 
was to examine the efforts of higher education institutions to 
expand access and reduce costs by partnering with local 
employers, other colleges, or online course providers. 
Testifying before the Subcommittee were Dr. Jeffrey Docking, 
President, Adrian College, Adrian, Michigan; Ms. Paula R. 
Singer, President and Chief Executive Officer, Laureate Global 
Products and Services, Baltimore, Maryland; Dr. Rich Baraniuk, 
Professor, Rice University, and Founder, Connexions, Houston, 
Texas; and Dr. Charles Lee Isbell, Jr., Professor and Senior 
Associate Dean, College of Computing, Georgia Institute of 
Technology, Atlanta, Georgia.
    On November 13, 2013, the Committee held a hearing in 
Washington, D.C., entitled ``Keeping College Within Reach: 
Simplifying Federal Student Aid.'' The purpose of the hearing 
was to examine the need to streamline, consolidate, and 
simplify federal student aid programs. Testifying before the 
Committee were Ms. Kristin D. Conklin, Founding Partner, HCM 
Strategies, LLC, Washington, D.C.; Dr. Sandy Baum, Research 
Professor of Education Policy, George Washington University 
Graduate School of Education and Human Development, and Senior 
Fellow, Urban Institute, Washington, D.C.; Ms. Jennifer 
Mishory, J.D., Deputy Director, Young Invincibles, Washington, 
D.C.; and Mr. Jason Delisle, Director, Federal Education Budget 
Project, New America Foundation, Washington, D.C.
    On December 3, 2013, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Strengthening Pell Grants for Future 
Generations.'' The purpose of the hearing was to examine Pell 
Grant program reform proposals to better target funds to the 
neediest students and put the program on a fiscally responsible 
and sustainable path. Testifying before the Subcommittee were 
Mr. Justin Draeger, President and Chief Executive Officer, 
National Association of Student Financial Aid Administrators, 
Washington, D.C.; Dr. Jenna Ashley Robinson, Director of 
Outreach, John W. Pope Center for Higher Education Policy, 
Raleigh, North Carolina; Mr. Michael Dannenberg, Director of 
Higher Education and Education Finance Policy, The Education 
Trust, Washington, D.C.; and Mr. Richard C. Heath, Director of 
Student Financial Services, Anne Arundel Community College, 
Arnold, Maryland.

Legislative action--First session

    On May 9, 2013, Chairman John Kline (R-MN) and Subcommittee 
Chairwoman Virginia Foxx (R-NC) introduced H.R. 1911, the 
Smarter Solutions for Students Act. The bill moved all federal 
student loans (except Perkins loans) to a market-based interest 
rate.
    On May 16, 2013, the Committee considered H.R. 1911 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a bipartisan vote of 24 to 13.
    The Committee considered and adopted the following 
amendment to H.R. 1911:
     Subcommittee Chairwoman Virginia Foxx (R-NC) 
offered an amendment in the nature of a substitute to make a 
technical change to the bill. The amendment was adopted by 
voice vote.
    The Committee further considered the following amendments 
to H.R. 1911, which were not adopted:
     Rep. Joe Heck (R-NV) offered an amendment to 
allocate a portion of the savings generated under the bill to 
Pell Grants. The amendment was withdrawn.
     Rep. Joe Heck (R-NV) offered an amendment to 
provide the Secretary of Education with authority to reduce the 
interest rate on student loans if a borrower makes the first 48 
payments on time. The amendment was withdrawn.
     Rep. John Tierney (D-MA) offered an amendment to 
set the federal student loan interest rates at the same rate 
the Federal Reserve charges to banks for two years. The 
amendment failed by a vote of 14 to 23.
     Rep. Joe Courtney (D-CT) offered an amendment to 
extend the 3.4 percent interest rate on subsidized Stafford 
loans for two years. The amendment failed by a vote of 15 to 
21.
    On May 23, 2013, the House of Representatives passed H.R. 
1911 by a bipartisan vote of 221 to 198.
    On July 24, 2013, the Senate passed a substitute version of 
H.R. 1911, the Bipartisan Student Loan Certainty Act, by a 
bipartisan vote of 81 to 18. The legislation allowed student 
loan interest rates to reset once a year by the market, but 
they would be locked into a fixed rate once the loan is 
disbursed to the student. Interest rates would be set using the 
following formulas:
     Undergraduate Stafford loans (subsidized and 
unsubsidized): 10-year Treasury Note plus 2.05 percent, capped 
at 8.25 percent.
     Graduate Stafford loans: 10-year Treasury Note 
plus 3.6 percent, capped at 9.5 percent
     PLUS loans (graduate and parent): 10-year Treasury 
Note plus 4.6 percent, capped at 10.5 percent.
    On July 31, 2013, the House of Representatives agreed to 
suspend the rules and agree to the Senate amendment to H.R. 
1911 by a bipartisan vote of 392 to 31.
    On August 9, 2013, the President of the United States 
signed H.R. 1911 into law (P.L. 113-28).
    On May 13, 2013, Rep. Luke Messer (R-IN) introduced H.R. 
1949, the Improving Postsecondary Education Data for Students 
Act. The bill directed the Secretary to convene an Advisory 
Committee on Improving Postsecondary Education Data to conduct 
a study on the factors students and families want, need, and 
already consider when choosing a higher education institution.
    On May 16, 2013, the Committee considered H.R. 1949 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a voice vote. The Committee 
considered and adopted the following amendment to H.R. 1949:
     Rep. Luke Messer (R-IN) offered an amendment in 
the nature of a substitute to H.R. 1949 to (1) include 
individuals who represent undergraduate and graduate education; 
college and career counselors at secondary schools; experts in 
data policy, collection, and use; and experts in labor markets 
on the list of individuals required to be represented on the 
Advisory Committee on Improving Postsecondary Education Data; 
(2) ensure individuals on the advisory committee represent 
economic, racial, and geographically diverse populations; (3) 
require the advisory committee to examine information related 
to the sources of financial assistance, including federal 
student loans, as part of the required aspects of the study; 
(4) require the advisory committee to examine how information 
regarding student outcomes should be disaggregated for first-
generation students; and (5) provide other conforming and 
technical changes to the bill. The amendment was adopted by 
voice vote.
    On May 22, 2013, the House of Representatives agreed to 
suspend the rules and pass H.R. 1949 by voice vote. The bill 
was sent to the Senate and referred to the Senate Committee on 
Health, Education, Labor, and Pensions.
    On July 10, 2013, Chairman John Kline (R-MN), Subcommittee 
Chairwoman Virginia Foxx (R-NC), and Rep. Alcee Hastings (D-FL) 
introduced H.R. 2637, the Supporting Academic Freedom through 
Regulatory Relief Act. The bill, which included the text of the 
Protecting Academic Freedom in Higher Education Act (H.R. 2117) 
and the Kline/Foxx/Hastings amendment to H.R. 1 from the 112th 
Congress, repealed the credit hour, state authorization, and 
gainful employment regulations and amended the statute to 
clarify the incentive compensation regulation. Additionally, 
the bill prohibited the U.S. Department of Education from 
issuing related regulations until after Congress reauthorizes 
the Higher Education Act.
    On July 24, 2013, the Committee considered H.R. 2637 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a bipartisan vote of 22 to 13.
    The Committee considered and adopted the following 
amendment to H.R. 2637:
     Subcommittee Chairwoman Virginia Foxx (R-NC) 
offered an amendment in the nature of a substitute to change a 
subsection title in the legislation. The amendment was adopted 
by voice vote.
    The Committee further considered the following amendment to 
H.R. 2637, which was not adopted:
     Rep. Tim Bishop (D-NY) offered an amendment to 
strike the prohibition on the U.S. Department of Education from 
issuing regulations related to state authorization, gainful 
employment, and credit hour. The amendment failed by a vote of 
13 to 22.

Hearings--Second session

    On January 28, 2014, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., entitled ``Keeping 
College Within Reach: Sharing Best Practices for Serving Low-
Income and First Generation Students.'' The purpose of the 
hearing was to highlight best practices at institutions of 
higher education for serving low-income and first generation 
students. Testifying before the Subcommittee were Dr. James 
Anderson, Chancellor, Fayetteville State University, 
Fayetteville, North Carolina; Mrs. Mary Beth Del Balzo, Senior 
Executive Vice President and Chief Executive Officer, The 
College of Westchester, White Plains, New York; Mr. Josse Alex 
Garrido, Graduate Student, University of Texas Pan American, 
Edinburg, Texas; and Rev. Dennis H. Holtschneider, President, 
DePaul University, Chicago, Illinois.
    On February 27, 2013, the Committee on Education and the 
Workforce Subcommittee on Early Childhood, Elementary, and 
Secondary Education and Subcommittee on Higher Education and 
Workforce Training held a joint hearing in Washington, D.C., on 
``Exploring Efforts to Strengthen the Teaching Profession.'' 
The purpose of the hearing was to discuss the state of teacher 
preparation nationwide. Testifying before the subcommittees 
were Dr. Deborah A. Gist, Commissioner, Rhode Island Department 
of Elementary and Secondary Education, Providence, Rhode 
Island; Dr. Marcy Singer-Gabella, Professor of the Practice of 
Education, Vanderbilt University, Nashville, Tennessee; Dr. 
Heather Peske, Associate Commissioner for Educator Quality, 
Massachusetts Department of Elementary and Secondary Education, 
Malden, Massachusetts; and Ms. Christina Hall, Co-Founder and 
Co-Director, Urban Teacher Center, Baltimore, Maryland.
    On March 12, 2014, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Examining the 
Mismanagement of the Student Loan Rehabilitation Process.'' The 
purpose of the hearing was to examine the U.S. Department of 
Education's ability to oversee the processing of rehabilitated 
loans issued under the Direct Loan program. Testifying before 
the Subcommittee were Ms. Melissa Emrey-Arras, Director of 
Education, Workforce, and Income Security Issues, U.S. 
Government Accountability Office, Boston, Massachusetts; The 
Honorable Kathleen Tighe, Inspector General, U.S. Department of 
Education, Washington, D.C.; Mr. James Runcie, Chief Operating 
Officer, Federal Student Aid, U.S. Department of Education, 
Washington, D.C.; and Ms. Peg Julius, Executive Director of 
Enrollment Management, Kirkwood Community College, Cedar 
Rapids, Iowa.
    On March 20, 2014, the Committee held a hearing in Mesa, 
Arizona, entitled ``Reviving our Economy: Supporting a 21st 
Century Workforce.'' The purpose of the hearing was to explore 
the role of local higher education institutions in fostering 
job creation and growth through innovative partnerships with 
the business community and new modes of teaching delivery. 
Testifying before the Committee were The Honorable Rick 
Heumann, Vice Mayor, City of Chandler, Chandler, Arizona; Ms. 
Cathleen Barton, Education Manager, Intel Corporate Affairs, 
Southwestern United States, Intel Corporation, Chandler, 
Arizona; Mr. Lee D. Lambert, J.D., Chancellor, Pima Community 
College, Tucson, Arizona; Dr. William Pepicello, President, 
University of Phoenix, Tempe, Arizona; Dr. Michael Crow, 
President, Arizona State University, Tempe, Arizona; Dr. Ann 
Weaver Hart, President, The University of Arizona, Tucson, 
Arizona; Dr. Ernest A. Lara, President, Estrella Mountain 
Community College, Avondale, Arizona; and Ms. Christy Farley, 
Vice President of Government Affairs and Business Partnerships, 
Northern Arizona University, Phoenix, Arizona.
    On April 2, 2014, the Committee on Education and the 
Workforce held a hearing in Washington, D.C., entitled 
``Keeping College Within Reach: Meeting the Needs of 
Contemporary Students.'' The purpose of the hearing was to 
examine how institutions, states, and other entities assist 
contemporary college students in accessing and completing 
postsecondary education. Testifying before the Committee were 
Dr. George A. Pruitt, President, Thomas Edison State College, 
Trenton, New Jersey; Dr. Kevin Gilligan, Chairman and Chief 
Executive Officer, Capella Education Company, Minneapolis, 
Minnesota; Mr. David Moldoff, Chief Executive Officer and 
Founder, AcademyOne, Inc., West Chester, Pennsylvania; Dr. 
Joann A. Boughman, Senior Vice Chancellor for Academic Affairs, 
University System of Maryland, Adelphi, Maryland; Mr. Stan 
Jones, President, Complete College America, Indianapolis, 
Indiana; and Dr. Brooks A. Keel, President, Georgia Southern 
University, Statesboro, Georgia.

Legislative action--Second session

    On September 19, 2013, Rep. Matt Salmon (R-AZ), Rep. Susan 
Brooks (R-IN), and Rep. Jared Polis (D-CO) introduced H.R. 
3136, the Advancing Competency-Based Education Demonstration 
Project Act of 2013. The bill directed the Secretary to select 
institutions or consortia of institutions for voluntary 
participation in competency-based education demonstration 
projects. The demonstration projects would have provided 
participating entities with the ability to offer competency-
based education programs that do not meet certain statutory and 
regulatory requirements which would otherwise prevent them from 
participating in federal student aid programs.
    On July 10, 2014, the Committee considered H.R. 3136 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a voice vote. The Committee 
considered and adopted the following amendment to H.R. 3136:
     Rep. Matt Salmon (R-AZ) and Rep. Jared Polis (D-
CO) offered an amendment in the nature of a substitute to add 
certain requirements to the applications to participate in a 
competency-based education project; allow eligible entities to 
submit amendments to their previously-approved applications; 
set requirements for the entities the Secretary must choose to 
participate in the programs; require institutions to provide 
student information to the director of the Institute of 
Education Sciences (IES); require the Director of IES to 
annually evaluate each project and provide a report with 
specified information to the authorizing committees; authorize 
funds to be available from the amount appropriated for salaries 
and expenses of the U.S. Department of Education, and make 
conforming and technical changes to the introduced bill. The 
amendment was adopted by voice vote.
    The Committee further considered the following amendment to 
H.R. 3136, which was not adopted:
     Rep. Tierney (D-MA) offered an amendment that 
would have allowed students with federal student loans and 
private student loans issued prior to 2013 to refinance those 
loans into new federal loans at the interest rate set for the 
2013-2014 academic year. The amendment was ruled non-germane. 
Ranking Member George Miller (D-CA) appealed the ruling of the 
chair. Rep. Glenn Thompson (R-PA) offered a motion to table the 
appeal of the ruling of the chair, which was adopted by a vote 
of 22 to 16.
    On July 23, 2014, the House of Representatives considered 
H.R. 3136 and passed it, as amended, by a recorded vote of 414-
0 on July 23, 2014. The bill was sent to the Senate and was 
referred to the Senate Committee on Health, Education, Labor, 
and Pensions.
    On June 26, 2014, Subcommittee Chairwoman Virginia Foxx (R-
NC) and Rep. Luke Messer (R-IN) introduced H.R. 4983, the 
Strengthening Transparency in Higher Education Act. The bill 
simplified and streamlined the information made publicly 
available by the Secretary regarding institutions of higher 
education.
    On July 10, 2014, the Committee considered H.R. 4983 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by a voice vote. The Committee 
considered and adopted the following amendment to H.R. 4983:
     Subcommittee Chairwoman Virginia Foxx (R-NC) 
offered an amendment in the nature of a substitute that 
required additional information on the College Dashboard; 
required the Secretary to conduct consumer testing in 
consultation with appropriate federal departments and agencies; 
ensured consumer testing addresses whether the College 
Dashboard provides useful and relevant information to students 
and families; required the Secretary to submit to the 
authorizing committees recommendations based on the results of 
consumer testing; set new minimum requirements for net price 
calculators, required funding to come from funds already 
appropriated to maintain the College Navigator; and made other 
conforming and technical changes. The amendment was adopted by 
voice vote.
    The Committee further considered the following amendment to 
H.R. 4983, which was not adopted:
     Ranking Member George Miller (D-CA) offered an 
amendment that required the Commissioner of Education 
Statistics to establish a formula for determining the 
percentage of student borrowers who have completed their course 
of study and who are in repayment or in an authorized deferment 
period at three, five and 10 years after completion of a 
program of study. The amendment failed by a vote of 13 to 21.
    On July 23, 2014, the House of Representatives considered 
H.R. 4983 under suspension of the rules. The bill was agreed to 
by voice vote, sent to the Senate, and referred to the Senate 
Committee on Health, Education, Labor, and Pensions.
    On June 26, 2014, Rep. Brett Guthrie (R-KY) and Rep. 
Richard Hudson (R-NC) introduced H.R. 4984, the Empowering 
Students through Enhanced Financial Counseling Act. The bill 
amended the loan counseling requirements under the Higher 
Education Act and required counseling for Federal Pell Grant 
recipients.
    On July 10, 2014, the Committee considered H.R. 4984 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by voice vote. The Committee 
considered and adopted the following amendment to H.R. 4984:
     Reps. Brett Guthrie (R-KY) and Suzanne Bonamici 
(D-OR) offered an amendment in the nature of a substitute that 
removed the requirement that annual counseling for Pell Grant 
recipients be tied to disbursement of the grant; required 
additional information be disclosed to borrowers during annual 
counseling and exit counseling sessions; required institutions 
to provide annual counseling to borrowers receiving Parent PLUS 
loans; required any funds used to carry out the act to come 
from funds already appropriated to maintain the Financial 
Awareness Counseling Tool; and made conforming and technical 
changes. The amendment was adopted by voice vote.
    The Committee further considered the following amendment to 
H.R. 4984, which was not adopted:
     Rep. Susan Davis (D-CA) offered an amendment to 
modify the rule requiring for-profit colleges to receive at 
least 10 percent of their revenue from sources other than the 
U.S. Department of Education to remain eligible for federal 
student aid to include all federal aid, including veterans' 
educational benefits and some Workforce Investment Act funds, 
in the 90 percent portion of the calculation and only private 
funds in the 10 percent portion of the calculation. The 
amendment was ruled non-germane. Ranking Member George Miller 
(D-CA) appealed the ruling of the chair. Rep. Glenn Thompson 
(R-PA) offered a motion to table the appeal of the ruling of 
the chair, which was adopted by a vote of 20 to 13.
    On July 24, 2014, the House of Representatives considered 
H.R. 4984 and passed it, as amended, by a vote of 405-11. The 
bill was sent to the Senate and referred to the Senate 
Committee on Health, Education, Labor, and Pensions.

                             114TH CONGRESS

Hearings--First session

    On February 4, 2015, the Committee held a hearing in 
Washington, D.C., on ``Expanding Opportunity in America's 
Schools and Workplaces.'' The purpose of the hearing was to 
allow Committee members to learn about efforts made by state 
leaders to strengthen education, to make sure those who 
graduate are prepared to pursue a postsecondary education and 
compete in the workforce, and promote efforts to spur job 
creation. Testifying before the Committee were Dr. Michael 
Amiridis, Provost and Executive Vice President for Academic 
Affairs, University of South Carolina, Columbia, South 
Carolina; Mr. Drew Greenblatt, President and CEO, Marlin Steel 
Wire Products, Baltimore, Maryland; Dr. Lawrence Mishel, Ph.D., 
President, Economic Policy Institute, Washington, D.C.; and The 
Honorable Mike Pence, Governor, State of Indiana, Indianapolis, 
Indiana.
    On March 17, 2015, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Strengthening 
America's Higher Education System.'' The purpose of the hearing 
was to explore policy proposals that align with the Committee's 
four pillars for reauthorization of the HEA: (1) empowering 
students and families to make informed decisions; (2) 
simplifying and improving student aid; (3) promoting 
innovation, access, and completion; and (4) ensuring strong 
accountability and a limited federal role. Testifying before 
the Subcommittee were Mr. Willis Goldsmith, Partner, Jones Day, 
New York, New York who testified on behalf of the U.S. Chamber 
of Commerce; Mr. Stan Soloway, President and CEO, Professional 
Services Council, Arlington, Virginia; Ms. Angela Styles, 
Partner, Crowell & Moring LLP, Washington, D.C.; and Ms. Karla 
Walter, Associate Director, American Worker Project, Center for 
American Progress, Washington, D.C.
    On April 30, 2015, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Improving 
College Access and Completion for Low-Income and First-
Generation Students.'' The purpose of the hearing was to 
explore policy proposals and best practices to strengthen 
programs to help disadvantaged students access and complete 
higher education. Testifying before the Subcommittee were Dr. 
Laura Perna, James S. Riepe Professor, Executive Director, 
Alliance for Higher Education and Democracy, University of 
Pennsylvania, Philadelphia, Pennsylvania; Dr. Charles J. 
Alexander, Associate Vice Provost for Student Diversity, 
Director, Academic Advancement Program, Associate Adjunct 
Professor, University of California, Los Angeles, California; 
Dr. Michelle Asha Cooper, President, Institute for Higher 
Education Policy, Washington, D.C.; and Dr. Joe D. May, 
Chancellor, Dallas County Community College District, Dallas, 
Texas.
    On September 10, 2015, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training held a hearing in Washington, D.C., on ``Preventing 
and Responding to Sexual Assault on College Campuses.'' The 
purpose of the hearing was to explore policy proposals and best 
practices to help institutions address and respond to campus 
sexual assault and violence. Testifying before the Subcommittee 
were Ms. Dana Scaduto, General Counsel, Dickinson College, 
Carlisle, Pennsylvania; Dr. Penny Rue, Vice President for 
Campus Life, Wake Forest University, Winston-Salem, North 
Carolina; Ms. Lisa M. Maatz, M.A., Vice President for 
Government Relations, American Association of University Women, 
Washington, D.C.; and Mr. Joseph Cohn, Legislative and Policy 
Director, Foundation for Individual Rights in Education, 
Philadelphia, Pennsylvania.
    On November 18, 2015, the Committee on Education and the 
Workforce Subcommittee on Higher Education and Workforce 
Training, together with the House Committee on Oversight and 
Government Reform Subcommittee on Government Operations held a 
hearing in Washington, D.C., on ``Federal Student Aid: 
Performance-Based Organization Review.'' The purpose of the 
hearing was to review the Office of Federal Student Aid's (FSA) 
responsibilities as a Performance-Based Organization (PBO), 
evaluate the PBO's performance, and identify possible areas of 
reform. Testifying before the subcommittees were Mr. James 
Runcie, Chief Operating Officer, U.S. Department of Education, 
Washington, D.C.; Ms. Melissa Emrey-Arras, Director, Education 
Workforce, and Income Security, U.S. Government Accountability 
Office, Washington, D.C.; The Honorable Kathleen Tighe, 
Inspector General, U.S. Department of Education, Washington, 
D.C.; Mr. Ben Miller, Senior Director, Postsecondary Education, 
Center for American Progress, Washington, D.C.; and Mr. Justin 
Draeger, President, National Association of Student Financial 
Aid Administrators, Washington, D.C.

Legislative action--First session

    On July 23, 2015, Higher Education and Workforce Training 
Subcommittee Chairwoman Virginia Foxx along with Chairman John 
Kline (R-MN), Ranking Member Robert C. Scott (D-VA), and Reps. 
Luke Messer (R-IN), Gregorio Sablan (D-MP), Tim Walberg (R-MI), 
Joe Heck (R-NV), Buddy Carter (R-GA), Elise Stefanik (R-NY), 
Susan Davis (D-CA), Raul Grijalva (D-AZ), and Mark DeSaulnier 
(D-CA) introduced H.R. 3178, the Strengthening Transparency in 
Higher Education Act. The bill ensures straightforward and 
useful information is easily accessible to students and parents 
and improves coordination between federal agencies to publish 
information about colleges and universities.
    On July 23, 2015, Rep. Brett Guthrie (R-KY) along with 
Chairman John Kline (R-MN), Ranking Member Robert C. Scott (D-
VA), and Reps. Rick Allen (R-GA), Suzanne Bonamici (D-OR), 
Duncan Hunter (R-CA), Tim Walberg (R-MI), Joe Heck (R-NV), Luke 
Messer (R-IN), Buddy Carter (R-GA), Elise Stefanik (R-NY), 
Susan Davis (D-CA), Raul Grijalva (D-AZ), Gregorio Sablan (D-
MP), Mark Pocan (D-WI), Mark Takano (D-CA), Katherine Clark (D-
MA), Mark DeSaulnier (D-CA), and Richard Hudson (R-NC) 
introduced H.R. 3179, the Empowering Students Through Enhanced 
Financial Counseling Act. The bill promotes financial literacy 
through enhanced counseling for all recipients of federal 
financial aid.
    On September 24, 2015, Reps. Mike Bishop (R-MI) and Mark 
Pocan (D-WI) introduced H.R. 3594, the Higher Education 
Extension Act of 2015. The bill extends the authorization of 
the National Advisory Committee on Institutional Quality and 
Integrity and the authority of institutions of higher education 
to make loans to new borrowers under the federal Perkins loan 
program through September 30, 2016.
    On September 28, 2015, the House of Representatives passed 
H.R. 3594 by a voice vote. The bill was sent to the Senate and 
referred to the Senate Committee on Health, Education, Labor, 
and Pensions. The Senate amended the bill to extend the 
authorization of the federal Perkins loan program to September 
30, 2017. The amendment was adopted by unanimous consent, and 
the underlying legislation was subsequently passed in the 
Senate on December 16, 2015, by voice vote.
    On December 17, 2015, the House agreed to the Senate 
amendment by unanimous consent. The Higher Education Extension 
Act of 2015 was signed into law by the President on December 
18, 2015.

Legislative action--Second session

    On June 22, 2016, the Committee on Education and the 
Workforce considered H.R. 3178 in legislative session and 
reported it favorably, as amended, to the House of 
Representatives by voice vote. The Committee considered and 
adopted the following amendment to H.R. 3178:
     Subcommittee Chairwoman Virginia Foxx (R-NC) 
offered an amendment in the nature of a substitute to make 
conforming and technical changes. The amendment was adopted by 
voice vote.
    On June 22, 2016, the Committee considered H.R. 3179 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by voice vote. The Committee 
considered and adopted the following amendment to H.R. 3179:
     Rep. Brett Guthrie (R-KY) offered an amendment in 
the nature of a substitute to make conforming and technical 
changes. The amendment was adopted by voice vote.
    On June 20, 2016, Rep. Joe Heck (R-NV) along with Reps. 
David ``Phil'' Roe (R-TN), Jared Polis (D-CO), and Mark Pocan 
(D-WI) introduced H.R. 5528, the Simplifying the Application 
for Student Aid Act. The bill ensures continued allowance for 
earlier notification of federal student aid, leverages 
technology to make the application for federal student aid more 
accessible and easier to fill out, and provides more time for 
aid administrators to verify and package student aid.
    On June 22, 2016, the Committee considered H.R. 5528 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by voice vote. The Committee 
considered and adopted the following amendment to H.R. 5528:
     Rep. Joe Heck (R-NV) offered an amendment in the 
nature of a substitute to make conforming and technical 
changes. The amendment was adopted by voice vote.
    On June 20, 2016, Rep. Joe Heck (R-NV) along with Reps. 
Ruben Hinojosa (D-TX) and Raul Ruiz (D-CA) introduced H.R. 
5529, the Accessing Higher Education Opportunities Act. The 
bill expands the authorized uses of funds for Hispanic-Serving 
Institutions (HSIs) so they may promote dual enrollment 
opportunities and encourage Hispanic students to pursue 
doctoral degree programs in the healthcare industry.
    On June 22, 2016, the Committee considered H.R. 5529 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by voice vote. The Committee 
considered and adopted the following amendment to H.R. 5529:
     Rep. Joe Heck (R-NV) offered an amendment in the 
nature of a substitute to make conforming and technical 
changes. The amendment was adopted by voice vote.
    On June 20, 2016, Reps. Alma Adams (D-NC) and Bradley Byrne 
(R-AL) introduced H.R. 5530, the HBCU Capital Financing 
Improvement Act. The bill improves the program by requiring the 
advisory board to send an annual report to Congress regarding 
the status of the Historically Black College and University 
(HBCU) Capital Financing Program. Additionally, the bill 
renames the escrow account to ``bond insurance fund.'' Lastly, 
this bill allows for financial counseling to potential eligible 
HBCUs to assist in their preparation to qualify, apply for, and 
maintain a capital improvement loan.
    On June 22, 2016, the Committee considered H.R. 5530 in 
legislative session and reported it favorably, as amended, to 
the House of Representatives by voice vote. The Committee 
considered and adopted the following amendment to H.R. 5530:
     Rep. Alma Adams (D-NC) offered an amendment in the 
nature of a substitute to make conforming and technical 
changes. The amendment was adopted by voice vote.

                                Summary

    The Accessing Higher Education Opportunities Act allows 
HSIs receiving grants through the Developing Hispanic-Serving 
Institutions program, authorized under Title V of the Higher 
Education Act of 1965, to use the funds in innovative ways to 
meet documented needs in higher education. First, institutions 
will be able to use funds to assist students in gaining 
acceptance into doctoral degree programs in the health care 
field by creating student support programs such as counseling, 
mentoring, and other services. Second, the Accessing Higher 
Education Opportunities Act enhances access to higher education 
for students by allowing grant funds to be used to create or 
improve access to dual or concurrent enrollment programs and 
early college high school programs. The two new uses of funds 
are designed to increase access for more students at both ends 
of the postsecondary education system.

                            Committee Views


Introduction

    The Developing Hispanic-Serving Institutions program was 
created in the Higher Education Amendments of 1992 to enhance 
the academic offerings, program quality, and institutional 
stability of HSIs. The program also aims to improve the 
academic achievement and educational opportunities for Hispanic 
students. Thus, these funds can also be used to establish new 
programs of study if the school believes establishing the 
program helps the institution meet the purpose of the grant. As 
of 2014, the Hispanic population stood at over 55 million, and 
the U.S. Census Bureau projects that by 2060 Hispanic Americans 
will comprise more than 28 percent of the total population.\1\ 
As the percentage of Hispanic Americans has grown, so has the 
number of HSIs. There were only 135 schools with a Hispanic 
population of over 25 percent in 1990; today, there are over 
400.\2\ In 2012-2013, nearly 60 percent of Hispanic college 
students attended a HSI and these institutions were responsible 
for graduating 40 percent of all Hispanics in the country.\3\ 
Notwithstanding this improvement in access, the Hispanic 
population remains underrepresented in college completion and 
various sectors of the workforce, particularly in the field of 
health care.
---------------------------------------------------------------------------
    \1\http://www.pewhispanic.org/2016/04/19/statistical-portrait-of-
hispanics-in-the-united-states-key-charts/.
    \2\http://www.hacu.net/hacu/HSI__Fact__Sheet.asp; http://
www2.ed.gov/about/offices/list/ope/idues/hsi-eligibles-2016.pdf.
    \3\https://www.newamerica.org/post-secondary-national-policy-
institute/our-blog/hispanic-serving-institutions-hsis/.
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Encouraging doctoral degrees in health care

    The health care field is one of the fastest growing sectors 
of the economy, and the demand for physicians, dentists, 
veterinarians, physical therapists, and other occupations 
requiring a doctoral medical degree continues to grow. 
According to the National Hispanic Medical Association, 
Hispanics make up 17 percent of the total population, yet the 
number of physicians who identify as Hispanic is just 5 
percent. More can be done to increase the representation of 
Hispanics in the health care field to better reflect their 
commensurate population growth. A 2015 study from the 
University of California at Los Angeles indicated the 
following:

          In 1980, there were 135 Latino physicians for every 
        100,000 Latinos in the U.S.; by 2010, that figure had 
        dropped to just 105 per 100,000. Meanwhile, the 
        national rate of non-Hispanic white physicians 
        increased from 211 for every 100,000 non-Hispanic 
        whites to 315 per 100,000.\4\
---------------------------------------------------------------------------
    \4\http://newsroom.ucla.edu/releases/rate-of-latino-physicians-
shrinks-even-as-latino-population-swells.

    In response, the Accessing Higher Education Opportunities 
Act allows HSIs to use grants under the program to assist 
students in successfully entering a postbaccalaureate doctoral 
degree granting program in health care. Institutions will be 
able to use these grants to create student support services to 
include mentoring, counseling, advising, and other services 
that benefit the students as they navigate the necessary 
requirements to be accepted into medical school or other health 
care related graduate programs. Studies have shown the lack of 
student support services is partially responsible for the 
underrepresentation of minorities in many professional 
fields.\5\ The Committee expects schools will respond to this 
new allowable use by enhancing support for the next generation 
of Hispanic Americans to enter the health care field.
---------------------------------------------------------------------------
    \5\http://www.asha.org/practice/multicultural/recruit/
litreview.htm.
---------------------------------------------------------------------------

Promoting college access

    While post baccalaureate doctoral degree attainment is the 
``end'' of the higher education system, the Accessing Higher 
Education Opportunities Act also focuses on what is the 
beginning of higher education for many students. High school 
dual enrollment or concurrent enrollment programs can play an 
important role in helping students access and complete an 
affordable postsecondary education. These types of programs are 
created to give high school students, usually beginning in 
their junior year, the ability to earn their high school 
diploma while also earning college credits, often at a local 
college in the community. High school students participating in 
dual or concurrent enrollment programs are often able to earn 
between 12 and 30 college credits, putting them on the path to 
succeed in higher education at an early age. A 2012 study 
conducted by the Community College Research Center found that 
students participating in these types of programs are more 
likely to graduate from high school and transition to a four-
year college, less likely to take remedial courses in college, 
and more likely to persist in postsecondary education.\6\
---------------------------------------------------------------------------
    \6\ http://www.ccdaily.com/Pages/Campus-Issues/Dual-enrollment-
benefits-at-risk-students.aspx.
---------------------------------------------------------------------------
    Programs known as ``early college high schools'' also allow 
students, particularly low-income and minority students, to 
earn college credit while in high school leading to improved 
postsecondary outcomes. These programs vary slightly from dual 
or concurrent enrollment programs in that students are able to 
earn college credit as early as their freshman year and can 
earn up to 60 college credits, the equivalent of an associate's 
degree, by the end of high school. Also, early college high 
schools often specifically target students who are at risk of 
not graduating from high school. According to Jobs for the 
Future, early college high school students are outperforming 
their peers in high school graduation rates, and almost one-
third of early college high school students earn an associate's 
degree or other postsecondary credential while still in high 
school.\7\
---------------------------------------------------------------------------
    \7\http://www.jff.org/initiatives/early-college-designs.
---------------------------------------------------------------------------
    While the high school dropout rates for Hispanics have 
declined and their college enrollment rate has increased,\8\ 
Hispanic students still fall in last place compared to their 
peers in obtaining a four-year degree. A 2015 Pew Research 
article indicated the following:
---------------------------------------------------------------------------
    \8\ In 2013, 2.2 million Hispanics were enrolled in college 
compared to the 728,000 that were enrolled in 1993. http://
www.pewresearch.org/fact-tank/2015/05/26/5-facts-about-latinos-and-
education/.

          In 2013, among Hispanics ages 25 to 29, just 15% of 
        Hispanics have a bachelor's degree or higher. By 
        comparison, among the same age group, about 40% of 
        whites have a bachelor's degree or higher (as do 20% of 
        blacks and 60% of Asians). This gap is due in part to 
        the fact that Hispanics are less likely than some other 
        groups to enroll in a four-year college, attend an 
        academically selective college and enroll full-time.\9\
---------------------------------------------------------------------------
    \9\Id.

    Multiple examples of successful early college high school 
programs and dual and concurrent enrollment programs exist 
throughout the country. The Pharr-San Juan-Alamo Independent 
School District in Texas, a border school district serving more 
than 32,000 students (99 percent Hispanic), has scaled up a 
network of early college high schools providing several 
concurrent and dual enrollment opportunities. Known as the 
``College\3\'' initiative, the school district has doubled the 
number of high school graduates enrolling in college after high 
school.\10\ The district's long term goal is providing every 
student the opportunity to earn at least 12 college credits 
before he or she graduates from high school.\11\ Furthermore, 
the Nevada State High School, a charter school in Nevada with 
several campuses, launched a dual or concurrent enrollment 
program in 2004. This diverse program consists of students from 
all racial backgrounds with the Hispanic population serving as 
the largest minority group. Between 2005 and 2015, a total of 
945 students--or 99 percent of all students--graduated from the 
program.\12\ Ninety-one percent of students who have graduated 
from the program so far have enrolled in college and, due to 
credits earned in high school, saved up to $80,000 in college 
costs. In addition, all graduates of the program have higher 
grade point averages than their peers not in the program.\13\
---------------------------------------------------------------------------
    \10\http://www.psjaisd.us/domain/28.
    \11\Id.
    \12\http://earlycollegenv.com/wp-content/uploads/2015/12/
151204FACTSHEET.pdf.
    \13\Id.
---------------------------------------------------------------------------
    In an effort to bridge the gap between high school and 
college for the Hispanic population, the Accessing Higher 
Education Opportunities Act creates opportunity for HSIs to 
develop or further expand access to dual enrollment or 
concurrent enrollment programs and early college high school 
programs. The Committee does not intend for the U.S. Department 
of Education to proscribe the exact types of programs that can 
be funded under this use. Instead, the Department should allow 
HSIs to create or improve access to any of the varying programs 
that provide students the opportunity to complete college 
classes while in high school.

Conclusion

    The Hispanic population is still underrepresented across a 
variety of sectors despite its continued growth. Therefore, it 
is important to help increase college completion rates and 
bolster the representation of the Hispanic community in the 
health care field. The Accessing Higher Education Opportunities 
Act gives HSIs the ability to create programs and provide 
support services to better ensure the success of the Hispanic 
community.

                      Section-by-Section Analysis


Section 1. Short title

    States the short title is the Accessing Higher Education 
Opportunities Act.

Section 2. Authorized grant activities

    Amends section 503 of the Higher Education Act to add two 
additional allowable uses to allow HSIs to use awarded Title V 
grants to offer student support programs for the successful 
advancement of students to doctoral degree programs in the 
health care field. It also allows HSIs to use grants to develop 
or enhance dual or concurrent enrollment programs and early 
college high school programs.

Section 3. Funding

    States $107,795,000 is authorized to be appropriated to 
enact this Act and Section 422 of the General Education 
Provisions Act shall not apply to further extend the duration 
of the authority.

                       Explanation of Amendments

    The amendments, including the amendment in the nature of a 
substitute, are explained in the body of this report.

              Application of Law To The Legislative Branch

    Section 102(b)(3) of Public Law 104-1 requires a 
description of the application of this bill to the legislative 
branch. H.R. 5529, the Accessing Higher Education Opportunities 
Act, promotes access to higher education and encourages 
students to pursue doctoral degree programs in health care.

                       Unfunded Mandate Statement

    Section 423 of the Congressional Budget and Impoundment 
Control Act (as amended by Section 101(a)(2) of the Unfunded 
Mandates Reform Act, P.L. 104-4) requires a statement of 
whether the provisions of the reported bill include unfunded 
mandates. This issue is addressed in the CBO letter.

                           Earmark Statement

    H.R. 5529 does not contain any congressional earmarks, 
limited tax benefits, or limited tariff benefits as defined in 
clause 9 of House Rule XXI.

         Statement of General Performance Goals and Objectives

    In accordance with clause (3)(c) of House Rule XIII, the 
goals of H.R. 5529 are to promote access to higher education 
and encourage students to pursue doctoral degree programs in 
health care.

                    Duplication of Federal Programs

    No provision of H.R. 5529 establishes or reauthorizes a 
program of the Federal Government known to be duplicative of 
another Federal program, a program that was included in any 
report from the Government Accountability Office to Congress 
pursuant to section 21 of Public Law 111-139, or a program 
related to a program identified in the most recent Catalog of 
Federal Domestic Assistance.

                  Disclosure of Directed Rule Makings

    The committee estimates that enacting H.R. 5529 does not 
specifically direct the completion of any specific rule makings 
within the meaning of 5 U.S.C. 551.

  Statement of Oversight Findings and Recommendations of the Committee

    In compliance with clause 3(c)(1) of rule XIII and clause 
2(b)(1) of rule X of the Rules of the House of Representatives, 
the committee's oversight findings and recommendations are 
reflected in the body of this report.

               New Budget Authority and CBO Cost Estimate

    With respect to the requirements of clause 3(c)(2) of rule 
XIII of the Rules of the House of Representatives and section 
308(a) of the Congressional Budget Act of 1974 and with respect 
to requirements of clause 3(c)(3) of rule XIII of the Rules of 
the House of Representatives and section 402 of the 
Congressional Budget Act of 1974, the committee has received 
the following estimate for H.R. 5529 from the Director of the 
Congressional Budget Office:

                                     U.S. Congress,
                               Congressional Budget Office,
                                      Washington, DC, July 5, 2016.
Hon. John Kline,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
    Dear Mr. Chairman: The Congressional Budget Office has 
prepared the enclosed cost estimate for H.R. 5529, the 
Accessing Higher Education Opportunities Act.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Justin 
Humphrey.
            Sincerely,
                                                        Keith Hall.
    Enclosure.

H.R. 5529--Accessing Higher Education Opportunities Act

    H.R. 5529 would reauthorize the Developing Hispanic-Serving 
Institutions Program and expand the types of activities that 
institutions can support with the grant funds. The bill would 
authorize the appropriation of $108 million for fiscal year 
2016. The underlying authorization for the program has expired 
but the Congress has already appropriated $108 million for 
those grants in fiscal year 2016.
    Enacting the bill would not affect direct spending or 
revenues; therefore, pay-as-you-go procedures do not apply.
    CBO estimates that enacting H.R. 5529 would not increase 
net direct spending or on-budget deficits in any of the four 
consecutive 10-year periods beginning in 2027.
    H.R. 5529 contains no intergovernmental or private-sector 
mandates as defined in the Unfunded Mandates Reform Act and 
would impose no costs on state, local, or tribal governments.
    The CBO staff contact for this estimate is Justin Humphrey. 
The estimate was approved by H. Samuel Papenfuss, Deputy 
Assistant Director for Budget Analysis.

                        Committee Cost Estimate

    Clause 3(d)(1) of rule XIII of the Rules of the House of 
Representatives requires an estimate and a comparison of the 
costs that would be incurred in carrying out H.R. 5529. 
However, clause 3(d)(2)(B) of that rule provides that this 
requirement does not apply when the committee has included in 
its report a timely submitted cost estimate of the bill 
prepared by the Director of the Congressional Budget Office 
under section 402 of the Congressional Budget Act.

         Changes in Existing Law Made by the Bill, as Reported

    In compliance with clause 3(e) of rule XIII of the Rules of 
the House of Representatives, changes in existing law made by 
the bill, as reported, are shown as follows (new matter is 
printed in italic and existing law in which no change is 
proposed is shown in roman):

         Changes in Existing Law Made by the Bill, as Reported

  In compliance with clause 3(e) of rule XIII of the Rules of 
the House of Representatives, changes in existing law made by 
the bill, as reported, are shown as follows (existing law 
proposed to be omitted is enclosed in black brackets, new 
matter is printed in italic, and existing law in which no 
change is proposed is shown in roman):

HIGHER EDUCATION ACT OF 1965

           *       *       *       *       *       *       *


                    TITLE V--DEVELOPING INSTITUTIONS

PART A--HISPANIC-SERVING INSTITUTIONS

           *       *       *       *       *       *       *


SEC. 503. AUTHORIZED ACTIVITIES.

  (a) Types of Activities Authorized.--Grants awarded under 
this title shall be used by Hispanic-serving institutions of 
higher education to assist the institutions to plan, develop, 
undertake, and carry out programs to improve and expand the 
institutions' capacity to serve Hispanic students and other 
low-income students.
  (b) Authorized Activities.--Grants awarded under this section 
shall be used for one or more of the following activities:
          (1) Purchase, rental, or lease of scientific or 
        laboratory equipment for educational purposes, 
        including instructional and research purposes.
          (2) Construction, maintenance, renovation, and 
        improvement in classrooms, libraries, laboratories, and 
        other instructional facilities.
          (3) Support of faculty exchanges, faculty 
        development, curriculum development, academic 
        instruction, and faculty fellowships to assist in 
        attaining advanced degrees in the fellow's field of 
        instruction.
          (4) Purchase of library books, periodicals, and other 
        educational materials, including telecommunications 
        program material.
          (5) Tutoring, counseling, and student service 
        programs designed to improve academic success, 
        including innovative and customized instruction courses 
        (which may include remedial education and English 
        language instruction) designed to help retain students 
        and move the students rapidly into core courses and 
        through program completion.
          (6) Articulation agreements and student support 
        programs designed to facilitate the transfer from two-
        year to four-year institutions.
          (7) Student support programs, which may include 
        counseling, mentoring, and other support services, 
        designed to facilitate the successful advancement of 
        students from four-year institutions to 
        postbaccalaureate doctoral degree granting programs 
        that prepare students for health care occupations as 
        such occupations are described in the most recent 
        edition of the Occupational Outlook Handbook published 
        by the Bureau of Labor Statistics.
          (8) Developing or expanding access to dual or 
        concurrent enrollment programs and early college high 
        school programs.
          [(7)] (9) Funds management, administrative 
        management, and acquisition of equipment for use in 
        strengthening funds management.
          [(8)] (10) Joint use of facilities, such as 
        laboratories and libraries.
          [(9)] (11) Establishing or improving a development 
        office to strengthen or improve contributions from 
        alumni and the private sector.
          [(10)] (12) Establishing or improving an endowment 
        fund.
          [(11)] (13) Creating or improving facilities for 
        Internet or other distance education technologies, 
        including purchase or rental of telecommunications 
        technology equipment or services.
          [(12)] (14) Establishing or enhancing a program of 
        teacher education designed to qualify students to teach 
        in public elementary schools and secondary schools.
          [(13)] (15) Establishing community outreach programs 
        that will encourage elementary school and secondary 
        school students to develop the academic skills and the 
        interest to pursue postsecondary education.
          [(14)] (16) Expanding the number of Hispanic and 
        other underrepresented graduate and professional 
        students that can be served by the institution by 
        expanding courses and institutional resources.
          [(15)] (17) Providing education, counseling services, 
        or financial information designed to improve the 
        financial literacy and economic literacy of students or 
        the students' families, especially with regard to 
        student indebtedness and student assistance programs 
        under title IV.
          [(16)] (18) Other activities proposed in the 
        application submitted pursuant to section 504 that--
                  (A) contribute to carrying out the purposes 
                of this title; and
                  (B) are approved by the Secretary as part of 
                the review and acceptance of such application.
  (c) Endowment Fund Limitations.--
          (1) Portion of grant.--A Hispanic-serving institution 
        may not use more than 20 percent of the grant funds 
        provided under this title for any fiscal year for 
        establishing or improving an endowment fund.
          (2) Matching required.--A Hispanic-serving 
        institution that uses any portion of the grant funds 
        provided under this title for any fiscal year for 
        establishing or improving an endowment fund shall 
        provide from non-Federal funds an amount equal to or 
        greater than the portion.
          (3) Comparability.--The provisions of part C of title 
        III regarding the establishment or increase of an 
        endowment fund, that the Secretary determines are not 
        inconsistent with this subsection, shall apply to funds 
        used under paragraph (1).

           *       *       *       *       *       *       *


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