[House Report 117-214]
[From the U.S. Government Publishing Office]
117th Congress } { Report
HOUSE OF REPRESENTATIVES
1st Session } { 117-214
======================================================================
ALLIED HEALTH WORKFORCE DIVERSITY ACT OF 2021
_______
December 8, 2021.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed
_______
Mr. Pallone, from the Committee on Energy and Commerce, submitted the
following
R E P O R T
[To accompany H.R. 3320]
The Committee on Energy and Commerce, to whom was referred
the bill (H.R. 3320) to amend title VII of the Public Health
Service Act to authorize assistance for increasing workforce
diversity in the professions of physical therapy, occupational
therapy, respiratory therapy, audiology, and speech-language
pathology, and for other purposes, having considered the same,
reports favorably thereon with an amendment and recommends that
the bill as amended do pass.
CONTENTS
Page
I. Purpose and Summary..............................................3
II. Background and Need for the Legislation..........................3
III. Committee Hearings...............................................4
IV. Committee Consideration..........................................5
V. Committee Votes..................................................5
VI. Oversight Findings...............................................5
VII. New Budget Authority, Entitlement Authority, and Tax Expenditures5
VIII.Federal Mandates Statement.......................................6
IX. Statement of General Performance Goals and Objectives............6
X. Duplication of Federal Programs..................................6
XI. Committee Cost Estimate..........................................6
XII. Earmarks, Limited Tax Benefits, and Limited Tariff Benefits......6
XIII.Advisory Committee Statement.....................................6
XIV. Applicability to Legislative Branch..............................6
XV. Section-by-Section Analysis of the Legislation...................6
XVI. Changes in Existing Law Made by the Bill, as Reported............7
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 ``Allied Health Workforce Diversity Act
of 2021''.
SEC. 2. INCREASING WORKFORCE DIVERSITY IN THE PROFESSIONS OF PHYSICAL
THERAPY, OCCUPATIONAL THERAPY, RESPIRATORY THERAPY,
AUDIOLOGY, AND SPEECH-LANGUAGE PATHOLOGY.
Title VII of the Public Health Service Act is amended--
(1) by redesignating part G (42 U.S.C. 295j et seq.) as part
H; and
(2) by inserting after part F (42 U.S.C. 295h) the following
new part:
``PART G--INCREASING WORKFORCE DIVERSITY IN THE PROFESSIONS OF PHYSICAL
THERAPY, OCCUPATIONAL THERAPY, RESPIRATORY THERAPY, AUDIOLOGY, AND
SPEECH-LANGUAGE PATHOLOGY
``SEC. 783. SCHOLARSHIPS AND STIPENDS.
``(a) In General.--The Secretary may award grants and contracts to
eligible entities to increase educational opportunities in the
professions of physical therapy, occupational therapy, respiratory
therapy, audiology, and speech-language pathology for eligible
individuals by--
``(1) providing student scholarships or stipends, including
for--
``(A) completion of an accelerated degree program;
``(B) completion of an associate's, bachelor's,
master's, or doctoral degree program; and
``(C) entry by a diploma or associate's degree
practitioner into a bridge or degree completion
program;
``(2) providing assistance for completion of prerequisite
courses or other preparation necessary for acceptance for
enrollment in the eligible entity; and
``(3) carrying out activities to increase the retention of
students in one or more programs in the professions of physical
therapy, occupational therapy, respiratory therapy, audiology,
and speech-language pathology.
``(b) Consideration of Recommendations.--In carrying out subsection
(a), the Secretary shall take into consideration the recommendations of
national organizations representing the professions of physical
therapy, occupational therapy, respiratory therapy, audiology, and
speech-language pathology, including the American Physical Therapy
Association, the American Occupational Therapy Association, the
American Speech-Language-Hearing Association, the American Association
for Respiratory Care, the American Academy of Audiology, and the
Academy of Doctors of Audiology.
``(c) Required Information and Conditions for Award Recipients.--
``(1) In general.--The Secretary may require recipients of
awards under this section to report to the Secretary concerning
the annual admission, retention, and graduation rates for
eligible individuals in programs of the recipient leading to a
degree in any of the professions of physical therapy,
occupational therapy, respiratory therapy, audiology, and
speech-language pathology.
``(2) Falling rates.--If any of the rates reported by a
recipient under paragraph (1) fall below the average for such
recipient over the two years preceding the year covered by the
report, the recipient shall provide the Secretary with plans
for immediately improving such rates.
``(3) Ineligibility.--A recipient described in paragraph (2)
shall be ineligible for continued funding under this section if
the plan of the recipient fails to improve the rates within the
1-year period beginning on the date such plan is implemented.
``(d) Definitions.--In this section:
``(1) Eligible entities.--The term `eligible entity' means an
accredited education program that is carrying out a program for
recruiting and retaining students underrepresented in the
professions of physical therapy, occupational therapy,
respiratory therapy, audiology, and speech-language pathology
(including racial or ethnic minorities, or students from
disadvantaged backgrounds).
``(2) Eligible individual.--The term `eligible individual'
means an individual who--
``(A) is a member of a class of persons who are
underrepresented in the professions of physical
therapy, occupational therapy, respiratory therapy,
audiology, and speech-language pathology, including
individuals who are--
``(i) racial or ethnic minorities;
``(ii) from disadvantaged backgrounds; or
``(iii) individuals with a disability (as
defined in section 3(1) of the Americans with
Disabilities Act of 1990), or who have an
individualized education program (as defined in
section 602 of the Individuals with
Disabilities Education Act), are covered under
section 504 of the Rehabilitation Act of 1973,
or have other documentation establishing the
student's disability (as such term is defined
in section 3(1) of the Americans with
Disabilities Act of 1990);
``(B) has a financial need for a scholarship or
stipend; and
``(C) is enrolled (or accepted for enrollment) at an
audiology, speech-language pathology, respiratory
therapy, physical therapy, or occupational therapy
program as a full-time student at an eligible entity.
``(e) Authorization of Appropriations.--There is authorized to be
appropriated to carry out this section $8,000,000 for the first fiscal
year commencing after the date of enactment of the Allied Health
Workforce Diversity Act of 2021 and each of the 4 succeeding fiscal
years.''.
SEC. 3. ELIGIBILITY CLARIFICATION REGARDING STUDENTS SUPPORTED THROUGH
MENTAL AND BEHAVIORAL HEALTH EDUCATION AND TRAINING
GRANTS.
Section 756(a)(1) of the Public Health Service Act (42 U.S.C. 294e-
1(a)(1)) is amended by inserting after ``occupational therapy'' the
following: ``(which may include master's and doctoral level
programs)''.
I. Purpose and Summary
H.R. 3320, the ``Allied Health Workforce Diversity Act of
2021,'' would allow the Secretary of Health and Human Services
(HHS) to award grants and contracts to accredited education
programs to increase diversity in the physical therapy,
occupational therapy, respiratory therapy, audiology, and
speech-language pathology professions. The bill authorizes $8
million for each fiscal year for five years following
enactment, and such funding may be used to provide scholarships
or stipends and to carry out activities to support recruitment
and retention of students from underrepresented groups.
II. Background and Need for Legislation
According to data collected by the Association of American
Medical Colleges, 5.8 percent of active physicians identified
as Hispanic and five percent identified as Black or African
American.\1\ When considering a wider pool of healthcare
professions such as advanced practice registered nurses,
dentists, occupational therapists, pharmacists, physical
therapists, physician assistants, respiratory therapists, and
speech-language pathologists, Black, Hispanic, and Native
American people remain significantly underrepresented relative
to their representation in the current workforce.\2\ This trend
has only marginally improved over the last two decades.\3\
---------------------------------------------------------------------------
\1\Association of American Medical Colleges, Diversity in Medicine:
Facts and Figures 2019 (www.aamc.org/data-reports/workforce/
interactive-data/figure-18-percentage-all-active-physicians-race/
ethnicity-2018) (accessed Nov. 30, 2021).
\2\See note 1.
\3\Dan P. Ly and Anupam B. Jena, Trends in Diversity and
Representativeness of Health Care Workers in the United States, 2000 to
2019, JAMA Network (July 15, 2021) (doi.org/10.1001/
jamanetworkopen.2021.17086).
---------------------------------------------------------------------------
This lack of diversity is also observed within the allied
health workforce. Allied health professions are those that are
distinct from medicine and nursing and ``use scientific
principles and evidence-based practice for the diagnosis,
evaluation and treatment of acute and chronic diseases; promote
disease prevention and wellness for optimum health; and apply
administration and management skills to support health care
systems in a variety of settings.''\4\
---------------------------------------------------------------------------
\4\Association of Schools Advancing Health Professions, What Is
Allied Health? (accessed Nov. 30, 2021) (www.asahp.org/what-is).
---------------------------------------------------------------------------
Some examples of allied health professionals include but
are not limited to dental hygienists, diagnostic medical
sonographers, dietitians, medical technologists, occupational
therapists, physical therapists, radiographers, respiratory
therapists, and speech language pathologists.\5\ Data from the
Bureau of Labor Statistics indicate that the allied health
professions in particular are severely lacking in racial and
ethnic diversity; less than five percent of these professionals
are Black and less than seven percent are Hispanic.\6\
---------------------------------------------------------------------------
\5\Id.
\6\U.S. Department of Health and Human Services, Health Resources
and Services Administration, National Center for Health Workforce
Analysis, Sex, Race, and Ethnic Diversity of U.S. Health Occupations
(2011-2015) (Aug. 2017) (bhw.hrsa.gov/sites/default/files/bureau-
health-workforce/data-research/diversity-us-health-occupations.pdf).
---------------------------------------------------------------------------
Increasing diversity in the health workforce has been found
to be positively associated with better care.\7\ Studies have
found that concordance between the race of healthcare providers
and patients is correlated with improved patient health
outcomes, patient satisfaction, and communication.\8\
Additionally, a more diverse health workforce is critical to
addressing the needs of patients in medically underserved
areas.\9\\10\ In a time when minority populations continue to
experience a disproportionate burden of preventable disease,
death, and disability, a more diverse healthcare workforce may
be helpful in addressing these disparities.\11\
---------------------------------------------------------------------------
\7\L. E. Gomez and Patrick Bernet, Diversity Improves Performance
and Outcomes, Journal of the National Medical Association (Aug. 2019)
(doi.org/10.1016/j.jnma.2019.01.006).
\8\Kirsten Wilbur et al., Developing Workforce Diversity in the
Health Professions: A Social Justice Perspective, Health Professions
Education (June 1, 2020) (doi.org/10.1016/j.hpe.2020.01.002).
\9\Id.
\10\Lyndonna M. Marrast et al., Minority Physicians' Role in the
Care of Underserved Patients: Diversifying the Physician Workforce May
Be Key in Addressing Health Disparities, JAMA Internal Medicine (Feb.1,
2014) (doi.org/10.1001/jamainternmed.2013.12756).
\11\U.S. Department of Health and Human Services, HHS Action Plan
to Reduce Racial and Ethnic Health Disparities (minorityhealth.hhs.gov/
assets/pdf/hhs/HHS_Plan_complete.pdf).
---------------------------------------------------------------------------
For these reasons, H.R. 3320 aims to improve diversity in
the physical therapy, occupation therapy, respiratory therapy,
audiology, and speech-language pathology professions, by
allowing the HHS Secretary to award grants and contracts to
support scholarships and stipends, preparatory resources, and
retention activities for individuals underrepresented in these
fields. This program is modeled after the Title VIII Nursing
Workforce Diversity program, which has successfully increased
the percentage of racial and ethnic minorities pursuing careers
in nursing.
III. Committee Hearings
For the purposes of section 3(c) of rule XIII of the Rules
of the House of Representatives, the following hearing was used
to develop or consider H.R. 3320:
The Subcommittee on Health held a legislative hearing on
October 26, 2021, entitled ``Caring for America: Legislation to
Support Patients, Caregivers, and Providers.'' The Subcommittee
received testimony from the following witnesses:
Corey Feist, Founder, Dr. Lorna Breen
Foundation;
Lisa Macon Harrison, M.P.H., President,
National Association of County and City Health
Officials (NACCHO);
Brooks A. Keel, Ph.D., President, Augusta
University;
Alan Levine, Executive Chairman, President,
and CEO, Ballad Health;
Jeanne Marrazzo, M.D., Board Member,
Infectious Disease Society of America, Infectious
Disease Division Chief, University of Alabama at
Birmingham;
Stephanie Monroe, J.D., Director of Equity
and Access, UsAgainstAlzheimer's, Executive Director,
AfricanAmericansAgainstAlzheimer's; and
Victoria Garcia Wilburn, D.H.Sc., O.T.R.,
F.A.O.T.A., Assistant Professor in Occupational
Therapy, IUPUI School of Health & Human Sciences.
IV. Committee Consideration
H.R. 3320, the ``Allied Health Workforce Diversity Act of
2021,'' was introduced on May 18, 2021, by Representatives Rush
(D-IL) and Mullin (R-OK) and referred to Committee on Energy
and Commerce. Subsequently, on May 19, 2021, the bill was
referred to the Subcommittee on Health.
On November 4, 2021, the Subcommittee on Health met in open
markup session, pursuant to notice, to consider H.R. 3320 and
eight other bills. During consideration of the bill, an
amendment in the nature of a substitute (AINS) offered by
Representative Matsui (D-CA) was agreed to by a voice vote.
Upon conclusion of consideration of the bill, the Subcommittee
on Health agreed to report the bill favorably to the full
Committee, amended, by a voice vote.
On November 17, 2021, the full Committee met in open markup
session, pursuant to notice, to consider H.R. 3320 and 11 other
bills. No amendments were offered during consideration of the
bill. Upon conclusion of consideration of the bill, the full
Committee agreed to a motion on final passage offered by
Representative Pallone (D-NJ), Chairman of the Committee, to
order H.R. 3320 reported favorably to the House, as amended, by
a voice vote.
V. Committee Votes
Clause 3(b) of rule XIII of the Rules of the House of
Representatives requires the Committee to list each record vote
on the motion to report legislation and amendments thereto. The
Committee advises that there were no record votes taken on H.R.
3320, including a motion by Mr. Pallone ordering H.R. 3320
favorably reported to the House, as amended.
VI. Oversight Findings
Pursuant to clause 3(c)(1) of rule XIII and clause 2(b)(1)
of rule X of the Rules of the House of Representatives, the
oversight findings and recommendations of the Committee are
reflected in the descriptive portion of the report.
VII. New Budget Authority, Entitlement Authority, and Tax Expenditures
Pursuant to 3(c)(2) of rule XIII of the Rules of the House
of Representatives, the Committee adopts as its own the
estimate of new budget authority, entitlement authority, or tax
expenditures or revenues contained in the cost estimate
prepared by the Director of the Congressional Budget Office
pursuant to section 402 of the Congressional Budget Act of
1974.
The Committee has requested but not received from the
Director of the Congressional Budget Office a statement as to
whether this bill contains any new budget authority, spending
authority, credit authority, or an increase or decrease in
revenues or tax expenditures.
VIII. Federal Mandates Statement
The Committee adopts as its own the estimate of Federal
mandates prepared by the Director of the Congressional Budget
Office pursuant to section 423 of the Unfunded Mandates Reform
Act.
IX. Statement of General Performance Goals and Objectives
Pursuant to clause 3(c)(4) of rule XIII, the general
performance goal or objective of this legislation is to support
efforts to increase the diversity in the physical therapy,
occupational therapy, respiratory therapy, audiology, and
speech-language pathology professions.
X. Duplication of Federal Programs
Pursuant to clause 3(c)(5) of rule XIII, no provision of
H.R. 3320 is known to be duplicative of another Federal
program, including any program that was included in a report to
Congress pursuant to section 21 of Public Law 111-139 or the
most recent Catalog of Federal Domestic Assistance.
XI. Committee Cost Estimate
Pursuant to clause 3(d)(1) of rule XIII, the Committee
adopts as its own the cost estimate prepared by the Director of
the Congressional Budget Office pursuant to section 402 of the
Congressional Budget Act of 1974.
XII. Earmarks, Limited Tax Benefits, and Limited Tariff Benefits
Pursuant to clause 9(e), 9(f), and 9(g) of rule XXI, the
Committee finds that H.R. 3320 contains no earmarks, limited
tax benefits, or limited tariff benefits.
XIII. Advisory Committee Statement
No advisory committee within the meaning of section 5(b) of
the Federal Advisory Committee Act was created by this
legislation.
XIV. Applicability to Legislative Branch
The Committee finds that the legislation does not relate to
the terms and conditions of employment or access to public
services or accommodations within the meaning of section
102(b)(3) of the Congressional Accountability Act.
XV. Section-by-Section Analysis of the Legislation
Section 1. Short title
Section 1 designates that the Act may be cited as the
``Allied Health Workforce Diversity Act of 2021.''
Sec. 2. Increasing workforce diversity in the professions of physical
therapy, occupational therapy, respiratory therapy, audiology,
and speech-language pathology
Section 2 amends the Public Health Service Act (PHSA)
authorizing the Secretary to award grants and contracts to
eligible entities to increase diversity in the physical
therapy, occupation therapy, respiratory therapy, audiology,
and speech-language pathology professions. Grants and contracts
may be used to provide student scholarships or stipends for the
completion of select degree programs, assistance for completion
of prerequisite courses or other preparation necessary for
enrollment in accredited education programs, and to carry out
activities to ensure the retention of students.
Section 2 requires the Secretary to consider the
recommendations of national organizations representing the
professions of interest when awarding grants and contracts.
Section 2 requires award recipients to report information
regarding annual admission, retention, and graduation rates for
eligible individuals. If rates reported by a recipient fall
below the average of the previous two years, the recipient must
provide the Secretary with plans for immediately improving
rates. If the plan of the recipient fails to improve rates
within one-year of plan implementation, the recipient becomes
ineligible for continued funding.
Section 2 also specifies definitions for eligible entities
and individuals. Eligible entities are defined as accredited
education programs in physical therapy, occupational therapy,
respiratory therapy, audiology, and speech pathology
professions. Eligible individuals are defined as those who are
(1) underrepresented in the professions of interest,
specifically, racial or ethnic minorities, from disadvantaged
backgrounds, or individuals with a disability; (2) in financial
need for a scholarship or stipend; and (3) enrolled or accepted
for enrollment at an eligible entity for a program in the
professions of interest.
Finally, Section 2 authorizes $8 million for each of the
five fiscal years following enactment.
Sec. 3. Eligibility clarification regarding students supported through
mental and behavioral health education and training grants
Section 3 amends the PHSA to make eligible accredited
institutions of higher education or professional training that
are establishing or expanding master's and doctoral level
programs related to occupational therapy for grants to support
the recruitment of students by the Secretary.
XVI. 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 italics, and existing law in which no
change is proposed is shown in roman):
PUBLIC HEALTH SERVICE ACT
TITLE VII--HEALTH PROFESSIONS EDUCATION
* * * * * * *
PART D--INTERDISCIPLINARY, COMMUNITY-BASED LINKAGES
* * * * * * *
SEC. 756. MENTAL AND BEHAVIORAL HEALTH EDUCATION AND TRAINING GRANTS.
(a) Grants Authorized.--The Secretary may award grants to
eligible institutions to support the recruitment of students
for, and education and clinical experience of the students in--
(1) accredited institutions of higher education or
accredited professional training programs that are
establishing or expanding internships or other field
placement programs in mental health in psychiatry,
psychology, school psychology, behavioral pediatrics,
psychiatric nursing (which may include master's and
doctoral level programs), social work, school social
work, substance use disorder prevention and treatment,
marriage and family therapy, occupational therapy
(which may include master's and doctoral level
programs), school counseling, or professional
counseling, including such programs with a focus on
child and adolescent mental health, trauma, and
transitional-age youth;
(2) accredited doctoral, internship, and post-
doctoral residency programs of health service
psychology (including clinical psychology, counseling,
and school psychology) for the development and
implementation of interdisciplinary training of
psychology graduate students for providing behavioral
health services, including trauma-informed care and
substance use disorder prevention and treatment
services, as well as the development of faculty in
health service psychology;
(3) accredited master's and doctoral degree programs
of social work for the development and implementation
of interdisciplinary training of social work graduate
students for providing behavioral health services,
including trauma-informed care and substance use
disorder prevention and treatment services, and the
development of faculty in social work; and
(4) State-licensed mental health nonprofit and for-
profit organizations to enable such organizations to
pay for programs for preservice or in-service training
in a behavioral health-related paraprofessional field
with preference for preservice or in-service training
of paraprofessional child and adolescent mental health
workers.
(b) Eligibility Requirements.--To be eligible for a grant
under this section, an institution shall demonstrate--
(1) an ability to recruit and place the students
described in subsection (a) in areas with a high need
and high demand population;
(2) participation in the institutions' programs of
individuals and groups from different racial, ethnic,
cultural, geographic, religious, linguistic, and class
backgrounds, and different genders and sexual
orientations;
(3) knowledge and understanding of the concerns of
the individuals and groups described in paragraph (2),
especially individuals with mental disorder symptoms or
diagnoses, particularly children and adolescents, and
transitional-age youth;
(4) any internship or other field placement program
assisted under the grant will prioritize cultural and
linguistic competency; and
(5) the institution will provide to the Secretary
such data, assurances, and information as the Secretary
may require.
(c) Institutional Requirement.--For grants awarded under
paragraphs (2) and (3) of subsection (a), at least 4 of the
grant recipients shall be historically black colleges or
universities or other minority-serving institutions.
(d) Priority.--In selecting grant recipients under this
section, the Secretary shall give priority to--
(1) programs that have demonstrated the ability to
train psychology, psychiatry, and social work
professionals to work in integrated care settings for
purposes of recipients under paragraphs (1), (2), and
(3) of subsection (a); and
(2) programs for paraprofessionals that emphasize the
role of the family and the lived experience of the
consumer and family-paraprofessional partnerships for
purposes of recipients under subsection (a)(4).
(e) Report to Congress.--Not later than 4 years after the
date of enactment of the Helping Families in Mental Health
Crisis Reform Act of 2016, the Secretary shall include in the
biennial report submitted to Congress under section 501(m) an
assessment on the effectiveness of the grants under this
section in--
(1) providing graduate students support for
experiential training (internship or field placement);
(2) recruiting students interested in behavioral
health practice;
(3) recruiting students in accordance with subsection
(b)(1);
(4) developing and implementing interprofessional
training and integration within primary care;
(5) developing and implementing accredited field
placements and internships; and
(6) collecting data on the number of students trained
in behavioral health care and the number of available
accredited internships and field placements.
(f) Authorization of Appropriations.--For each of fiscal
years 2019 through 2023, there are authorized to be
appropriated to carry out this section $50,000,000, to be
allocated as follows:
(1) For grants described in subsection (a)(1),
$15,000,000.
(2) For grants described in subsection (a)(2),
$15,000,000.
(3) For grants described in subsection (a)(3),
$10,000,000.
(4) For grants described in subsection (a)(4),
$10,000,000.
* * * * * * *
PART G--INCREASING WORKFORCE DIVERSITY IN THE PROFESSIONS OF PHYSICAL
THERAPY, OCCUPATIONAL THERAPY, RESPIRATORY THERAPY, AUDIOLOGY, AND
SPEECH-LANGUAGE PATHOLOGY
SEC. 783. SCHOLARSHIPS AND STIPENDS.
(a) In General.--The Secretary may award grants and contracts
to eligible entities to increase educational opportunities in
the professions of physical therapy, occupational therapy,
respiratory therapy, audiology, and speech-language pathology
for eligible individuals by--
(1) providing student scholarships or stipends,
including for--
(A) completion of an accelerated degree
program;
(B) completion of an associate's, bachelor's,
master's, or doctoral degree program; and
(C) entry by a diploma or associate's degree
practitioner into a bridge or degree completion
program;
(2) providing assistance for completion of
prerequisite courses or other preparation necessary for
acceptance for enrollment in the eligible entity; and
(3) carrying out activities to increase the retention
of students in one or more programs in the professions
of physical therapy, occupational therapy, respiratory
therapy, audiology, and speech-language pathology.
(b) Consideration of Recommendations.--In carrying out
subsection (a), the Secretary shall take into consideration the
recommendations of national organizations representing the
professions of physical therapy, occupational therapy,
respiratory therapy, audiology, and speech-language pathology,
including the American Physical Therapy Association, the
American Occupational Therapy Association, the American Speech-
Language-Hearing Association, the American Association for
Respiratory Care, the American Academy of Audiology, and the
Academy of Doctors of Audiology.
(c) Required Information and Conditions for Award
Recipients.--
(1) In general.--The Secretary may require recipients
of awards under this section to report to the Secretary
concerning the annual admission, retention, and
graduation rates for eligible individuals in programs
of the recipient leading to a degree in any of the
professions of physical therapy, occupational therapy,
respiratory therapy, audiology, and speech-language
pathology.
(2) Falling rates.--If any of the rates reported by a
recipient under paragraph (1) fall below the average
for such recipient over the two years preceding the
year covered by the report, the recipient shall provide
the Secretary with plans for immediately improving such
rates.
(3) Ineligibility.--A recipient described in
paragraph (2) shall be ineligible for continued funding
under this section if the plan of the recipient fails
to improve the rates within the 1-year period beginning
on the date such plan is implemented.
(d) Definitions.--In this section:
(1) Eligible entities.--The term ``eligible entity''
means an accredited education program that is carrying
out a program for recruiting and retaining students
underrepresented in the professions of physical
therapy, occupational therapy, respiratory therapy,
audiology, and speech-language pathology (including
racial or ethnic minorities, or students from
disadvantaged backgrounds).
(2) Eligible individual.--The term ``eligible
individual'' means an individual who--
(A) is a member of a class of persons who are
underrepresented in the professions of physical
therapy, occupational therapy, respiratory
therapy, audiology, and speech-language
pathology, including individuals who are--
(i) racial or ethnic minorities;
(ii) from disadvantaged backgrounds;
or
(iii) individuals with a disability
(as defined in section 3(1) of the
Americans with Disabilities Act of
1990), or who have an individualized
education program (as defined in
section 602 of the Individuals with
Disabilities Education Act), are
covered under section 504 of the
Rehabilitation Act of 1973, or have
other documentation establishing the
student's disability (as such term is
defined in section 3(1) of the
Americans with Disabilities Act of
1990);
(B) has a financial need for a scholarship or
stipend; and
(C) is enrolled (or accepted for enrollment)
at an audiology, speech-language pathology,
respiratory therapy, physical therapy, or
occupational therapy program as a full-time
student at an eligible entity.
(e) Authorization of Appropriations.--There is authorized to
be appropriated to carry out this section $8,000,000 for the
first fiscal year commencing after the date of enactment of the
Allied Health Workforce Diversity Act of 2021 and each of the 4
succeeding fiscal years.
PART [G] H--GENERAL PROVISIONS
SEC. 791. PREFERENCES AND REQUIRED INFORMATION IN CERTAIN PROGRAMS.
(a) Preferences in Making Awards.--
(1) In general.--Subject to paragraph (2), in making
awards of grants or contracts under any of sections 747
and 750, the Secretary shall give preference to any
qualified applicant that--
(A) has a high rate for placing graduates in
practice settings having the principal focus of
serving residents of medically underserved
communities;
(B) during the 2-year period preceding the
fiscal year for which such an award is sought,
has achieved a significant increase in the rate
of placing graduates in such settings; or
(C) utilizes a longitudinal evaluation (as
described in section 761(d)(2)) and reports
data from such system to the national workforce
database (as established under section
761(b)(2)(E)).
(2) Limitation regarding peer review.--For purposes
of paragraph (1), the Secretary may not give an
applicant preference if the proposal of the applicant
is ranked at or below the 20th percentile of proposals
that have been recommended for approval by peer review
groups.
(b) Definition.--For purposes of this section, the term
``graduate'' means, unless otherwise specified, an individual
who has successfully completed all training and residency
requirements necessary for full certification in the health
profession selected by the individual.
(c) Exceptions for New Programs.--
(1) In general.--To permit new programs to compete
equitably for funding under this section, those new
programs that meet at least 4 of the criteria described
in paragraph (3) shall qualify for a funding preference
under this section.
(2) Definition.--As used in this subsection, the term
``new program'' means any program that has graduated
less than three classes. Upon graduating at least three
classes, a program shall have the capability to provide
the information necessary to qualify the program for
the general funding preferences described in subsection
(a).
(3) Criteria.--The criteria referred to in paragraph
(1) are the following:
(A) The mission statement of the program
identifies a specific purpose of the program as
being the preparation of health professionals
to serve underserved populations.
(B) The curriculum of the program includes
content which will help to prepare
practitioners to serve underserved populations.
(C) Substantial clinical training experience
is required under the program in medically
underserved communities.
(D) A minimum of 20 percent of the clinical
faculty of the program spend at least 50
percent of their time providing or supervising
care in medically underserved communities.
(E) The entire program or a substantial
portion of the program is physically located in
a medically underserved community.
(F) Student assistance, which is linked to
service in medically underserved communities
following graduation, is available to the
students in the program.
(G) The program provides a placement
mechanism for deploying graduates to medically
underserved communities.
* * * * * * *
[all]